Relatively little is known regarding factors that may mitigate the strength of the associations between forms of aggressive behavior and peer victimization. The goal of the current study was to investigate prosocial behavior as a moderator of these links over a 2-year period during middle childhood. Participants included 410 third-grade students (53% boys) and their homeroom teachers. Results indicated that prosocial behavior was associated with lower initial levels of victimization, whereas relational aggression was associated with higher initial levels of victimization. Physical aggression predicted more stable patterns of victimization over time, and prosocial behavior moderated the prospective link from relational aggression to peer victimization; specifically, relational aggression predicted decreases in victimization at higher levels of prosocial behavior and more stable patterns over time when levels of prosocial behavior were low. Further, gender differences were observed in the moderating effect of prosocial behavior on the prospective link from physical aggression to peer victimization, such that it served as a risk factor for boys and a protective factor for girls.

This study investigated the role of autonomic nervous system (ANS) coordination in response to emotion in girls’ and boys’ development of relational (e.g., ignoring, excluding) and physical (e.g., hitting, kicking) aggression. Caregivers reported on children’s relational and physical aggression at ages 6, 7, 8, and 10 years (N = 232, 50.4% girls, 46.6% Latinx). Sympathetic nervous system (assessed via pre-ejection period) and parasympathetic nervous system (assessed via respiratory sinus arrhythmia) reactivity were measured in response to video clips depicting fear, happiness, and sadness at age 7. Growth curve models indicated that ANS reactivity to sadness, but not to fear or happiness, was related to trajectories of relational aggression. In contrast, ANS reactivity to all three emotions was associated with trajectories of physical aggression. Effects differed across genders, indicating that distinct patterns of ANS reactivity to emotion may be involved in girls’ and boys’ development of aggression. Overall, these findings contribute to a growing literature documenting the role of ANS reactivity to emotion in aggressive behavior. Moreover, this study considers ANS reactivity to specific emotions, as related to both relational and physical aggression, and as differentially expressed among girls versus boys.

The present study examined the association between relational aggression and depressive symptoms, and the serial mediation of relational victimization and attachment insecurity in this association from a gender-informed approach. Participants consisted of 35 students (77% female; age: 18–25) for the pilot qualitative study and 206 students (68% female; age: 18–25) for the main quantitative study. Both sets of participants were recruited at the same public university in Guam. The qualitative data were transcribed verbatim and coded by three trained researchers (interrater agreement = 90%). From the qualitative data, several themes, such as relational aggression and victimization, physical aggression and victimization, negative affect and emotion, and culture emerged. All participants reported the use of relational aggression and showing negative emotions in a close relationship. Gender differences in the content of the themes were also found, such that relational aggression and victimization seemed to be more emotionally stressful for women than men. In line with these qualitative findings, the quantitative data showed that relational aggression was associated with depressive symptoms, and this association was mediated by relational victimization and attachment anxiety (not avoidance) only for women, while the contributions of physical aggression and victimization were controlled for. No direct and indirect links for physical aggression was evidenced. These findings are discussed from clinical, developmental and cultural perspectives.

Maltreatment during childhood is associated with difficult interpersonal relationships throughout the life course. The aim of the current study was to investigate differential pathways from child maltreatment to emerging adult relationship dysfunction. Specifically, we prospectively tested whether child maltreatment initiates a developmental cascade resulting in coercive negative romantic and friend interactions in emerging adulthood via childhood antisocial tendencies and via childhood relational aggression. Utilizing a longitudinal sample of emerging adult participants (N = 392; mean age = 20 years old) who took part in a summer research camp program as children (mean age = 11 years old), results supported pathways via both childhood antisocial behavior and childhood relational aggression. We found specificity within these pathways such that childhood antisocial behavior was a mediator of child maltreatment effects on emerging adult negative romantic interactions, whereas childhood relational aggression was a mediator of child maltreatment effects on emerging adult negative friend interactions. Taken together, results indicate that children exposed to maltreatment face significant interpersonal challenges in emerging adulthood, within both the friend and the romantic domains, and point to distinct childhood pathways to these negative interactions. Our findings are consistent with Dishion's (2016) theoretical framework for understanding the development of coercion in relationships and highlight the criticality of early intervention with maltreating families.

Since its inception, relational aggression has been conceptualised as a set of destructive attempts by young girls to get their own way, and these aggressive acts have been demonised in public and media debate. This article challenges the prevailing developmental psychopathologisation literature to centre the focus on functionality, positioning relational aggression as a set of behaviours that are used as specific communication strategies. A ‘Girls’ Relational Aggression Communication Model’ is provided as a new conceptual framework that integrates positioning subtypes from the literature: ‘popular’, ‘regular’, and ‘tough’ girls. This reconceptualised communication model is a contribution to the field as it enhances understanding of the nuances in girls’ relationships. In particular, it reframes the positioning of ‘tough’ girls, who have been largely ignored in relational aggression research.

Relational aggression is defined as behaviours intended to harm others by damaging their relationships. Drawing from two theoretical perspectives, the social process model and the peer socialisation model, we tested how relational aggression and victimisation could influence each other over time, and examined peer status and gender as moderators of these bidirectional associations. We hypothesised that aggression would lead to increasing victimisation and victimisation to increasing aggression, and that the association from aggression to later victimisation would be weaker for more popular and preferred youth, especially girls. Participants were 328 Australian early adolescents (172 boys, 156 girls) in Grades 5, 6 or 7, who nominated classmates who were aggressive, victimised, popular, and preferred. Results showed support for the role of status and gender in the bidirectional associations between aggression and victimisation. Relational aggression was associated with more T2 relational victimisation only among adolescents who were low in popularity and among girls with low social preference. Victimisation was associated with T2 aggressive behaviour among more popular girls. Relational victimisation was also associated with less T2 aggression among popular boys. Findings highlight the complexities introduced by gender and social status for the unfolding of early adolescent relational aggression and victimisation.