College student peer aggression: A review with applications for colleges and universities

This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Ove...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Thomas, Rebecca [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	Peer aggression Relational aggression Physical aggression Reactive aggression Proactive aggression Student success

Übergeordnetes Werk:	Enthalten in: Aggression and violent behavior - Amsterdam [u.a.] : Elsevier Science, 1996, 48, Seite 218-229
Übergeordnetes Werk:	volume:48 ; pages:218-229

DOI / URN:	10.1016/j.avb.2019.08.013

Katalog-ID:	ELV003137759

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520			\|a This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities.
650		4	\|a Peer aggression
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650		4	\|a Reactive aggression
650		4	\|a Proactive aggression
650		4	\|a Student success
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allfields	10.1016/j.avb.2019.08.013 doi (DE-627)ELV003137759 (ELSEVIER)S1359-1789(17)30067-8 DE-627 ger DE-627 rda eng 610 DE-600 2,1 ssgn KRIM DE-21 fid 44.91 bkl Thomas, Rebecca verfasserin aut College student peer aggression: A review with applications for colleges and universities 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities. Peer aggression Relational aggression Physical aggression Reactive aggression Proactive aggression Student success Enthalten in Aggression and violent behavior Amsterdam [u.a.] : Elsevier Science, 1996 48, Seite 218-229 Online-Ressource (DE-627)320594068 (DE-600)2019312-9 (DE-576)094060126 1873-6335 nnns volume:48 pages:218-229 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-KRIM SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.91 Psychiatrie Psychopathologie AR 48 218-229
spelling	10.1016/j.avb.2019.08.013 doi (DE-627)ELV003137759 (ELSEVIER)S1359-1789(17)30067-8 DE-627 ger DE-627 rda eng 610 DE-600 2,1 ssgn KRIM DE-21 fid 44.91 bkl Thomas, Rebecca verfasserin aut College student peer aggression: A review with applications for colleges and universities 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities. Peer aggression Relational aggression Physical aggression Reactive aggression Proactive aggression Student success Enthalten in Aggression and violent behavior Amsterdam [u.a.] : Elsevier Science, 1996 48, Seite 218-229 Online-Ressource (DE-627)320594068 (DE-600)2019312-9 (DE-576)094060126 1873-6335 nnns volume:48 pages:218-229 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-KRIM SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.91 Psychiatrie Psychopathologie AR 48 218-229
allfields_unstemmed	10.1016/j.avb.2019.08.013 doi (DE-627)ELV003137759 (ELSEVIER)S1359-1789(17)30067-8 DE-627 ger DE-627 rda eng 610 DE-600 2,1 ssgn KRIM DE-21 fid 44.91 bkl Thomas, Rebecca verfasserin aut College student peer aggression: A review with applications for colleges and universities 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities. Peer aggression Relational aggression Physical aggression Reactive aggression Proactive aggression Student success Enthalten in Aggression and violent behavior Amsterdam [u.a.] : Elsevier Science, 1996 48, Seite 218-229 Online-Ressource (DE-627)320594068 (DE-600)2019312-9 (DE-576)094060126 1873-6335 nnns volume:48 pages:218-229 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-KRIM SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.91 Psychiatrie Psychopathologie AR 48 218-229
allfieldsGer	10.1016/j.avb.2019.08.013 doi (DE-627)ELV003137759 (ELSEVIER)S1359-1789(17)30067-8 DE-627 ger DE-627 rda eng 610 DE-600 2,1 ssgn KRIM DE-21 fid 44.91 bkl Thomas, Rebecca verfasserin aut College student peer aggression: A review with applications for colleges and universities 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities. Peer aggression Relational aggression Physical aggression Reactive aggression Proactive aggression Student success Enthalten in Aggression and violent behavior Amsterdam [u.a.] : Elsevier Science, 1996 48, Seite 218-229 Online-Ressource (DE-627)320594068 (DE-600)2019312-9 (DE-576)094060126 1873-6335 nnns volume:48 pages:218-229 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-KRIM SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.91 Psychiatrie Psychopathologie AR 48 218-229
allfieldsSound	10.1016/j.avb.2019.08.013 doi (DE-627)ELV003137759 (ELSEVIER)S1359-1789(17)30067-8 DE-627 ger DE-627 rda eng 610 DE-600 2,1 ssgn KRIM DE-21 fid 44.91 bkl Thomas, Rebecca verfasserin aut College student peer aggression: A review with applications for colleges and universities 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities. Peer aggression Relational aggression Physical aggression Reactive aggression Proactive aggression Student success Enthalten in Aggression and violent behavior Amsterdam [u.a.] : Elsevier Science, 1996 48, Seite 218-229 Online-Ressource (DE-627)320594068 (DE-600)2019312-9 (DE-576)094060126 1873-6335 nnns volume:48 pages:218-229 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-KRIM SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.91 Psychiatrie Psychopathologie AR 48 218-229
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topic_facet	Peer aggression Relational aggression Physical aggression Reactive aggression Proactive aggression Student success
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author	Thomas, Rebecca
spellingShingle	Thomas, Rebecca ddc 610 ssgn 2,1 fid KRIM bkl 44.91 misc Peer aggression misc Relational aggression misc Physical aggression misc Reactive aggression misc Proactive aggression misc Student success College student peer aggression: A review with applications for colleges and universities
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title_sort	college student peer aggression: a review with applications for colleges and universities
title_auth	College student peer aggression: A review with applications for colleges and universities
abstract	This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities.
abstractGer	This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities.
abstract_unstemmed	This review summarizes literature focusing on peer relational and physical aggression in the context of college and university environments. Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. Research of this kind can provide strong theoretical foundations for intervention efforts that can reduce relational and physical aggression in colleges and universities.
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title_short	College student peer aggression: A review with applications for colleges and universities
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Studies included in the review were published from 2006 to 2016. While some research focused on physical aggression, most focused on relational aggression. Overall, the research reviewed suggested that social-cognitive constructs such as hostile attribution biases, individual traits such as lower agreeableness, impulsivity, and poor mental health, negative emotions such as embarrassment, social characteristics such as exclusivity in friendships, and past relationship experiences correlated with aggressive behavior. In research that focused on aggressive behavior perpetrated on college campuses specifically (such as campus housing), most of the literature focused on relational aggression between college females. Since the quality of students' social relationships relates to student adjustment, further investigation of aggression in college can provide information for administrators who wish to increase retention rates and improve learning outcomes. Future research in this area would do well to focus on interactions between individual factors such as social-cognitive constructs and situational factors relating to aggression, as well as various forms of aggression (reactive; proactive) in context. 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