Date of Award
2009
Degree Type
Thesis
Degree Name
Master of Arts in Psychology
Department
Psychology
First Advisor
Gary Stoner
Abstract
Previous research has indicated that boys and girls differ in the ways that they display aggression and experience victimization. This purpose of this study is to examine the ability of children, in the third and fifth grade, to correctly differentiate between various forms of aggressive acts and pro-social behavior. The results of this study indicated that though there appear to be developmental differences in the identification of aggression, there was not evidence to support gender differences. The study also provides information regarding rates of peer victimization. Specifically, groups of children who self-report higher rates of victimization are identified, as well as the frequency with which children identify same-gender peers to be victims of aggression. The results indicate that fifth grade students self-identified experiencing overt aggression at a greater frequency than third grade students, third grade girls self-identified as experience pro-social behavior at a frequency greater than fifth grade girls, fifth grade boys self-identified as experiencing relational aggression at a frequency greater than third grade boys, and fifth grade male students perceived peers as experiencing relational aggression at a greater frequency than fifth grade female students.
Recommended Citation
Bratica, Robyn B., "Elementary School Children’s Recognition of and Experiences with Bullying: Gender and Developmental Differences" (2009). Open Access Master's Theses. Paper 1680.
https://digitalcommons.uri.edu/theses/1680
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