Selection and Socialization of Aggressive and Prosocial Behavior: The Moderating Role of Social-Cognitive Processes

This study evaluated the extent to which fourth‐grade students (M age = 8.62) select and are influenced by their peers' aggressive and prosocial behavior and the extent to which intra‐individual social cognitions moderate these processes. Two waves of data were collected in the fall and spring...

Full description

Saved in:
Bibliographic Details
Published in:Journal of research on adolescence 2013-09, Vol.23 (3), p.424-436
Main Authors: Molano, Andres, Jones, Stephanie M., Brown, Joshua L., Aber, J. Lawrence
Format: Article
Language:English
Subjects:
Aggression
Bias
Elementary Schools
New York City, New York
Peers
Social Behavior
Social Networks
Socialization
Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study evaluated the extent to which fourth‐grade students (M age = 8.62) select and are influenced by their peers' aggressive and prosocial behavior and the extent to which intra‐individual social cognitions moderate these processes. Two waves of data were collected in the fall and spring of one academic year from children attending 18 New York City public elementary schools. Stochastic actor‐based social network analysis was used to evaluate whether participants modify their network or behavior in response to the behavior of their peers. Findings support an average main effect of peer influence of aggression, as well as an interaction indicating that participants with high levels of hostile attributional bias have higher odds of adopting the aggressive behavior of their peers.
ISSN:1050-8392
1532-7795
DOI:10.1111/jora.12034