The relevance of the social information processing model for understanding relational aggression in girls

Two studies examined whether social information-processing variables predict relational aggression in girls. In Study 1, fourth-through sixth-grade girls reported their intent attributions, social goals, outcome expectancies for relational aggression, and the likelihood that they would choose a relationally aggressive response in response to vignettes depicting ambiguous relational provocation situations. In Study 2, girls reported their intent attributions, evaluations of relational aggression, and likelihood of choosing a relationally aggressive response in response to ambiguous relational provocation vignettes. Social-cognitive variables failed to relate significantly to peer nominations of relational aggression in predicted ways in either study, challenging the relevance of the social information-processing model for girls.