An Empirical Comparison of Methods of Sampling Aggression and Victimization in School Settings.

By Anthony D. Pellegrini, M. Bartini. 2000

249 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/97c595dbc11097f85a0cda429063bfe93cdc40fb

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Citations in the corpus

Understanding the Effects of Physical and Relational Victimization: The Utility of Multiple Perspectives in Predicting Social-Emotional Adjustment (2005, background): “The relations between informants’ ratings of relational victimization appear to be similar to those found in previous studies, and suggest that informants provide both convergent and divergent information about children’s social experiences (Crick & Bigbee, 1998; Pellegrini & Bartini, 2000).”
Sociometric Status and Children's Peer Experiences: Use of the Daily Diary Method (2003, background): “While direct observation may help to fill in some of the gaps associated with sociometric assessment, the difficulties inherent in the observation of socially undesirable behavior are well documented (e.g., Pellegrini & Bartini, 2000).”
Aggressive Victims, Passive Victims, and Bullies: Developmental Continuity or Developmental Change? (2004, background): “Recent research has demonstrated that peer nominations are reliable and valid measures of these constructs in middle childhood–aged samples (Ladd & KochenderferLadd, 2002; Pellegrini & Bartini, 2000).”
Narcissistic Features in Young Adolescents: Relations to Aggression and Internalizing Symptoms (2004, background): “While inconsistencies between multiple raters continues to be a challenge for measurement development, it is also important to consider that the inconsistencies between multiple-raters of aggressive behavior may reflect meaningfully different perspectives (Pellegrini and Bartini, 2000; Youngstromet ”
New Participant Role Scales: comparison between various criteria for assigning roles and indications for their validity (2006, background): “Because the subjects in Sutton and Smith’s study were considerably younger (7–10 years), they interviewed them, while Salmivalli et al. [1996] had simply made use of a self-administered questionnaire.”
Youth Behavior, School Structure, and Student Risk of Victimization (2008, background): “Beyond the research that has focused on bullying and aggression within schools and weaponcarrying behavior (see Pellegrini & Bartini, 2000a, 2000b; Pellegrini, Bartini, & Brooks, 1999; Seals & Young, 2003; Simon, Crosby, & Dahlberg, 1999; Vacha & McLaughlin, 2004), surprisingly little research to…”
A Comparison of Self and Peer Reports in the Assessment of Middle School Bullying (2009, background): “The limited number of studies that have directly compared self and peer reports of school bullying generally report low to moderate correspondence (eg, Cole, Cornell, & Sheras, 2006 ; Pellegrini & Bartini, 2000 ).”
Assessing Relational and Physical Aggression Among Preschool Children (2003, unknown): “…through physical means (e.g., Arsenio & Lover, 1997; Cairns, Cairns, Neckerman, Ferguson, & Gariepy, 1989; Dodge, 1980; Fagot & Hagan, 1985; Hinshaw, 1992; Huesmann, Guerra, Zelli, & Miller, 1992; Ladd & Burgess, 1999; Ladd & Profilet, 1996; Pellegrini & Bartini, 2000; Snyder & Patterson, 1986).”
Observing Bullying at School: The Mental Health Implications of Witness Status (2009, background): “…without peer and teacher nomination strategies (Juvonen & Graham, 2001; Pellegrini & Bartini, 2000), it is not always the case, particularly with indirect bullying, that teachers or other students are aware of it taking place (Pellegrini & Bartini, 2000; Van der Wal, de Wit, & Hirasing, 2003).”
A systematic review of school-based interventions to prevent bullying. (2007, background): “The most common outcome measures were selfreports of victimization and bullying that may not wholly correspond with information obtained from peers or teachers or from observations.(60) Still, self-reports are the standard measure used in most studies evaluating behavioral interventions.”
Bullying, Victimization, and Sexual Harassment During the Transition to Middle School (2002, methodology): “For example, Pellegrini and Bartini (2000b) found that the number of “like most” and reciprocated friend- ship nominations individuals received in fifth grade negatively and significantly predicted victimization at sixth grade, after controlling fifth grade victimization, (R2 = .36, p .002).”
A Short-term Longitudinal Study of Children’s Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to School (2002, methodology): “Self-reports provide an “insider’s view” of adjustment that is typically not accessible through other means, such as teacher reports or direct observations (Pellegrini & Bartini, 2000).”