Citation

Lochman JE, Lampron LB. J. Appl. Dev. Psychol. 1985; 6(2-3): 187-198.

Copyright

(Copyright © 1985, Elsevier Publishing)

DOI

unavailable

PMID

unavailable

Abstract

Concurrent prediction of behavioral and subjective adjustment by peer aggression nominations and personal status ratings was assessed in a sample of teacher-identified aggressive boys to evaluate the additive or interactive effects of these sociometric factors. The two ratings were not isomorphic risk predictors. Teacher and parent ratings of boys' aggression and activity level, and boys' school-related self-esteem were predicted by the peer aggression nomination, either alone or in interaction with the peer social-status rating. Subsequently, four subtypes based on the two dimensions of high and low social-acceptance scores and of moderate and high levels of peer aggression nominations were constructed. Behavioral characteristics and self-esteem differed significantly between the subtypes. The highly aggressive, less socially accepted boys had the greatest subjective distress and the most behavioral difficulties across settings, indicating the strong need for intervention with this subtype of boys. The heuristic value of both peer ratings in producing subtypes of high-risk aggressive boys was discussed.