Abstract
This study aimed to clarify the influence of instrumental relational aggressiveness on recognition of peer relationships. Questionnaires targeting 979 fourth- through sixth-grade elementary school children assessed three types of aggressiveness (reactive expressive, reactive inexpressive, and instrumental relational) and qualities of peer relationships (mutual understanding and self- disclosure to his/her best friend). The two-way ANOVA were conducted to determine the effects of aggressiveness and gender on children’s friendship. The results showed that children with high-instrumental relational aggressiveness, but low in other types of aggressiveness, considered that they received higher levels of self-disclosure from their best friends compared to nonaggressive children. In addition, they considered that higher numbers of their classmates showed self-disclosure and mutual self-disclosure toward themselves, compared to nonaggressive children. Finally, compared to nonaggressive boys, boys with high instrumental relational aggressiveness considered that they received relatively high levels of understanding and self-disclosure from their best friends. They also considered that higher numbers of their classmates showed self-disclosure and mutual self-disclosure toward themselves, compared to nonaggressive boys.
