Patterns of peer- and teacher-rated aggression,victimization, and prosocial behavior in an urban,predominantly African American preadolescent sample: Associations with peer-perceived characteristics |
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| Affiliation: | 1. Johns Hopkins University, Bloomberg School of Public Health, Department of Mental Health, 624 N. Broadway Ave., Baltimore, MD 21205, United States;2. Johns Hopkins School of Medicine, Department of Psychiatry and Behavioral Sciences, 550 N Broadway, 9th Floor, Baltimore, MD 21205, United States;3. Smith College, Department of Psychology, 10 Elm Street, Bass 218, Northampton, MA 01063, United States;4. Council for the Accreditation of Educator Preparation, 1140 19th St NW, Suite 400, Washington, DC 20036, United States;1. Families & Children Policy Area, MDRC, United States;2. Department of Teaching and Learning, New York University, United States;3. Department of Applied Psychology, New York University, United States;1. University of Oregon, 5262 University of Oregon, Eugene, OR 97403, United States;2. Southern Methodist University, United States;1. Arizona State University, P.O. Box 853701, Tempe, AZ 85287, United States;2. University of Richmond, 28 Westhampton Way, Richmond, VA 23173, United States;3. University of Nebraska-Lincoln, P.O. Box 830858, Lincoln, NE 68583, United States;1. University of Illinois at Chicago, United States;2. Elmhurst College, United States |
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| 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 = 10.4 years) 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. |
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