The role of evaluator-victim relationships in children's evaluations of peer provocation

Second-, third-, fifth-, and sixth- grade children evaluated two hypothetic al target peers in three provocation scenarios which differed as to the int ent of a provocative act (Ambiguous, Accidental, Hostile). In addition to a ge and gender, evaluator-victim relationship was manipulated with children portrayed as being in a best friend an acquaintance, or an enemy relationsh ip with the victim, while the agent of the provocation was an unfamiliar pe el. Evaluations were assessed in terms of attributions of aggressor's inten tions, behavior response of the victim, evaluator's liking for victim, and evaluator's affect. Results indicated that older children evaluated aggress or's intentions and victim's behavior response more negatively than did you nger children. Further attributions of aggressor's intent significantly pre dicted the victim's subsequent behavioral response. Evaluator's affect was reported to be more negative when evaluating hostile provocation compared t o accidental or ambiguous provocation and evaluators in acquaintance and en emy relationships with the victim reported liking the victim more after the provocation than before it occurred Results are discussed in terms of the social relational and social situational influences on children's evaluatio ns of peer interactions and the need to integrate these contextual factors in children's person perception research.