Relational and Overt Aggression in Middle Childhood: A Comparison of Hypothetical and Reported Conflicts

Following recent research patterns in childhood conflict, the current study examined individual differences and gender trends in conflict resolution styles. Relational and overt aggression were investigated in 31 fourth and fifth graders by use of a multi-method evaluation that included peer and teacher ratings, and hypothetical conflict vignettes and reported conflicts. It was hypothesized that girls would use relational aggression more often than boys and that boys would display overt aggression more often than girls. Teacher and peer measures were convergent in corresponding ratings of overt aggression, but no convergence was apparent for either overt or relational aggression between hypothetical and reported conflicts of both aggressive resolution strategies. Gender differences in relational aggression emerged in reported conflicts. Large effect sizes were computed for many of the tests of gender differences (overt: peer ratings, teacher ratings, reported conflicts; relational: reported conflicts)