<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-8961</journal-id>
<journal-title><![CDATA[Pensamiento Psicológico]]></journal-title>
<abbrev-journal-title><![CDATA[Pensam. psicol.]]></abbrev-journal-title>
<issn>1657-8961</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana, seccional Cali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-89612019000200023</article-id>
<article-id pub-id-type="doi">10.11144/javerianacali.ppsi17-2.gssp</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Goals and Strategies to Solve Peer Conflict: Comparison by Aggression Trajectories]]></article-title>
<article-title xml:lang="es"><![CDATA[Metas y estrategias para resolver conflictos entre pares: una comparación de trayectorias de agresión]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metas e estratégias para resolver conflitos entre pares: uma comparação de trajetórias de agressão]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brooke]]></surname>
<given-names><![CDATA[Douglas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orpinas]]></surname>
<given-names><![CDATA[Pamela]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,University of Georgia Department of Health Promotion and Behavior, College of Public Health ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,aff3  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>23</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-89612019000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-89612019000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-89612019000200023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  Prior research identified three trajectories of adolescent aggressive behavior from Grades 6 to 12: Low, Medium Desisting, and High Desisting Aggression. This study examined whether youth in these trajectories differed in their goals and strategies to solve conflict.  Method.  The sample consisted of 620 randomly selected students (n=620) participating in the Healthy Teens Longitudinal Study. Participants attended schools in Northeast Georgia, USA. Mean scores were plotted for the seven years, and analysis of variance was used to examine whether student endorsement of goals and strategies differed by aggression trajectories.  Results.  Self-reported student goals and strategies were stable over time. At Grade 6 and 12, significantly more students in the Low Aggression trajectory endorsed positive goals and strategies to resolve peer conflict, and significantly more students in the two more aggressive trajectories endorsed aggressive goals and strategies. Youth in the two more aggressive trajectories did not differ in goals or strategies. Seeking help from a teacher did not vary by aggression trajectory or grade level.  Conclusion. Given the stability of goals and strategies, school should implement programs early to enhance social-cognitive factors affecting students&#8217; behavior in peer conflict situations, and thus prevent violence and enhance a positive school climate.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Estudios anteriores han identificado tres trayectorias en los comportamientos agresivos de adolescentes que cursan entre los grados 6° y 12°: agresión baja, desistimiento medio y alto desistimiento. Este estudio explora si jóvenes, en estas trayectorias, difieren en sus metas y estrategias para resolver conflictos entre pares.  Método. La muestra la conformaron 620 estudiantes, seleccionados al azar, participando en el estudio longitudinal Healthy Teens. Todos los participantes asistían a colegios en el noreste de Georgia, E.E.U.U.. Se calcularon puntajes medios para los siete grados escolares analizados y se realizaron análisis de varianza para examinar diferencias entre las tres trayectorias.  Resultados.  El autoreporte de metas y estrategias fue estable en el tiempo. En todos los grados, significativamente más estudiantes en la trayectoria de baja agresividad aprobaron metas y estrategias positivas para resolver conflictos, y más estudiantes en las trayectorias más agresivas aprobaron metas y estrategias agresivas. Los dos grupos de estudiantes en las trayectorias más agresivas no mostraron diferencias en sus metas y estrategias. La búsqueda de ayuda de un profesor no varió por trayectoria o grado escolar.  Conclusión. Dada la estabilidad de las metas y estrategias, las escuelas deben implementar temprano programas de prevención para mejorar factores sociocognitivos que ayudan a estudiantes a resolver conflictos con sus pares, y así prevenir la violencia entre estudiantes y promover un clima escolar positivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Escopo . Estudos anteriores têm identificado três trajetórias nos comportamentos agressivos de adolescentes que cursam entre os grados 6º e 12º: agressão baixa, retirada média e alta retirada. Este estudo explora a possibilidade de que os jovens, nestas trajetórias, se diferenciam nas suas metas e estratégias para resolver conflitos entre pares.  Metodologia . A amostra foi conformada por 620 estudantes, selecionados por sorteio, participando no estudo longitudinal Healthy Teens. Todos os participantes assistiam a escolas no Nordeste de Geórgia, EUA. Foram calculadas as pontuações médias para os sete grados escolares analisados e foi feita uma análise de variação para examinar as diferenças entre as três trajetórias.  Resultados . O auto reporte de metas e estratégias foi estável no tempo. Em todos os grados, significativamente mais estudantes na trajetória de baixa agressividade aprovaram metas e estratégias positivas para resolver conflitos, e mais estudantes nas trajetórias mais agressivas aprovaram metas e estratégias agressivas. Os dois grupos de estudantes nas trajetórias mais agressivas não mostraram diferenças nas suas metas e estratégias. A procura de ajuda de um professor não variou por trajetória ou grado escolar.  Conclusão . Levando em conta a estabilidade das metas e estratégias, as escolas devem implementar cedo programas de prevenção para melhorar fatores sócio cognitivos que ajudem a estudantes a resolver conflitos com seus pares, e assim prevenir a violência entre estudantes e promover um clima escolar positivo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
<kwd lng="en"><![CDATA[peer conflict]]></kwd>
<kwd lng="en"><![CDATA[aggression]]></kwd>
<kwd lng="en"><![CDATA[longitudinal trajectories]]></kwd>
<kwd lng="en"><![CDATA[goals and strategies]]></kwd>
<kwd lng="es"><![CDATA[Adolescentes]]></kwd>
<kwd lng="es"><![CDATA[conflicto entre pares]]></kwd>
<kwd lng="es"><![CDATA[agresión]]></kwd>
<kwd lng="es"><![CDATA[trayectorias longitudinales]]></kwd>
<kwd lng="es"><![CDATA[metas y estrategias]]></kwd>
<kwd lng="pt"><![CDATA[Adolescentes]]></kwd>
<kwd lng="pt"><![CDATA[conflito entre pares]]></kwd>
<kwd lng="pt"><![CDATA[agressão]]></kwd>
<kwd lng="pt"><![CDATA[trajetórias longitudinais]]></kwd>
<kwd lng="pt"><![CDATA[metas e estratégias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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