@article{KraheBusching2014,
  author    = {Krah{\´e}, Barbara and Busching, Robert},
  title     = {Interplay of normative beliefs and behavior in developmental patterns of physical and relational aggression in adolescence: a four-wave longitudinal study},
  series = {Frontiers in psychology},
  volume    = {5},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2014.01146},
  pages     = {11},
  year      = {2014},
  abstract  = {In a longitudinal study with N = 1,854 adolescents from Germany, we investigated patterns of change and gender differences in physical and relational aggression in relation to normative beliefs about these two forms of aggression. Participants, whose mean age was 13 years at T1, completed self-report measures of physically and relationally aggressive behavior and indicated their normative approval of both forms of aggression at four data waves separated by 12-month intervals. Boys scored higher than did girls on both forms of aggression, but the gender difference was more pronounced for physical aggression. Physical aggression decreased and relational aggression increased over the four data waves in both gender groups. The normative acceptance of both forms of aggression decreased over time, with a greater decrease for the approval of physical aggression. In both gender groups, normative approval of relational aggression prospectively predicted relational aggression across all data waves, and the normative approval of physical aggression predicted physically aggressive behavior at the second and third data waves. A reciprocal reinforcement of aggressive norms and behavior was found for both forms of aggression. The findings are discussed as supporting a social information processing perspective on developmental patterns of change in physical and relational aggression in adolescence.},
  language  = {en}
}
@article{BuschingKrahe2017,
  author    = {Busching, Robert and Krah{\´e}, Barbara},
  title     = {The contagious effect of deviant behavior in adolescence},
  series = {Social psychological and personality science},
  volume    = {9},
  journal   = {Social psychological and personality science},
  number    = {7},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {1948-5506},
  doi       = {10.1177/1948550617725151},
  pages     = {815 -- 824},
  year      = {2017},
  abstract  = {This article investigated how the development of deviant behavior in adolescence is influenced by the variability of deviant behavior in the peer group. Based on the social information-processing (SIP) model, we predicted that peer groups with a low variability of deviant behavior (providing normative information that is easy to process) should have a main effect on the development of adolescents' deviant behavior over time, whereas peer groups in which deviant behavior is more variable (i.e., more difficult to process) should primarily impact the deviant behavior of initially nondeviant classroom members. These hypotheses were largely supported in a multilevel analysis using self-reports of deviant behavior in a sample of 16,891 adolescents in 1,308 classes assessed at two data waves about 1-year apart. The results demonstrate the advantages of studying cross-level interactions to clarify the impact of the peer environment on the development of deviant behavior in adolescence.},
  language  = {en}
}
@article{BuschingKrahe2020,
  author    = {Busching, Robert and Krah{\´e}, Barbara},
  title     = {With a little help from their peers},
  series = {Journal of youth and adolescence : a multidisciplinary research publication},
  volume    = {49},
  journal   = {Journal of youth and adolescence : a multidisciplinary research publication},
  number    = {9},
  publisher = {Springer Science},
  address   = {New York},
  issn      = {0047-2891},
  doi       = {10.1007/s10964-020-01260-8},
  pages     = {1849 -- 1863},
  year      = {2020},
  abstract  = {Peer groups are critical socialization agents for the development of social behavior in adolescence, but studies examining peer-group effects on individuals' prosocial behavior are scarce. Using a two-wave, multilevel data set (N = 16,893, 8481 male; 8412 female; mean age at Time 1: 14.0 years) from 1308 classes in 252 secondary schools in Germany, main effects of the classroom level of prosocial behavior, cross-level interactions between the classroom and the individual levels of prosocial behavior at Time 1, and the moderating role of gender were examined. The results showed that adolescents in classrooms with high collective levels of prosocial behavior at Time 1 reported more prosocial behavior at Time 2, about two years later, reflecting a class-level main effect. A significant cross-level interaction indicated that a high classroom level of prosocial behavior particularly affected individuals with lower levels of prosocial behavior at Time 1. The influence of same-gender peers was larger compared with opposite-gender peers. The findings are discussed with respect to social learning mechanisms in the development of prosocial behavior and their implications for interventions to promote prosocial behavior.},
  language  = {en}
}