SOCIAL AGGRESSION: DEVELOPMENTAL SEQUELAE AND FUNCTIONS

本研究的目的是通过与身体攻击行为的比较，阐明社会攻击行为的发展后遗症和功能。纵向研究表明，儿童和青春期早期的身体攻击提供了可靠的预测，随后的适应不良，如辍学，青少年父母，药物滥用，暴力和犯罪。目前尚不清楚社会攻击行为是否会产生类似的后遗症，并在发展中发挥类似的功能。具体而言，本研究旨在探讨：（1）社会攻击行为的发展后遗症和后续发展失调的联系;（2）社会攻击行为和社会群体功能之间的关系。虽然社会攻击是本研究的重点，身体攻击提供了比较和对比的背景。社会性攻击行为和身体性攻击行为在发展过程中会产生不同的后遗症，发挥不同的功能。大约相同数量的女性（N=364）和男性（N=331）参与了卡罗莱纳纵向研究（CLS），因为他们在童年（4年级）和青春期早期（7年级）。他们每年接受一次采访，直到12年级，20岁和24岁。超过98%的学生在高中结束时仍然参加CLS。在CLS的前三年报告的人际冲突的叙述将被编码，以确定儿童和青少年的社会攻击和身体攻击的模式。关于参与人同时调整的信息（例如，学术能力，受欢迎程度）和社交网络从多个信息来源获得：教师，自我，同伴和观察员。关于参与者在青春期后期和成年早期的适应结果的信息（例如，辍学，青少年父母，刑事逮捕）是通过个人访谈中的自我报告，学校记录，犯罪记录和报纸报道获得的。

The aim of this research is to clarify the development sequelae and functions of socially aggressive behaviors in comparison to physically aggressive behaviors. Longitudinal studies have shown that physical aggression in childhood and early adolescence provide reliable predictions of subsequent maladjustment such as school dropout, teen parenthood, substance abuse, and violence and criminality. It is not clear whether socially aggressive behaviors would follow similar sequelae and serve similar functions in development. Specifically, this research aims to examine: (1) the developmental sequelae of socially aggressive behaviors and linkages to subsequent developmental maladjustment; and (2) the relation between socially aggressive behaviors and social group functioning. While social aggression is the focus of this study, physical aggression provides the background for comparisons and contrasts. It is expected that socially aggressive behaviors and physical aggressive behaviors would follow different sequelae and serve different functions in development. Approximately equal numbers of females (N=364) and males (N=331) were involved in the Carolina Longitudinal Study (CLS) since they were in childhood (4th grade) and early adolescence (7th grade). They were annually interviewed through grade 12 and at ages 20 and 24. Over 98% of them still participated in CLS by the end of high school. Narratives of interpersonal conflicts reported during the first three years of CLS will be coded to identify patterns of social aggression and physical aggression in childhood and adolescence. Information on participants' concurrent adjustment (e.g., academic competence, popularity) and social networks was obtained from multiple informants: teachers, self, peers, and observers. Information on participants' adjustment outcomes in late adolescence and early adulthood (e.g., school dropout, teen parenthood, criminal arrests) was obtained through self- report in individual interviews, school records, criminal records, and newspaper reports.