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The Role of Peer Rejection in the Link between Reactive Aggression and Academic Performance

机译：同伴拒绝在反应性攻击与学习成绩之间的联系中的作用

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Background: There is substantial evidence to suggest that aggressive behavior is associated with poor academic performance in school-aged children. However, less is known about how different subtypes of aggression are related to academic performance and what variables may account for this association. Objective: The current study examined unique associations between reactive (aggression in response to provocation) and proactive (goal-oriented calculated aggression) subtypes of aggression and academic performance. Further, the study evaluated whether peer rejection accounted for the link between these aggression subtypes and academic problems. Methods: Study questions were examined using a sample of 147 school-age children (M = 8. 22, SD = 1. 99, 54. 4 % male) who attended a community-based after school program. Path models were used to estimate the proposed associations using Mplus 6. 12 statistical software. Results: As expected, findings indicated that high levels of reactive, not proactive, aggression were uniquely associated with low levels of academic performance, and peer rejection accounted for this association. Conclusions: Results advance the literature linking aggression and academic difficulties by indicating that reactive aggression, but not proactive aggression, is associated with academic difficulties. Findings also support previous literature suggesting that peer relationships are an important target of prevention and intervention efforts aimed at improving school performance, particularly for individuals who exhibit reactively aggressive behavior.
机译：背景：有大量证据表明，攻击性行为与学龄儿童学习成绩差有关。然而，关于侵略性的不同亚型如何与学业成绩相关联以及哪些变量可以解释这种关联的了解还很少。目的：本研究研究了反应性（攻击对挑衅的攻击）与积极性（目标为目标的计算性攻击）攻击的亚型和学习成绩之间的独特关联。此外，研究评估了同伴排斥是否是这些攻击性亚型和学术问题之间的联系。方法：使用参加社区课后计划的147名学龄儿童（M = 8、22，SD = 1. 99、54。4％男性）的样本对研究问题进行了检查。使用Mplus6。12统计软件，使用路径模型来估计提议的关联。结果：正如预期的那样，研究结果表明，高水平的反应性，而非前瞻性的攻击行为与低水平的学习成绩有独特的关联，而同伴拒绝是造成这种关联的原因。结论：研究结果表明，反应性攻击而非主动性攻击与学术困难有关，从而推动了将攻击性与学术困难联系起来的文献。研究结果还支持以前的文献，这表明同伴关系是预防和干预措施的重要目标，旨在提高学校的表现，特别是对于表现出反应性攻击行为的人。

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