Acceso usuarios
Brooke Douglas, Pamela Orpinas
Objective. Prior research identified three trajectories of adolescent aggressive behavior from Grades 6 to 12:Low, Medium Desisting, and High Desisting Aggression. This study examined whether youth in these trajectories differed in their goals and strategies to solve conflict. Method. The sample consisted of 620 randomly selected students participating in the Healthy Teens Longitudinal Study. Participants attended schools in Northeast Georgia, USA. Mean scores were plotted for the seven years, and analysis of variance was used to examine whether student endorsement of goals and strategies differed by aggression trajectories. Results. Self-reported student goals and strategies were stable over time. At Grade 6 and 12, significantly more students in the Low Aggression trajectory endorsed positive goals and strategies to resolve peer conflict, and significantly more students in the two more aggressive trajectories endorsed aggressive goals and strategies. Youth in the two more aggressive trajectories did not differ in goals or strategies. Seeking help from a teacher did not vary by aggression trajectory or grade level. Conclusion. Given the stability of goals and strategies, school should implement programs early to enhance social-cognitive factors affecting students’ behavior in peer conflict situations, and thus prevent violence and enhance a positive school climate.
