Discrepancies Between Teacher- and Child- Reports of Proactive and Reactive Aggression: Does Prosocial Behavior Matter?

Author:

Mildrum Chana SofiaORCID,Tampke Elizabeth C.,Fite Paula J.

Funder

Ronald E. McNair Scholars Program

University of Kansas Center for Undergraduate Research

Publisher

Springer Science and Business Media LLC

Subject

Clinical Psychology

Reference74 articles.

1. Alexander, L. A., McKnight, P. E., Disabato, D. J., & Kashdan, T. B. (2017). When and how to use multiple informants to improve clinical assessments. Journal of Psychopathology and Behavioral Assessment, 39(4), 669–679. http://dx.doi.org.www2.lib.ku.edu/10.1007/s10862-017-9607-9.

2. Andreou, E. (2006). Social preference, perceived popularity and social intelligence: Relations to overt and relational aggression. School Psychology International, 27(3), 339–351. http://dx.doi.org.www2.lib.ku.edu/10.1177/0143034306067286.

3. Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs: Prentice Hall.

4. Barnes, A., Cross, D., Lester, L., Hearn, L., Epstein, M., & Monks, H. (2012). The invisibility of covert bullying among students: Challenges for school intervention. Australian Journal of Guidance and Counselling, 22(2), 206–226. https://doi.org/10.1017/jgc.2012.27.

5. Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. New York: McGraw Hill.

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