This study aimed to elucidate the interactive effects of peer status on the relationship between relational aggression and school adjustment. Questionnaires were distributed to 180 middle school students in grades 1 and 2. Data were analyzed using multiple regression and simple slope analyses. A multiple regression analysis revealed a significant positive relationship between relational aggression and school adjustment. In contrast, a simple slope analysis indicated that when peer status was low, relational aggression was high, and the sense of school adjustment was significantly low; when peer status was high, there was no significant relationship between school adjustment and relational aggression. Moreover, the importance of considering a collective perspective when discussing relational aggression and school adjustment is discussed.
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