Citation

Bettencourt AF, Musci R, Clemans KH, Carinci J, Ialongo NS. J. Sch. Psychol. 2017; 65: 83-101.

Affiliation

Johns Hopkins University, Bloomberg School of Public Health, Department of Mental Health, 624 N. Broadway Ave., Baltimore, MD 21205, United States.

Copyright

(Copyright © 2017, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2017.07.003

PMID

29145945

Abstract

This study investigated peer-perceived social/reputational correlates of patterns of aggression, victimization, and prosocial behavior. Participants were a predominantly African-American (i.e., 87%) sample of 320 fourth and fifth graders (45% male, Mean age=10.4years) attending six urban public elementary schools. Using latent profile analysis, profiles of peer-perceived and teacher-perceived aggressive, victimized, and prosocial youth were identified. These latent profiles were then compared on a range of peer-perceived social/reputational characteristics.

RESULTS indicated that teachers and peers identified similar profiles of normative and prosocial students. However, whereas peers distinguished between aggressive and victimized profiles, the teacher-identified victimized profile was also perceived as aggressive.

RESULTS also indicated that there was modest agreement between peers and teachers about who was involved in peer victimization.

FINDINGS underscore the importance of including both informants in efforts to identify youth involved in peer victimization.

Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Language: en

Keywords

Aggression; Latent class analysis; Multi-informant ratings; Peer victimization