The role of norm salience in aggression socialization among friends: Distinctions between physical and relational aggression
Bibliographic record
Abstract
Socialization among aggressive friends is believed to play a critical role in the development of aggressive behavior. This study examined the moderating effect of norm salience in the classroom on the association between reciprocal friends’ and children’s own physical, relational, and general aggression. A total of 713 children ( M = 10.32 years, SD = 0.99) in grades 4 to 6 completed a peer nomination inventory in the fall and spring of the same academic year. Norm salience was operationalized as the class- and sex-specific correlation between each form of aggression and social preference. Norm salience moderated relational aggression socialization among friends only for highly relationally aggressive girls. Specifically, socialization was exacerbated when norm salience was favorable and attenuated when norm salience was unfavorable, suggesting that highly relationally aggressive girls may possess skills allowing them to adapt to the social context in which they and their friends interact. In contrast, boys’ general aggression socialization was exacerbated when norm salience was neutral or unfavorable, suggesting that boys who affiliate with aggressive friends may be more susceptible to aggressive friends’ influence in general and especially in the context of potential peer rejection. No moderating effect of norm salience was found in regards to physical aggression socialization. Results suggest that interventions aimed at changing acceptability of aggression in the classroom may only be effective in specific subgroups of aggressive youth.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".