Psychosocial adjustment in aggressive popular and aggressive rejected adolescents at school

  1. Estévez López, Estefanía
  2. Emler, Nicholas
  3. Cava Caballero, María Jesús
  4. Inglés Saura, Cándido J.
Zeitschrift:
Psychosocial Intervention

ISSN: 1132-0559

Datum der Publikation: 2014

Ausgabe: 23

Nummer: 1

Seiten: 57-67

Art: Artikel

DOI: 10.5093/IN2014A6 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Psychosocial Intervention

Ziele für nachhaltige Entwicklung

Zusammenfassung

El objetivo del presente estudio fue comparar el perfil de adolescentes agresivos con distinto estatus sociométrico en el aula, populares o rechazados, con adolescentes de estatus sociométrico promedio y sin problemas de conducta documentados. Se compararon características a nivel intra-individual, familiar, escolar y social. Una muestra de 457 adolescentes de entre 11 y 18 años (48% chicas) participaron en el estudio. Las diferencias entre los grupos se examinaron a través de una serie de análisis multivariados de varianza y de función discriminante. Los resultados indicaron que aunque los adolescentes populares agresivos mostraron un mejor desempeño académico e integración social en la clase, sus niveles de ajuste emocional y familiar fueron tan negativos como los de los estudiantes rechazados agresivos. Ambos grupos informaron de actitudes negativas hacia la autoridad institucional de los profesores, así como el compromiso con una imagen social entre los iguales fundamentada en la reputación de rebeldía y no conformismo. Se discuten la implicación de los resultados y sugerencias para investigaciones futuras

Informationen zur Finanzierung

This study was performed within the framework of the research project PSI2008-01535/PSIC: “School violence, victimization and social reputation in adolescence” subsidized by the Spanish Ministry of Science and Innovation.

Bibliographische Referenzen

  • Arbuckle, J. L. (2005). Amos 6.0 Users Guide. Chicago, IL: SPSS Inc.
  • Astor, R., Pitner, R.O., Benbenishty, R., & Meyer, H.A. (2002). Public concern and focus on school violence. In L. A. Rapp-Paglicci, A. R. Roberts, J. S. Wodarski (Eds.), Handbook of violence (pp. 262-297). New York: Wiley.
  • Atienza, F. L., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicometricas de la escala de satisfacción con la vida en adolescentes. Psicothema, 12, 314-320.
  • Becker, B. E., & Luthar, S. S. (2007). Peer-perceived admiration and social preference: contextual correlates of positive peer regard among suburban and urban adolescents. Journal of Research on Adolescence, 17, 117-144. doi: 10.1111/j.1532-7795.2007.00514.x
  • Bellmore, A. (2011). Peer rejection and unpopularity: Associations with GPAs across the transition to middle school. Journal of Educational Psychology, 103, 282-295. doi: 10.1037/a0023312
  • Bierman, K. L. (2004). Peer rejection. Developmental processes and intervention strategies. New York: Guilford Press.
  • Bierman, K. L., Smoot, D. L., & Aumiller, K. (1993). Characteristics of aggressive- rejected, aggressive (nonrejected), and rejected (nonaggressive) boys. Child Development, 64, 139-151. doi: 10.2307/1131442
  • Birch, S.H., & Ladd, G.W. (1998). Childrens interpersonal behaviors and the teacher- child relationship. Developmental Psychology, 34, 934-946. doi: 10.1037//0012- 1649.34.5.934
  • Black, B., & Logan, A. (1995). Links between communication patterns in mother-child, father-child, and child-peer interactions and childrens social status. Child Development, 66, 255-271. doi: 10.2307/1131204
  • Blankemeyer, M., Flannery, D.J., & Vazsonyi, A.T. (2002). The role of aggression and social competence in childrens perception of the child-teacher relationship. Psychology in the Schools, 39, 293-304. doi:10.1002/pits.10008
  • Brown, M. B., & Forsythe, A. B. (1974). The small sample behavior of some statistics which test the equality of several means. Technometrics, 16, 129-132. doi: 10.2307/1267501
  • Bryant, B. K. (1982). An Index of Empathy for Children and Adolescents. Child Development, 53 (2), 413-425. doi: 10.2307/1128984
  • Buelga, S., Musitu, G., Murgui, S., & Pons, J. (2008). Reputation, loneliness, satisfaction with life and aggressive behavior in adolescence. The Spanish Journal of Psychology, 11, 192-200.
  • Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relations between peer group rejection and childrens classroom engagement and achievement. Journal of Educational Psychology, 98, 1-13. doi: 10.1037/0022-0663.98.1.1
  • Carroll, A., Hattie, J., Durkin, K., & Houghton, S. (1999). Adolescent reputation enhancement: differentiating delinquent, nondelinquent, and at-risk youths. Journal of Child Psychology and Psychiatry, 40, 593-606. doi: 10.1111/1469-7610.00476
  • Carroll, A., Green, S., Houghton, S., & Wood, R. (2003). Reputation enhancement and involvement in delinquency among high school students. International Journal of Disability, Development and Education, 50, 253-273. doi: 10.1080/1034912032000120444
  • Carroll, A., Houghton, S., Hattie, J., & Durkin, K. (2001). Reputation enhancing goals: Integrating reputation enhancement and goal setting theory as an explanation of delinquent involvement. In F.H. Columbus (Ed.), Advances in Psychology Research (pp. 101-129). New York: Nova Science Publishers.
  • Cava, M. J. (2011). Family, teachers, and peers: keys for supporting victims of bullying. Psychosocial Intervention, 20, 183-192. doi: 10.5093/in2011v20n2a6
  • Cava, M.J., Buelga, S., Musitu, G., & Herrero, J. (2011). Estructura factorial de la adaptación espanola de la escala de Identificación Grupal de Tarrant. Psicothema, 23, 772-777.
  • Cava, M.J., Estevez, E. Buelga, S., & Musitu, G. (2013). Propiedades psicometricas de la Escala de Actitudes hacia la Autoridad Institucional en adolescentes (AAI-A). Anales de Psicología, 29, 540-548.
  • Cava, M. J., & Musitu, G. (1999). Percepción del profesor y estatus sociometrico en el grupo de iguales. Información Psicológica, 71, 60-65.
  • Cava, M. J., & Musitu, G. (2000). La potenciación de la autoestima en la escuela. Barcelona: Paidós.
  • Cava, M. J., & Musitu, G. (2001). Autoestima y percepción del clima escolar en ninos con problemas de integración social en el aula. Revista de Psicología General and Aplicada, 54, 297-311.
  • Cillessen, A., van Ijzendoom, H., van Lieshout, C., & Hartup, W. (1992). Heterogeneity among peer rejected boys: Subtypes and stabilities. Child Development, 63, 893-905. doi: 10.2307/1131241
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396. doi: 10.2307/2136404
  • Cohen, S., & Williamson, G. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The social psychology of health (pp. 31-67). Newbury Park, CA: Sage.
  • Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: Across-age perspective. Developmental Psychology, 18, 557-570. doi: 10.1037/0012- 1649.18.4.557
  • Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Consulting and Clinical Psychology, 60, 783-792. doi: 10.1037//0022-006X.60.5.783
  • Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social informationprocessing mechanisms in childrens social adjustment. Psychological Bulletin, 115, 74-101. doi: 10.1037//0033-2909.115.1.74
  • Cummings, E. M., Goeke-Morey, M., & Papp, L. (2003). Childrens responses to everyday marital conflict tactics in the home. Child Development, 74, 1918-1929. doi: 10.1046/j.1467-8624.2003.00646.x
  • Davis, H. (2003). Conceptualizing the role and influence of student-teacher relationships on childrens social and cognitive development. Educational Psychologist, 38, 207-234. doi: 10.1207/S15326985EP3804-2
  • Dekovic, M., Wissink, I., & Meijer, A. (2004). The role of family and peer relations in adolescent antisocial behaviour: Comparison of four ethnic groups. Journal of Adolescence, 27, 497-514. doi: 10.1016/j.adolescence.2004.06. 010
  • Deptula, D. P., & Cohen, R. (2004). Aggressive, rejected, and delinquent children and adolescents: a comparison of their friendships. Aggression and Violent Behavior, 9, 75-104. doi: 10.1016/S1359-1789(02)00117-9
  • Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71-75. doi: 10.1207/s15327752jpa4901-13
  • Emler, N. (2009). Delinquents as a minority group: Accidental tourists in forbidden territory or voluntary emigres? In F. Butera & J. Levine (Eds.), Coping with minority status: Responses to exclusion and inclusion. US: Cambridge University Press.
  • Emler, N. & Reicher, S. (1995). Adolescence and delinquency: The collective management of reputation. Oxford: Blackwell.
  • Emler, N., & Reicher, S. (2005). Delinquency: Cause or consequence of social exclusion? In D. Abrams, M. A. Hogg, & J. M. Marques (Eds.), The Social Psychology of Inclusion and Exclusion (pp. 211-241). New York: Psychology Press.
  • Estell, D. B., Cairns, R. B., Farmer, T. W., & Cairns, B. D. (2002). Aggression in inner-city early elementary classrooms: individual and peer-group configurations. Merrill- Palmer Quarterly, 48, 52-76. doi: 10.1353/mpq.2002.0002
  • Estell, D. B., Farmer, T. W., Pearl, R., Van Acker, R., & Rodkin, P. C. (2008). Social status and aggressive and disruptive behavior in girls: individual, group, and classroom influences. Journal of School Psychology, 46, 193-212. doi: 10.1016/j.jsp.2007.03.004
  • Estevez, E., Herrero, J., Martínez, B., & Musitu, G. (2006). Aggressive and non-aggressive rejected students: an analysis of their differences. Psychology in the Schools, 43, 387-400. doi: 10.1002/pits.20152
  • Estevez, E., Jimenez, T. I., & Moreno, D. (2010). Cuando las víctimas de violencia escolar se convierten en agresores: "Quien va a defenderme". European Journal of Education and Psychology, 3, 177-186.
  • Estevez, E., Martínez, B., & Jimenez, T. (2009). Las relaciones sociales en la escuela: El problema del rechazo escolar. Psicología Educativa, 15, 5-12.
  • Estevez, E., Martínez, B., Moreno, D., & Musitu. G. (2006). Relaciones familiares, rechazo entre iguales y violencia escolar. Cultura y Educación, 18, 335-344. doi: 10.1174/113564006779173046
  • Estevez, E., Musitu, G., & Herrero, J. (2005). The influence of violent behavior and victimization at school on psychological distress: the role of parents and teachers. Adolescence, 40, 183-196.
  • Expósito, F., & Moya, M. C. (1999). Soledad and Apoyo Social. Revista de Psicología Social, 2-3, 319-339. doi: 10.1174/ 021347499760260000
  • Farmer, T. W., Leung, M., Pearl, R., Rodkin, P. C., Cadwallader, T. W., & Van Aken, R. (2002). Deviant or diverse peer groups? The peer affiliations of aggressive elementary students. Journal of Educational Psychology, 94, 611-620. doi: 10.1037//0022-0663.94.3.611
  • Fernández-Ballesteros, R., & Sierra, B. (1989). Escalas de Clima Social FES, WES, CIES and CES. Madrid: TEA.
  • Franz, D. Z., & Gross, A. M. (2001). Child sociometric status and parent behaviours. Behavior Modification, 25, 3-20. doi: 10.1177/ 0145445501251001
  • García-Bacete, F. J. (1989). Los ninos con dificultades de aprendizaje y ajuste escolar: aplicación y evaluación de un modelo de intervención con padres y ninos como coterapeutas (Dissertation). Universitat de Valncia.
  • Gest, S. D., Graham-Bermann, S. A., & Hartup, W. W. (2001). Peer experience: common and unique features of number of friendships, social network centrality and sociometric status. Social Development, 10, 23-39. doi: 10.1111/1467-9507.00146
  • Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: social acceptance, friendships, and social network. Journal of School Psychology, 41, 235-284. doi: 10.1016/S0022-4405(03)00048-7
  • Gracia, E., Lila, M., & Musitu, G. (2005). Rechazo parental y ajuste psicológico y social de los hijos. Salud Mental, 28, 73-81.
  • Graham, S., & Juvonen, J. (2002). Ethnicity, peer harassment, and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22, 173-199. doi: 10.1177/0272431602022002003
  • Greenman, P. S., Schneider, B. H., & Tomada, G. (2009). Stability and change in patterns of peer rejection. School Psychology International, 30, 163-183.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of childrens school outcomes through eighth grade. Child Development, 72, 625-638. doi: 10.1111/1467-8624.00301
  • Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years. Child Development, 68, 278-294. doi: 10.2307/1131850
  • Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Psychology and Psychiatry, 45, 84-108. doi: 10.1046/j.0021-9630.2003.00308.x
  • Helsen, M., Vollebergh, W., & Meeus, W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, 29, 319-335. doi: 10.1023/A:1005121121721
  • Herrero, J., & Meneses, J. (2006). Short Web-based versions of the perceived stress (PSS) and Center for Epidemiological Studies-Depression (CESD) Scales: a comparison to pencil and paper responses among Internet users. Computers in Human Behavior, 22, 830-848. doi: 10.1016/j.chb.2004.03.007
  • Hoff, K. E., Reese-Weber, M., Schneider, W. J., & Stagg, J. W. (2009). The association between high status positions and aggressive behavior in early adolescence. Journal of School Psychology 47, 395-426. doi: 10.1016/j.jsp.2009.07.003
  • Hoge, R. D., Andrews, D. A., & Leschied, A. W. (1996). An investigation of risk and protective factors in a sample of youthful offenders. Journal of Child Psychology and Psychiatry and Allied Discplines, 37, 419-424. doi: 10.1111/j.1469-7610.1996.tb01422.x
  • Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawal unpopular children: variations in peer and self-perceptions in multiple domains. Child Development, 64, 879-896. doi: 10.2307/1131224
  • Jiang, X. L., & Cillessen, A. H. N. (2005). Stability of continuous measures of sociometric status: a meta-analysis. Developmental Review, 25, 1-25. doi: 10.1016/j.dr.2004.08.008
  • Jimenez, T. I., & Lealle, H. (2012). La violencia escolar entre iguales en alumnos rechazados y populares. Psychosocial Intervention, 21, 77-89. doi: http://dx.doi.org/10.5093/in2012v21n1a5
  • Jimerson, S. R., Durbrow, E. H., & Wagstaff, D. A. (2009). Academic and behaviour associates of peer status for children in a Caribbean community findings from the St Vincent Child Study. School Psychology International, 30, 184-200.
  • Kiesner, J. (2002). Depressive symptoms in early adolescence: Their relations with classroom problem behavior and peer status. Journal of Research on Adolescence, 12, 463-478. doi: 10.1111/1532-7795.00042
  • Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of students perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100, 96-104. doi: 10.1037/0022-0663.100.1.96
  • Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274-305). New York: Cambridge University Press.
  • Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333-359. doi: 10.1146/annurev. psych.50.1.333
  • Lila, M., García, F., & Gracia, E. (2007). Perceived paternal and maternal acceptance and childrens outcomes in Colombia. Social Behavior and Personality, 35, 115-124.
  • Lila, M., Herrero, J., & Gracia, E. (2008). Multiple victimization of Spanish adolescents: A multilevel analysis. Adolescence, 43, 333-350.
  • Lila, M., Musitu, G., & Buelga, S. (2000). Adolescentes colombianos y espanoles: diferencias, similitudes y relaciones entre la socialización familiar, la autoestima y los valores. Revista Latinoamericana de Psicología, 32, 301-319.
  • Little, T. D., Henrich, C. C., Jones, S. M., & Hawley, P. H. (2003). Disentangling the "whys" from the "whats" of aggressive behaviour. International Journal of Behavioral Development, 27, 122-133. doi: 10.1080/01650250244000128
  • Maag, J. W., Vasa, S. F., Reid, R., & Torrey, G. K. (1995). Social and behavioral predictors of popular, rejected and average children. Educational and Psychological Measurement, 55, 196-205. doi: 10.1177/0013164495055002004
  • Mayeux, L., Sandstrom, M. J., & Cillessen, A. (2008). Is Being Popular a Risky Proposition? Journal of Research on Adolescence, 18, 49-74. doi: 10.1111/j.1532-7795.2008.00550.x
  • Mehrabian, A., & Epstein, N. A. (1972). A measure of emotional empathy. Journal of Personality, 40, 525-543. doi: 10.1111/j.1467-6494.1972. tb00078.x
  • Mestre, V., Perez-Delgado, E., Frías, D., & Samper, P. (1999). Instrumentos de evaluación de la empatía. In E. Perez-Delgado & V. Mestre, Psicología moral y crecimiento personal (pp. 181-190). Barcelona: Ariel.
  • Miller-Johnson, S., Coie, J.D., Maumary-Gremaud, A., & Bierman, K. (2002). Peer rejection and aggression and early starter models of conduct disorder. Journal of Abnormal and Child Psychology, 30, 217-230. doi: 10.1023/A:1015198612049
  • Moos, R. H., & Moos, B. S. (1981). Family Environment Scale Manual. Palo Alto, CA: Consulting Psychologist Press.
  • Moos, R. H., & Trickett, E. J. (1973). Classroom Environment Scale manual. Palo Alto, CA: Consulting Psychologist Press.
  • Moreno, D., Estevez, E., Murgui, S., & Musitu, G. (2009). Reputación social y violencia relacional en adolescentes: el rol de la soledad, la autoestima y la satisfacción vital. Psicothema, 21, 537-542.
  • Moreno, D., Neves de Jess, S., Murgui, S., & Martínez, B. (2012). Un estudio longitudinal de la reputación social no conformista y la violencia en adolescentes desde la perspectiva de genero. Psychosocial Intervention, 21, 67-75. doi: http://dx.doi.org/10.5093/in2012v21n1a6
  • Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social-emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25-41. doi: 10.1002/1520-6807(200101)38:13.0.CO;2-C
  • Musitu, G., & Cava, M. J. (2001). Familia y educación. Barcelona: Octaedro.
  • Musitu, G., & García, F. (2004). La socialización parental desde el modelo bidimensional: padres autoritativos o padres indulgentes? Psicothema, 16, 288-293.
  • Musitu, G., García, F., & Gutierrez, M. (1994). AFA, Autoconcepto Forma A, Manual. Madrid: TEA.
  • Newcomb, A. F. , Bukowski, W. M., & Pattee, L. (1993). Childrens peer relations: a meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99-128. doi: 10.1037//0033- 2909.113.1.99
  • Newman, R. S., & Murray, B. J. (2005). How students and teachers view the seriousness of peer harassment: When is it appropriate to seek help? Journal of Educational Psychology, 97, 347-365. doi: 10.1037/0022-0663.97.3.347
  • Olthof, T., & Goossens, F. A. (2008). Bullying and the need to belong: Early adolescents bullying-related behavior and the acceptance they desire and receive from particular classmates. Social Development, 17, 24-46. doi: 10.1111/j.1467-9507.2007.00413.x
  • Olthof, T., Goossens, F. A., Vermande, M. M., Aleva., E. A., & van der Meulen, M. (2011). Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, 49, 339-359. doi: 10.1016/j.jsp.2011.03.003.
  • Pakaslahti, L., Karjalainen, A., & Keltikangas,-Jarvinen, L. (2002). Relationships between adolescent prosocial problem-solving strategies, prosocial behaviour, and social acceptance. International Journal of Behavioral Development, 26, 137-144. doi: 10.1080/01650250042000681
  • Parke, R. D. (2004). Development in the family. Annual Review of Psychology, 55, 365-399. doi: 10.1146/annurev.psych.55.090902.141528
  • Parkhurst, J.T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behaviour, loneliness and interpersonal concerns. Developmental Psychology, 28, 231-241. doi: 10.1037//0012-1649.28.2. 231
  • Patterson, C. J., Kupersmidt, J. B., & Griesler, P. C. (1990). Childrens perceptions of self and of relations with others as a function of sociometric status. Child Development, 61, 1335-1349.
  • Pettit, G. S., Clawson, M. A., Dodge, K. A., & Bates, J. E. (1996). Stability and change in peer-rejected status: The role of child behavior, parenting, and family ecology. Merrill-Palmer Quarterly, 42, 267-294.
  • Peugh, J. L., & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74, 525-556. doi: 10.3102/00346543074004525
  • Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385-401. doi: 10.1177/014662167700100306
  • Reicher, S., & Emler, N. (1985). Delinquent behaviour and attitudes to formal authority. British Journal of Social Psychology, 3, 161-168. doi: 10.1111/j.2044-8309.1985. tb00677.x
  • Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: antisocial and prosocial configurations. Developmental Psychology, 36, 14-24. doi: 10.1037/0012-1649.36.1.14
  • Rodkin, P. C., Farmer, T.W., Pearl, R., & Van Acker, R. (2006). Theyre cool: social status and peer group supports for aggressive boys and girls. Social Development, 15, 175-204. doi: 10.1111/j.1467-9507.2006.00336.x
  • Rose, A. J., Swenson, L. P., & Carlson, W. (2004). Friendships of aggressive youth: Considering the influences of being disliked and of being perceived as popular. Journal of Experimental Child Psychology 88, 25-45. doi: 10.1016/j. jecp.2004.02.005
  • Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 553-617). New York: Wiley.
  • Rubini, M., & Palmonari, A. (1995). Orientamenti verso la autorita formali e partecipazione poltica degli adolescenti. Giornale Italiano di Psicologia, 10, 757-775.
  • Russell, D., Peplau, L.A., & Cutrona, C.E. (1980). The revised UCLA Loneliness Scale: Concurrent and discriminant validity evidence. Journal of Personality and Social Psychology, 39, 472-480. doi: 10.1037//0022-3514.39.3.472
  • Stevens, V., De Bourdeaudhuij, I., & Van Oost, P. (2002). Relationship of the family environment to childrens involvement in bully/victim problems at school. Journal of Youth and Adolescence, 31, 419-428. doi: 10.1023/A:1020267221683
  • Schwartz, D., Gorman, A., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42, 1116-1127.
  • Tajfel, H. (1981). Human groups and social categories. Cambridge: Cambridge University Press.
  • Tarrant, M. (2002). Adolescent peer groups and social identity. Social Development, 11(1), 110-123. doi: 10.1111/1467-9507.00189
  • Terry, R. (2000). Recent advances in measurement theory and the use of sociometric techniques. In A. H. N. Cillessen & W. M. Bukowski (Eds.), Recent advances in the measurment of acceptance and rejection in the peer system (pp. 75-93). San Francisco, CA: Jossey-Bass.
  • Turner, J. C. (1982). Towards a cognitive redefinition of the social group. In H. Tajfel (Ed.), Social identity and intergroup relations (pp. 15-40). Cambridge: Cambridge University Press.
  • Vaillancourt, T., & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer-valued characteristics. Aggressive Behavior, 32, 396-408.
  • Verschueren, K., & Marcoen, A. (2002). Perceptions of self and relationship with parents in aggressive and nonaggressive rejected children. Journal of School Psychology, 40, 501-522. doi: 10.1016/S0022-4405(02)00122-X
  • Welch, B. L. (1951). On the comparison of several mean values: An alternative approach. Biometrika, 38, 330-336.
  • Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763.
  • Woodward, L. J., & Fergusson, D. M. (1999). Childhood peer relationship problems and psychosocial adjustment in late adolescence. Journal of Abnormal Child Psychology, 27, 87-104. doi: 10.1023/A:1022618608802
  • Zakriski, A. L., & Coie, J. D. (1996). A comparison of aggressive-rejected and nonaggressiverejected childrens interpretations of self-directed and other-directed rejection. Child Development, 67, 1048-1072. doi: 10.2307/1131879
  • Zettergren, P. (2003). School adjustment in adolescence for previously rejected, average, and popular children. British Journal of Educational Psychology, 73, 207-221. doi: 10.1348/00070990360626949
  • Zettergren. P. (2005). Childhood peer status as predictor of mid-adolescence peer situation and social adjustment. Psychology in the Schools, 42, 745-757. doi: 10.1002/pits.20121