@article{ref1,
title="Conflict moderates the longitudinal association between aggression with classmates and popularity: leveraging disagreements into peer status",
journal="Personality and individual differences",
year="2022",
author="Yoho, Michael and Faur, Sharon and Laursen, Brett",
volume="190",
number="",
pages="e111538-e111538",
abstract="The present study tests the hypothesis that conflict amplifies longitudinal associations from aggressiveness and disruptiveness to classroom popularity. Participants were 356 (181 girls, 172 boys) Florida primary school students (ages 8-12). The results revealed that higher initial levels of peer-reported aggression, and disruptiveness were associated with increases in peer-reported popularity, particularly for children who report frequent conflict with classmates. The findings highlight a hitherto unexplored avenue through which aggressive and disruptive children attain status in the peer group.<p /> <p>Language: en</p>",
language="en",
issn="0191-8869",
doi="10.1016/j.paid.2022.111538",
url="http://dx.doi.org/10.1016/j.paid.2022.111538"
}