Peer Influence, Social Bonding, Physical and Relational Aggression: Perpetration and Victimization in an Elementary School Sample

Abstract

Aggression in the school context is a problem that has received increasing attention over the past decade. It is important for the prevention of aggression in school that we understand the etiology of aggression at different ages and grades in school to help us better identify targets for program intervention. The present study draws insights primarily from an integrated theory of problem behavior first proposed by Elliott, Ageton, and Canter (1979) to examine the impacts of internal bonding, external bonding, and peer influence on perpetration of and victimization by physical and relational aggression for students at the elementary school level. Although the research is done in the context of an intervention program to reduce school aggression and bullying, the focus is not on the program itself, but on the nonprogram variables that influence school aggression. This research also represents the extension of research on the integrated theory to a younger age group than has been previously studied in this theoretical context. The results provide support for the integrated theory, and suggest that interventions targeting peer influence and social bonding have promise in reducing aggressive behavior in the schools.

Keywords:

• aggression
• bullying
• elementary school
• integrated theory
• program evaluation
• relational aggression

Acknowledgments

Research on this project was supported by grants from the National Institute of Justice (NIJ 2004-IJ-CX-0082), the Office of Juvenile Justice and Delinquency Prevention (OJJDP 1998-MU-MU-K005), and a second grant from OJJDP in collaboration with the Centers for Disease Control and Prevention (OJJDP 1999-JN-FX-K006). All opinions and conclusions are those of the authors and do not necessarily represent the positions of the funding agencies.