Gangel Meghan J, Keane Susan P, Calkins Susan D, Shanahan Lilly, O'Brien Marion
University of North Carolina at Greensboro, USA.
University of North Carolina at Chapel Hill, USA.
J Early Adolesc. 2017 Oct;37(8):1078-1092. doi: 10.1177/0272431616642327. Epub 2016 Mar 31.
This study examined two competing hypotheses regarding the moderators of the association between relational aggression and peer status in early adolescence. The hypothesis examined whether positive social behaviors reduced the negative effects of relational aggression, thus amplifying the association between relational aggression and perceived popularity. The hypothesis examined whether leadership skills facilitated the proficient use of relational aggression, thus amplifying the association between relational aggression and perceived popularity. Participants were 158 fifth graders (52% female). Post hoc analyses indicated that for girls, leadership significantly moderated the association between relational aggression and perceived popularity after controlling for positive social behaviors. Positive social behaviors did not similarly moderate the association between relational aggression and perceived popularity for boys or girls. Our results demonstrated that in the context of greater leadership, female early adolescents who used more relational aggression were perceived as more popular.
本研究检验了两个相互竞争的假设，这些假设涉及青春期早期关系型攻击与同伴地位之间关联的调节因素。第一个假设检验积极的社会行为是否会减少关系型攻击的负面影响，从而增强关系型攻击与感知受欢迎程度之间的关联。第二个假设检验领导技能是否有助于熟练运用关系型攻击，从而增强关系型攻击与感知受欢迎程度之间的关联。研究参与者为158名五年级学生（52%为女生）。事后分析表明，对于女孩而言，在控制了积极社会行为后，领导能力显著调节了关系型攻击与感知受欢迎程度之间的关联。积极社会行为对男孩或女孩的关系型攻击与感知受欢迎程度之间的关联并没有类似的调节作用。我们的研究结果表明，在领导能力较强的背景下，使用更多关系型攻击的青春期早期女性被认为更受欢迎。
