Examined whether children's goals in peer conflict situations were related to the strategies they proposed for resolving conflicts, and how these strategies were related to acceptance by peers. Subjects were 142 fourth through sixth graders. Found that peer acceptance was negatively related to hostile/coercive strategies for girls, and negatively…

Although considerable research exists on the behavioral characteristics of low-accepted children, few studies have examined gender differences in the types of behavior which distinguish between low-accepted children and their better-accepted classmates. This study examined the relative power, for each gender, of different behavioral…

Examined whether generalization about prosocial style of well-accepted children applies to conflicts involving rights infraction. Interviewed fourth- and fifth-graders about strategies for handling situations in which a peer infringes on their rights. Found that well-accepted children were neither aggressive nor particularly prosocial in conflict…

Studied patterns of behavior and emotional response associated with peer rejection in early adolescence. Obtained data on seventh and eighth graders' loneliness, social dissatisfaction, and concerns. The combination of aggressiveness and submissiveness with low levels of prosocial behavior was associated with peer rejection. (GLR)

In an effort to test the effectiveness of verbal instruction in diminishing aggressive behavior, eight aggressive preschool children were individually instructed by their teacher on the harm that results from aggression, its lack of effects as an interpersonal strategy, and the benefits that result from prosocial alternatives. The eight subjects…

To determine whether Slaby and Guerra's (1988) measure of aggression would reliably assess younger children's belief about aggression and whether children's belief about the legitimacy of aggression relates to their self-reports of it and to their levels of aggression as evaluated by peers, 781 fourth and fifth graders were asked to complete an…

This study examines whether behaviorally withdrawn children differ from aggressive and prosocial children in their attributional styles, social goals, and self-efficacy perceptions. Fourth and fifth-grade students (n=506) responded to a set of hypothetical situations involving ambiguous provocation. Specifically, they interpreted the protagonist's…