Social aggression among girls

By K. Boylan. Archives of Women's Mental Health, 2006

344 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1fb405e2070f660dadc432b1304b00565768701b

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Citations in the corpus

Update on bullying at school: Science forgotten? (2007, background): “socially skilled and peer approval is paramount (Underwood, 2003; Xie, Swift, Cairns, & Cairns, 2002).”
Relational and Physical Aggression among Preschoolers: The Effect of Language Skills and Gender (2005, result): “Contradictory results may be related to differences among the studies in definitions, measures, and/or social settings (Underwood, 2003).”
Female and male antisocial trajectories: From childhood origins to adult outcomes (2008, background): “Although still in its infancy, the study of girls’ involvement in antisocial behavior and aggression has grown significantly over the last 2 decades (Giordano, Cernkovich, Stoff, Breiling, & Maser, 1997; Moffitt et al., 2001; Moretti, Odgers, & Jackson, 2004; Odgers & Moretti, 2002; Pepler, Madsen, ”
Cyberbullying Versus Face-to-Face Bullying A Theoretical and Conceptual Review (2009, background): “Underwood (2003) also described social aggression, which was a broader form of aggression than relational aggression, where many tactics were employed in an attempt to destroy all types of social relationships as well as a person’s self-esteem and social status.”
Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling. (2011, background): “, Björkqvist, Lagerspetz, & Kaukiainen, 1992), two forms of bullying have been differentiated: direct and indirect bullying, the latter also referred to as relational or social bullying (Gumpel, 2008; Rivers & Smith, 1994; Underwood, 2003).”
Social dynamics in the preschool (2005, background): “Although this view may exaggerate the diVerences (Underwood, 2003), most social developmentalists acknowledge that children’s behavior is shaped over both the short- and long-term by exposure to same-sex peers (Gest et al.”
Peer Contagion in Child and Adolescent Social and Emotional Development (2011, background): “Peers' involvement in proactive (or instrumental) aggression, bullying, and relational aggression is the rule rather than the exception (Grotpeter & Crick 1996, O'Connell et al. 1999, Pepler & Craig 1995, Underwood 2003, Wolke et al. 2000).”
Trajectories of Classroom Externalizing Behavior: Contributions of Child Characteristics, Family Characteristics, and the Teacher-Child Relationship during the School Transition. (2005, background): “This is clearly an area for continued study that will benefit from close consideration of evidence that the nature of aggression may be different for boys and girls (Crick & Grotpeter, 1995; Underwood, 2003).”
The Relevance of the Social Information Processing Model for Understanding Relational Aggression in Girls (2005, background): “With a few exceptions, girls have been found to be just as relationally aggressive as boys or more relationally aggressive than boys, while boys are consistently found to be more overtly aggressive than girls (see Crick et al., 1997, and Underwood, 2003, for reviews).”
Testosterone and human aggression: an evaluation of the challenge hypothesis. (2006, background): “It is likely that in such situations, high testosterone levels are associated with an assertive style that hinders forming alliances and engaging in the more subtle forms of competition that occur in such female groups (Archer and Coyne, in press; Björkqvist et al., 1992; Underwood, 2003).”
Risk Factors of Sexual Harassment by Peers: A Longitudinal Investigation of African American and European American Adolescents (2007, unknown): “Research has highlighted the multifaceted nature of youth aggression and bullying (e.g., Björkqvist, 1994; Underwood, 2003), and has demonstrated how victims of different types of aggression are at risk for deleterious psychosocial outcomes such as peer difficulties, loneliness, and symptoms of anxi”
The allure of a mean friend: Relationship quality and processes of aggressive adolescents with prosocial skills (2007, background): “…rten, 1997), for example, scent status hierarchies defense of “popularity”. work, two stand out as has drawn attention to s’ relational (Crick & ion (Underwood, 2003) ocial prominence from RSA fellowship to the 2nd d colleagues of the Agency irector) at the Max Planck y of Kansas for her helpful…”
Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff (2007, result): “Some research has suggested that relational forms of bullying may supplant overt forms of aggression during the high school years (Underwood, 2003); however, these data suggest that both ES and MS students were more likely to experience both spreading rumors or lies and leaving out than did the HS…”
An Integrated Review of Indirect, Relational, and Social Aggression (2005, background): “Underwood (2003) set out a conceptual framework that takes subtle differences among the constructs into account.”
Examining Variation in Attitudes toward Aggressive Retaliation and Perceptions of Safety among Bullies, Victims, and Bully/Victims (2008, result): “Girls were more likely to experience all three forms of indirect bullying, which is consistent with previous research indicating that female youth are more likely to be involved in indirect, social, and relational aggression (Archer, 2004; Underwood, 2003).”
Beat them or ban them: the characteristics and social functions of anger and contempt. (2007, background): “In developmental research, social exclusion has been conceptualized as a form of social aggression (e.g., Archer & Coyne, 2005; Underwood, 2003, 2004; Xie, Cairns, & Cairns, 2002).”
Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective (2015, background): “Furthermore, both physical and relational forms of aggression have been linked with peer rejection (Crick & Grotpeter, 1995; Underwood, 2003).”
A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. (2006, background): “Peer victimization research (see Crick, Casas, & Ku, 1999; Underwood, 2003) examines exposure to two specific types of stressful peer experiences, namely physical or overt aggression (i.e., efforts to harm through direct physical and verbal threats or assaults) and relational or social aggression…”
The Protective Role of Friendships in Overtly and Relationally Victimized Boys and Girls (2007, background): “…overt physical victimization and the possibility that boys and girls may experience these two types of victimization differently (for a review, see Underwood, 2003), a primary question is whether gender moderates the associations among relational and overt victimization, friendship quality, and…”
Relations Between Students' Perceptions of School Connectedness and Peer Victimization (2010, background): “A common distinction is made between direct physical and verbal bullying and a specific type of indirect behavior often referred to as relational aggression (Underwood, 2003).”