Relationship Between Forms of Aggression and Social Status in South Korean Primary School Peer Groups
Author:
Funder
Konkuk Univeristy
Publisher
Springer Science and Business Media LLC
Subject
Life-span and Life-course Studies,Developmental and Educational Psychology
Link
http://link.springer.com/content/pdf/10.1007/s10826-019-01396-7.pdf
Reference47 articles.
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2. Ahn, H. J., Garandeau, C. F., & Rodkin, P. C. (2010). Effects of classroom embeddedness and density on the social status of aggressive and victimized children. Journal of Early Adolescence, 30(1), 76–101. https://doi.org/10.1177/0272431609350922 .
3. Andreou, E. (2006). Social preference, perceived popularity and social intelligence: relations to overt and relational aggression. School Psychology International, 27(3), 339–351. https://doi.org/10.1177/0143034306067286 .
4. Cappella, E., & Hwang, S. H. (2015). Peer contexts in schools: avenues toward behavioral health in early adolescence. Behavioral Medicine, 41(3), 80–89. https://doi.org/10.1080/08964289.2015.1034646 .
5. Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: a meta‐analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185–1229. https://doi.org/10.1111/j.1467-8624.2008.01184.x .
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