Department of Human Development, Washington State University, 501 JohnsonTower, Pullman, WA99164-4852, USA.
Child Dev. 2010 May-Jun;81(3):826-36. doi: 10.1111/j.1467-8624.2010.01436.x.
Studies show that children who use relational aggression process social information in unique ways; however, findings have been inconsistent and limited by methodological weaknesses. This short-term longitudinal study examined developmental changes in 245 (49% female; ages 8-13) 3rd through 8th graders' normative beliefs about relational aggression and tested the hypothesis that individual and classroom-level norms predict relational aggression 1 year later. Results showed that the transition to middle school was marked by increased approval of relational aggression, and individual norms predicted future relational aggression. Importantly, a contextual model showed that students in peer groups highly supportive of relational aggression became increasingly aggressive. Findings extend social information processing theories of relational aggression to focus on the role of peer group cognitions.
研究表明，使用关系攻击的儿童以独特的方式处理社会信息；然而，这些发现因方法上的弱点而不一致且有限。这项短期纵向研究调查了 245 名（49%为女性；年龄 8-13 岁）三至八年级学生对关系攻击的规范信念的发展变化，并检验了个体和课堂规范预测 1 年后关系攻击的假设。结果表明，进入中学标志着对关系攻击的认可增加，而个体规范预测未来的关系攻击。重要的是，一个情境模型表明，在高度支持关系攻击的同伴群体中的学生变得越来越具有攻击性。研究结果扩展了关系攻击的社会信息处理理论，将重点放在同伴群体认知的作用上。
