213 The Relevance of the Social Information Processing Model for Understanding Relational Aggression in Girls

Two studies examined whether social information-processing variables predict relational aggression in girls. In Study 1, fourth- through sixth-grade girls reported their intent attributions, social goals, outcome expectancies for relational aggression, and the likelihood that they would choose a relationally aggressive response in response to vignettes depicting ambiguous relational provocation situations. In Study 2, girls reported their intent attributions, evaluations of relational aggression, and likelihood of choosing a relationally aggressive response in response to ambiguous relational provocation vignettes. Socialcognitive variables failed to relate significantly to peer nominations of relational aggression in predicted ways in either study, challenging the relevance of the social information-processing model for girls