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Dyadic Peer Interactions: the Impact of Aggression on Impression Formation with New Peers

Dyadic Peer Interactions: the Impact of Aggression on Impression Formation with New Peers Little is known about youth’s initial interactions with previously unfamiliar peers and how aggression can affect behavior in these interactions. We observed previously unfamiliar youth engaging in a dyadic activity to determine how tendencies toward aggression related to behavior within the activity (i.e., collaboration) and how collaboration affected initial impression formation. From a dyadic perspective, we assessed how similarities versus differences in tendencies toward aggression affected the nature of the interaction. Participants were 108 5th grade dyads (M = 11.13 years; 50% female; 67% White), observed in a laboratory session. Teachers rated individuals’ aggression; ratings were used to calculate dyadic-level aggression (the discrepancy between partners). Observers rated dyads’ collaboration during the interaction and participants reported perceptions about their partner after the interaction. Results indicated that collaboration mediated the link between discrepancy in aggression and peers’ perceptions of one another. Specifically, dyads more discrepant in their aggression collaborated less and had less positive perceptions of one another. Results highlight the importance of considering a dyadic perspective and indicate a potential intervention point to improve youth’s peer relationships. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Abnormal Child Psychology Springer Journals

Dyadic Peer Interactions: the Impact of Aggression on Impression Formation with New Peers

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References (66)

Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Psychology; Child and School Psychology; Neurosciences; Public Health
ISSN
0091-0627
eISSN
1573-2835
DOI
10.1007/s10802-018-0490-y
Publisher site
See Article on Publisher Site

Abstract

Little is known about youth’s initial interactions with previously unfamiliar peers and how aggression can affect behavior in these interactions. We observed previously unfamiliar youth engaging in a dyadic activity to determine how tendencies toward aggression related to behavior within the activity (i.e., collaboration) and how collaboration affected initial impression formation. From a dyadic perspective, we assessed how similarities versus differences in tendencies toward aggression affected the nature of the interaction. Participants were 108 5th grade dyads (M = 11.13 years; 50% female; 67% White), observed in a laboratory session. Teachers rated individuals’ aggression; ratings were used to calculate dyadic-level aggression (the discrepancy between partners). Observers rated dyads’ collaboration during the interaction and participants reported perceptions about their partner after the interaction. Results indicated that collaboration mediated the link between discrepancy in aggression and peers’ perceptions of one another. Specifically, dyads more discrepant in their aggression collaborated less and had less positive perceptions of one another. Results highlight the importance of considering a dyadic perspective and indicate a potential intervention point to improve youth’s peer relationships.

Journal

Journal of Abnormal Child Psychology – Springer Journals

Published: Nov 12, 2018

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