Butovskaya Marina L, Timentschik Vera M, Burkova Valentina N
Center of Evolutionary Anthropology, Institute of Ethnology and Anthropology, RAS, Leninsky Prosp. 32 a, Moscow, Russia.
Aggress Behav. 2007 Mar-Apr;33(2):170-83. doi: 10.1002/ab.20197.
The objective of the present study was to examine the effects of aggression and conflict-managing skills on popularity and attitude to school in Russian adolescents. Three types of aggression (physical, verbal, and indirect), constructive conflict resolution, third-party intervention, withdrawal, and victimization were examined using the Peer-Estimated Conflict Behavior (PECOBE) inventory [Bjorkquist and Osterman, 1998]. Also, all respondents rated peer and self-popularity with same-sex classmates and personal attitude to school. The sample consisted of 212 Russian adolescents (101 boys, 111 girls) aged between 11 and 15 years. The findings attest to significant sex differences in aggression and conflict resolution patterns. Boys scored higher on physical and verbal aggression, and girls on indirect aggression. Girls were socially more skillful than boys in the use of peaceful means of conflict resolution (they scored higher on constructive conflict resolution and third-party intervention). The attributional discrepancy index (ADI) scores were negative for all three types of aggression in both sexes. Verbal aggression is apparently more condemned in boys than in girls. ADI scores were positive for constructive conflict resolution and third-party intervention in both genders, being higher in boys. In girls, verbal aggression was positively correlated with popularity. In both sexes, popularity showed a positive correlation with constructive conflict resolution and third-party intervention, and a negative correlation with withdrawal and victimization. Boys who liked school were popular with same-sex peers and scored higher on constructive conflict resolution. Girls who liked school were less aggressive according to peer rating. They also rated higher on conflict resolution and third-party intervention. Physical aggression was related to age. The results are discussed in a cross-cultural perspective.
本研究的目的是考察攻击行为和冲突管理技能对俄罗斯青少年受欢迎程度及对学校态度的影响。使用同伴评估冲突行为（PECOBE）量表[比约奎斯特和奥斯特曼，1998]对三种攻击类型（身体攻击、言语攻击和间接攻击）、建设性冲突解决方式、第三方干预、退缩行为和受欺负情况进行了考察。此外，所有受访者对与同性同学的同伴受欢迎程度和自我受欢迎程度以及对学校的个人态度进行了评分。样本包括212名年龄在11至15岁之间的俄罗斯青少年（101名男孩，111名女孩）。研究结果证明了在攻击行为和冲突解决模式上存在显著的性别差异。男孩在身体攻击和言语攻击方面得分更高，而女孩在间接攻击方面得分更高。在使用和平的冲突解决方式上，女孩在社交方面比男孩更有技巧（她们在建设性冲突解决和第三方干预方面得分更高）。两性在所有三种攻击类型上的归因差异指数（ADI）得分均为负。言语攻击在男孩中显然比在女孩中更受谴责。两性在建设性冲突解决和第三方干预方面的ADI得分均为正，男孩得分更高。在女孩中，言语攻击与受欢迎程度呈正相关。在两性中，受欢迎程度与建设性冲突解决和第三方干预呈正相关，与退缩行为和受欺负情况呈负相关。喜欢学校的男孩在同性同伴中很受欢迎，并且在建设性冲突解决方面得分更高。根据同伴评分，喜欢学校的女孩攻击性较低。她们在冲突解决和第三方干预方面的评分也更高。身体攻击与年龄有关。研究结果从跨文化角度进行了讨论。
