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This study investigated if and how children and teachers differ in their assessment of victim-aggressor relationships in kindergartens. Self-, peer, and teacher reports of victimization-aggression networks (who is victimized by whom) were investigated in 25 Swiss kindergartens with 402 5- to 7-years-old. It was examined whether child characteristics (sex and parent-reported internalizing and externalizing behavior) influence informant reports of victimization and/or aggression. Findings from statistical network models indicated higher concordance between self and peer reports than between one of these and teacher reports. Results further showed more agreement among informants on aggressors than on victims. Aggressors reported by self and peer reports were low on internalizing behavior, and aggressors reported by self and teacher reports were high on externalizing behavior; teacher-reported victims were also high on externalizing behavior. Internalizing behavior was unrelated to victimization. According to self and peer reports, boys as well as girls were victimized by boys and girls equally; teachers reported less cross-sex victimization than same-sex victimization. The different views of teachers and children on victim-aggressor relationships have implications for the identification of aggression in early childhood. Mutual sharing of information between children, their parents, peers, and teachers may contribute to signaling victims and aggressors in the early school years. [ABSTRACT FROM AUTHOR]

A random effects model is proposed for the analysis of binary dyadic data that represent a social network or directed graph, using nodal and/or dyadic attributes as covariates. The network structure is reflected by modeling the dependence between the relations to and from the same actor or node. Parameter estimates are proposed that are based on an iterated generalized least-squares procedure. An application is presented to a data set on friendship relations between American lawyers. [ABSTRACT FROM AUTHOR]

Objectives To examine whether peer assessment can enhance scores on professional behaviour, with the expectation that students who assess peers score more highly on professional behaviour than students who do not assess peers. Methods Undergraduate medical students in their first and second trimesters were randomly assigned to conditions with or without peer assessment. Of the total group of 336 students, 278 students participated in the first trimester, distributed over 31 tutorial groups, 17 of which assessed peers. The second trimester involved 272 students distributed over 32 groups, 15 of which assessed peers. Professional behaviour was rated by tutors on 3 dimensions: Task Performance; Aspects of Communication, and Personal Performance. The rating scale ranged from 1 (poor) to 10 (excellent). Data were analysed using multivariate repeated measures multilevel analysis. Results Assessment scores were found to have generally increased in the second trimester, especially the personal performance scores of students who assessed peers. In addition, female students were found to have significantly higher scores than male students. Conclusions In undergraduate medical education, peer assessment has a positive influence on professional behaviour. However, the results imply that peer assessment is only effective after students have become adjusted to the complex learning environment. [ABSTRACT FROM AUTHOR]

Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single-grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim-bully relationships in a sample of elementary school children (646 students; age 8-12 years; 50% boys). The occurrence of victim-bully relationships was similar in single-grade and multigrade classrooms formed for administrative reasons, but lower in multigrade classrooms formed for pedagogical reasons. Social network analyses did not provide evidence that peer victimization depended on age differences between children in any of the three classroom contexts. Moreover, in administrative multigrade classrooms, cross-grade victim-bully relationships were less likely than same-grade victim-bully relationships. The findings did not indicate that children in administrative multigrade classrooms are better or worse off in terms of victim-bully relationships than are children in single-grade classrooms. [ABSTRACT FROM AUTHOR]

A response by the authors to a letter to the editor about their article on the assessment of professional behavior in undergraduate medical education is presented.

Framing expatriation as family relocation, this research examines the influence of perceived justice and conflict on the psychological adjustment of 103 expatriate couples. Based on the actor-partner interdependence model, the proposed model simultaneously addresses effects of justice and conflict on own and partner's outcomes. Supporting the current model, and based on the self-interest model, distributive justice influenced work-related task conflict among expatriates and household-related task conflict among expatriate spouses. Among expatriate spouses, and in line with the group-value model, fairness perceptions regarding interpersonal treatment influenced both parties' personal conflict. Unanticipated, both parties' distributive justice also influenced personal conflict. Personal conflict negatively affected both parties' psychological adjustment and acted as a mediator in the relationship between distributive justice and psychological adjustment. [ABSTRACT FROM AUTHOR]