http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
typology of aggressive children based on self-concept, perceived support, and relationship quality
viii, 133 leaves : illustrations ; 28 cm.
The purpose of the present study was to identify subtypes of aggressive children based on indices of self-concept,perceived social support, and significant others, perceptions of relationship quality. A cluster analysis of self-report measures of perceived competence and perceived support for 61 aggressive children revealed two distinct groups, reporting either globally positive or globally negative ratings of self and others' support. The global positive group was rated as more aggressive by teachers and peers, but not by mothers. A second cluster analysis of aggressive children's perceptions of support and significant others' (mother, teacher, and peers) perceptions of relationship quality revealed two groups in which ratings were concordant (high versus low) and one in which they were discrepant (high child report and low other report). The discrepant group was rated as more aggressive than the two concordant clusters by mothers, teachers, and peers. Including significant others' perceptions of relationship quality allowed for the detection of aggressive children whose self-report was inconsistent with others and who were seen as more aggressive than those aggressive children whose perceptions were more consistent with others'. Results are discussed from an attachment perspective and in terms of their significance for classifying and treating aggressive children.
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Includes bibliographical references: pages 114-132.