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Journal of Abnormal Child Psychology

, Volume 36, Issue 3, pp 311–322 | Cite as

Forms of Aggression and Peer Victimization During Early Childhood: A Short-term Longitudinal Study

  • Jamie M. OstrovEmail author
Article

Abstract

A multi-informant and multi-measure short-term longitudinal study of the association between subtypes of aggression and peer victimization was conducted in an early childhood sample (M = 44.36 months; SD = 11.07; N = 120). Observational and teacher report measures demonstrated appropriate reliability and validity as well as stability across an academic year. Concurrent associations revealed that observed relational aggression was uniquely associated with teacher reported relational victimization and observed physical aggression was uniquely associated with teacher reported physical victimization. Prospective findings indicated that observed relational aggression predicted increases in teacher reported relational victimization for girls only, controlling for the variance associated with physical aggression, prosocial behavior, physical victimization, and gender. Peer rejection partially mediated the association between observed relational aggression at time 1 and teacher reported relational victimization at time 2. Ways in which these and other prospective findings extend the extant literature are discussed.

Keywords

Relational aggression Relational victimization Physical aggression Physical victimization Early childhood 

Notes

Acknowledgements

The contributions of Emily R. Ries, Jamie L. Guzzo, Kirstin Grös Stauffacher, Stephanie A. Godleski, and the entire UB Early Childhood Play Project staff are greatly appreciated. I acknowledge Dr. Leonard J. Simms and Dr. Julie Wojslawowicz Bowker for comments on an earlier draft. I thank the families, teachers, and directors of participating schools.

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  1. 1.Department of PsychologyUniversity at BuffaloBuffaloUSA

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