Social Cognitive Differences Between Aggressive–Rejected and Aggressive–Nonrejected Children☆
Section snippets
Participants
Participants in this study were children who were included in a multidimensional intervention study for childhood aggression. The study was conducted in a school district in a small southwestern city. All measures for the present study were administered prior to implementation of the intervention program. Teacher ratings were obtained in October (school began in mid-August). Peer sociometric questionnaires were administered between October and January. Measures of social cognition were
Preliminary Analyses
Table 2 presents sociometric classifications for the aggressive and nonaggressive groups. A total of 34 (38%) aggressive children were peer rejected. Table 3 presents means and standard deviations of CBCL-T scores for the Broad Band Externalizing and Internalizing scales as well as the Narrow-Band Attention Problems and Aggression scales for each of the three groups. Table 3 also presents descriptive statistics for peer sociometric scores (aggressive, liked most, liked least, and social
Discussion
This study had two primary goals: examining differences in social cognition between aggressive children who differ on peer rejection status, and providing additional evidence of the validity of an interview measure of social cognition in young children. Results are discussed in the context of these two goals as well as study limitations.
Acknowledgements
Support for this research was provided by a grant to Jan Hughes and Timothy A. Cavell by the Hogg Foundation.
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The SCAP instrument and manual are available from Jan Hughes, Educational Psychology, Texas A&M University, College Station, TX 77843-4225.