Lower Levels of Classroom Aggression Predict Stronger Relations Between Peer Victimization and Reactive Versus Proactive Aggression.

We examined the concurrent relations of children's reactive and proactive aggression with their experience of peer victimization. Extending previous research, we assessed these relations at both the child and classroom levels. We predicted that reactive aggression would relate positively to peer victimization, proactive aggression would relate negatively to peer victimization, and that these relations would vary with classroom levels of aggression. Participants included 1,291 fourth- and fifth-grade children (681 girls; M age = 10.14 years) and their 72 teachers from 9 schools in one public school district in the Mid-Atlantic United States. Children completed self-report measures of peer victimization and teachers completed measures of aggression for each child in their classrooms. Via two-level regression (level 1 = child; level 2 = classroom), reactive aggression related positively to peer victimization and proactive aggression related negatively to peer victimization. The positive relation between reactive aggression and peer victimization was only significant in classrooms with low levels of reactive aggression. The negative relation between proactive aggression and peer victimization was only significant in classrooms with low levels of proactive aggression. Our hypotheses were supported and offered further evidence for differential relations of reactive and proactive aggression with peer victimization at the child level, while demonstrating the important role of classroom norms for aggression in moderating these relations.

Using Three Reporters to Identify Pre-Adolescent Peer Victims through Latent Profile Analysis.

The goals of the current study were to use a three-reporter methodology and multi-level Latent Profile Analysis: (a) to determine the victim groups that emerge; (b) to evaluate the stability of victim groups over one school year; and (c) to examine differences among victim groups across the adjustment constructs of aggression, depression, anxiety, and negative peer relations. Our sample included 1440 racially/ethnically diverse 4th- and 5th-grade children (Mage = 10.15; 50% female). At the beginning (T1) and end (T2) of the school year, children completed both self and peer reports of victimization, teachers reported on students' victimization, and we collected data from multiple reporters on aggression, depression, anxiety, and negative peer relations. At T1, two groups emerged: non-victims (low across all reporters) and victims (high across all reporters). At T2, four groups emerged: non-victims (low across all reporters), moderate victims (moderate across all reporters), discordant high victims (high on self report, very high on peer report, moderate on teacher report), and concordant high victims (high across all reporters). The stability of victim groups from T1 to T2 was largely driven by non-victims; T1 victims dispersed fairly evenly across the four groups at T2. In term of adjustment, non-victims fared best across time points and adjustment constructs. At T2, the three victim groups increased in maladjustment from moderate victims to discordant high victims to concordant high victims. These findings support the use of three-reporter assessment and a multi-level LPA approach to identify children victimized by their peers.