The relation of cyber aggression to peer social competence in the classroom for children in China

Bibliographic Data

ID12686347
AuthorsR E Washington (0000-0001-5455-4453, Department of Psychology University of Memphis Memphis Tennessee, corresponding author), Robert S Cohen (0000-0002-1745-2965, Department of Psychology University of Memphis Memphis Tennessee), Kristoffer S Berlin (0000-0002-3441-6747, Department of Psychology University of Memphis Memphis Tennessee), Yeh Hsueh (0000-0001-5170-4030, Counseling, Educational Psychology, and Research University of Memphis Memphis Tennessee), Zongkui Zhou (0000-0002-0958-6568, School of Psychology, Key Laboratory of Adolescent CyberPsychology and Behavior Central China Normal University Wuhan China)
Year2018
Volume27
Issue4
Pages715-731
Publication date2018-07-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Development (JOURNAL)
Journal identifiersISSN: 1467-9507 • E-ISSN: 0961-205X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/sode.12314
OpenAlexW2884241194
LanguageEN
Citations received3
References cited55

Engaging in cyber aggression has been shown to be associated with negative psychosocial adjustment for both the victim and the aggressor for U.S. samples. Of particular interest to the present research was how engaging in cyber aggression related to classroom peer social competence for children in China. Participants were 494 students (Boys = 278; Girls = 216), Grades 3–6, attending an elementary school in Wuhan, China. A path analysis was performed using peer nominations for classroom aggression (overt and relational) and self‐reports of cyber aggression to predict: intra‐individual social competence (global self‐worth, loneliness, peer optimism); relationships (number of classroom mutual friends); and group level social competence (peer nominations for sociability behaviors and for popularity). Consistent with previous research on children, extent of engaging in cyber aggression was associated with negative intra‐individual and relationship classroom social competence measures. Unlike other studies, extent of cyber aggression was not associated with group level evaluations. Overt aggression was found to relate to classroom social competence in a similar fashion as reported for U.S. children; relational aggression showed a different pattern. The findings highlight the importance of examining the unique associations of types and forms of aggression to social competence, particularly in relation to culture

Aggression · Competence (human resources · Developmental psychology · Loneliness · Optimism · Peer group · Peer relations · Popularity · Psychosocial · Social change · Social competence · Sociometric status · Bullying, Victimization, and Aggression · Child Development and Digital Technology · Impact of Technology on Adolescents · Psychology · Social Psychology

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