View in EDS

A Person-Centered Exploration of Peer Aggression and Prosocial Behavior in Early Adolescence

Saved in:
Bibliographic Details
Title: A Person-Centered Exploration of Peer Aggression and Prosocial Behavior in Early Adolescence
Language: English
Authors: Hopkins, S. W. (ORCID 0000-0002-2443-9419), Marks, A. K., Fireman, G. D.
Source: Contemporary School Psychology. 2023 27(4):683-695.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Descriptors: Early Adolescents, Grade 5, Grade 6, Peer Relationship, Aggression, Prosocial Behavior, Stress Variables, Group Unity, Educational Environment
DOI: 10.1007/s40688-023-00461-9
ISSN: 2159-2020
2161-1505
Abstract: Early adolescence is a critical time for promoting emerging adolescents' positive social skill development and mental well-being. This investigation addresses unique characteristics of these relations by holistically examining how school-based social cohesion and school stress combine to impact peer aggression and prosocial behavior. Using a person-centered approach, fifth and sixth grade students (N = 142, M = 10.68 years) were assessed on measures of social cohesion, school stress, peer aggression, and prosocial behavior at fall and spring time points. Latent cluster analyses revealed three student profiles: (1) low cohesion and high stress, (2) high cohesion and low stress, and (3) medium cohesion and medium stress. Significant differences in peer aggression and prosocial behavior were found between the three profiles and follow-up analyses examine profiles in association with other domain stress. Findings are discussed with respect to how schools may enhance services to promote prosocial behavior and mitigate aggressive trajectories.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1401276
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1401276
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Person-Centered Exploration of Peer Aggression and Prosocial Behavior in Early Adolescence
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hopkins%2C+S%2E+W%2E%22">Hopkins, S. W.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2443-9419">0000-0002-2443-9419</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marks%2C+A%2E+K%2E%22">Marks, A. K.</searchLink><br /><searchLink fieldCode="AR" term="%22Fireman%2C+G%2E+D%2E%22">Fireman, G. D.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2023 27(4):683-695.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Unity%22">Group Unity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40688-023-00461-9
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2159-2020<br />2161-1505
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Early adolescence is a critical time for promoting emerging adolescents' positive social skill development and mental well-being. This investigation addresses unique characteristics of these relations by holistically examining how school-based social cohesion and school stress combine to impact peer aggression and prosocial behavior. Using a person-centered approach, fifth and sixth grade students (N = 142, M = 10.68 years) were assessed on measures of social cohesion, school stress, peer aggression, and prosocial behavior at fall and spring time points. Latent cluster analyses revealed three student profiles: (1) low cohesion and high stress, (2) high cohesion and low stress, and (3) medium cohesion and medium stress. Significant differences in peer aggression and prosocial behavior were found between the three profiles and follow-up analyses examine profiles in association with other domain stress. Findings are discussed with respect to how schools may enhance services to promote prosocial behavior and mitigate aggressive trajectories.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1401276
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1401276
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40688-023-00461-9
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 683
    Subjects:
      – SubjectFull: Early Adolescents
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Aggression
        Type: general
      – SubjectFull: Prosocial Behavior
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Group Unity
        Type: general
      – SubjectFull: Educational Environment
        Type: general
    Titles:
      – TitleFull: A Person-Centered Exploration of Peer Aggression and Prosocial Behavior in Early Adolescence
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hopkins, S. W.
      – PersonEntity:
          Name:
            NameFull: Marks, A. K.
      – PersonEntity:
          Name:
            NameFull: Fireman, G. D.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 2159-2020
            – Type: issn-electronic
              Value: 2161-1505
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Contemporary School Psychology
              Type: main
ResultId 1