@article{ref1,
title="Patterns of peer- and teacher-rated aggression, victimization, and prosocial behavior in an urban, predominantly African American preadolescent sample: associations with peer-perceived characteristics",
journal="Journal of school psychology",
year="2017",
author="Bettencourt, Amie F. and Musci, Rashelle and Clemans, Katherine H. and Carinci, Jennifer and Ialongo, Nicholas S.",
volume="65",
number="",
pages="83-101",
abstract="This study investigated peer-perceived social/reputational correlates of patterns of aggression, victimization, and prosocial behavior. Participants were a predominantly African-American (i.e., 87%) sample of 320 fourth and fifth graders (45% male, Mean age=10.4years) attending six urban public elementary schools. Using latent profile analysis, profiles of peer-perceived and teacher-perceived aggressive, victimized, and prosocial youth were identified. These latent profiles were then compared on a range of peer-perceived social/reputational characteristics. <br><br>RESULTS indicated that teachers and peers identified similar profiles of normative and prosocial students. However, whereas peers distinguished between aggressive and victimized profiles, the teacher-identified victimized profile was also perceived as aggressive. <br><br>RESULTS also indicated that there was modest agreement between peers and teachers about who was involved in peer victimization. <br><br>FINDINGS underscore the importance of including both informants in efforts to identify youth involved in peer victimization.<br><br>Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.<p /> <p>Language: en</p>",
language="en",
issn="0022-4405",
doi="10.1016/j.jsp.2017.07.003",
url="http://dx.doi.org/10.1016/j.jsp.2017.07.003"
}