TY  - JOUR
PY  - 2022//
TI  - Conflict moderates the longitudinal association between aggression with classmates and popularity: leveraging disagreements into peer status
JO  - Personality and individual differences
A1  - Yoho, Michael
A1  - Faur, Sharon
A1  - Laursen, Brett
SP  - e111538
EP  - e111538
VL  - 190
IS  - 
N2  - 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>
LA  - en
SN  - 0191-8869
UR  - http://dx.doi.org/10.1016/j.paid.2022.111538
ID  - ref1
ER  -