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<p>This study investigates the longitudinal dynamics between reactive/proactive aggression and peer rejection among primary school students using continuous-time modeling. Peer rejection is a critical social factor influencing children’s development, yet its dynamic interactions with aggression subtypes remain poorly understood. Data from 1,794 Chinese children across four time points revealed distinct pathways for reactive and proactive aggression. Reactive aggression, characterized by emotional impulsivity, exhibited significant between-person associations with peer rejection, but lacked longitudinal effects. In contrast, proactive aggression demonstrated robust bidirectional relationships with peer rejection longitudinally, with rejection more strongly predicting proactive aggression than the reverse. Grade and gender play key roles in shaping the persistence of peer rejection and its influence on rective and proactive aggression. These findings refine theoretical models by emphasizing the unique mechanisms underlying aggression subtypes and their differential dynamic interactions with peer rejection.</p>

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Reactive/Proactive Aggression and Peer Rejection in Primary School Students: Based on Continuous Time Modeling

  • 期刊论文

  • 发表日期：

    2025年10月27日

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  • Guangdong Zhou,
  • Meishuo Yu

摘要

This study investigates the longitudinal dynamics between reactive/proactive aggression and peer rejection among primary school students using continuous-time modeling. Peer rejection is a critical social factor influencing children’s development, yet its dynamic interactions with aggression subtypes remain poorly understood. Data from 1,794 Chinese children across four time points revealed distinct pathways for reactive and proactive aggression. Reactive aggression, characterized by emotional impulsivity, exhibited significant between-person associations with peer rejection, but lacked longitudinal effects. In contrast, proactive aggression demonstrated robust bidirectional relationships with peer rejection longitudinally, with rejection more strongly predicting proactive aggression than the reverse. Grade and gender play key roles in shaping the persistence of peer rejection and its influence on rective and proactive aggression. These findings refine theoretical models by emphasizing the unique mechanisms underlying aggression subtypes and their differential dynamic interactions with peer rejection.