It Takes Two to Fight in School, Too
A Social Relations Model of the Psychometric Properties and Relative Variance of Dyadic Aggression and Victimization in Middle School
Bibliographic Data
| ID | 12686367 |
|---|---|
| Authors | Noel A Card (0000-0002-6174-3882, University of Arizona, corresponding author), Ernest V E Hodges (0000-0002-2282-7899, St. John's University) |
| Year | 2009 |
| Volume | 19 |
| Issue | 3 |
| Pages | 447-469 |
| Publication date | 2009-10-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9507.2009.00562.x |
| PMID | 26985138 |
| OpenAlex | W2135447250 |
| Language | EN |
| Citations received | 8 |
| References cited | 39 |
Aggressive behavior has been well-studied in terms of interindividual differences among aggressors and victims, but has been understudied, especially within naturalistic contexts, in terms of aggressor-victim relationships. The Social Relations Model (SRM) is a powerful conceptual and analytic tool for studying dyadic phenomena, and we describe the use of multivariate SRM to study aggression. Boys and girls ( N = 210) in middle schools (sixth and seventh grades) completed a newly created Dyadic Aggression and Victimization Inventory (DAVI). Results support the reliability and validity of the DAVI in assessing interindividual and interdyadic differences in aggression and victimization. Occurrences of aggression were accounted for primarily by interdyadic variability, indicating the importance of considering aggressor-victim relationships. We discuss the implications of this relationship focus for future research and intervention efforts
Aggression · Developmental psychology · Intervention (counseling · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Intimate Partner and Family Violence · Psychology · Social Psychology
Interrater Reliability for Interdependent Social Network Data
From Classroom to Dyad
Popularity in the Peer Group and Victimization Within Friendship Cliques During Early Adolescence
Being in the Know
The link between harsh home environments and negative academic trajectories is exacerbated by victimization in the elementary school peer group
The importance of both individual differences and dyadic processes in children’s emotion expression
Modeling Contextual Effects in Developmental Research
Status Differences in Target-Specific Prosocial Behavior and Aggression
Bullying in American Schools
A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school
Bullies and Victims in the Peer Ecology
The Social Relations Model
The Effectiveness of Whole-School Antibullying Programs
Peer victimization among schoolchildren
The Dyadic Nature of Bullying and Victimization
A cognitive-affective system theory of personality
Power, approach, and inhibition.
Interpersonal perception
On the Development of Aggressive Dyadic Relationships in Boys’ Peer Groups
Aggressors and Their Victims
The Social Relations Model
Victimization Within Mutually Antipathetic Peer Relationships
The Role of Evaluator‐Victim Relationships in Children's Evaluations of Peer Provocation
I Hated Her Guts!”
Children's evaluations of provocation between peers
Victims of peer aggression
Heterogeneity of popular boys
Hostile attributions and behavioral strategies in children
It takes two to fight
Shared targets for aggression by early adolescent friends
Personal and interpersonal antecedents and consequences of victimization by peers
The dyadic nature of social information processing in boys' reactive and proactive aggression
The relationship context of human behavior and development
Accuracy in interpersonal perception
What Good Schools can Do About Bullying
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,47 |
| Citation span | 2009 - 2025 (17) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |