Example of Aggressive Behavior format
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Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format Example of Aggressive Behavior format
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open access Open Access

Aggressive Behavior — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Arts and Humanities (miscellaneous) #49 of 306 down down by 20 ranks
Developmental and Educational Psychology #74 of 332 down down by 32 ranks
Psychology (all) #46 of 203 down down by 14 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 224 Published Papers | 894 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 24/06/2020
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Related Journals

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Taylor and Francis

Quality:  
High
CiteRatio: 4.8
SJR: 1.412
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.219

13% from 2018

Impact factor for Aggressive Behavior from 2016 - 2019
Year Value
2019 2.219
2018 2.548
2017 2.216
2016 2.747
graph view Graph view
table view Table view

4.0

11% from 2019

CiteRatio for Aggressive Behavior from 2016 - 2020
Year Value
2020 4.0
2019 4.5
2018 4.5
2017 4.8
2016 4.9
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 13% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has decreased by 11% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.223

5% from 2019

SJR for Aggressive Behavior from 2016 - 2020
Year Value
2020 1.223
2019 1.288
2018 1.473
2017 1.291
2016 1.241
graph view Graph view
table view Table view

1.305

12% from 2019

SNIP for Aggressive Behavior from 2016 - 2020
Year Value
2020 1.305
2019 1.481
2018 1.491
2017 1.24
2016 1.371
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 5% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 12% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Aggressive Behavior

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Wiley

Aggressive Behavior

Aggressive Behavior will consider manuscripts in the English language concerning the fields of Animal Behavior, Anthropology, Ethology, Psychiatry, Psychobiology, Psychology, and Sociology which relate to either overt or implied conflict behaviors. Papers concerning mechanisms...... Read More

Arts and Humanities

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Last updated on
24 Jun 2020
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ISSN
0096-140X
i
Impact Factor
High - 1.215
i
Open Access
Yes
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Sherpa RoMEO Archiving Policy
Yellow faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
apa
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Citation Type
Numbered
[25]
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Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

Bullying as a group process: Participant roles and their relations to social status within the group
Christina Salmivalli1, Kirsti M. J. Lagerspetz1, Kaj Björkqvist2, Karin Österman2, Ari Kaukiainen1
06 Dec 1998 - Aggressive Behavior

Abstract:

Bullying was investigated as a group process, asocial phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12-13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying s... Bullying was investigated as a group process, asocial phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12-13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subjects were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles.. read more read less

Topics:

Sociometric status (57%)57% related to the paper, Social rejection (54%)54% related to the paper, Social status (51%)51% related to the paper, Social group (51%)51% related to the paper, Belongingness (50%)50% related to the paper
1,842 Citations
Journal Article DOI: 10.1002/AB.10047
Prevalence estimation of school bullying with the Olweus Bully Victim Questionnaire
Mona E. Solberg1, Dan Olweus1
01 Jun 2003 - Aggressive Behavior

Abstract:

:::::::::::::::: :::::::::::::::: : The key aim of the present research was to study the ‘‘functionality’’ of two global variables in the Olweus Bully/Victim Questionnaire and to examine the appropriateness of different cutoff points of these variables for prevalence estimation. Several empirical and conceptual analyses stron... :::::::::::::::: :::::::::::::::: : The key aim of the present research was to study the ‘‘functionality’’ of two global variables in the Olweus Bully/Victim Questionnaire and to examine the appropriateness of different cutoff points of these variables for prevalence estimation. Several empirical and conceptual analyses strongly attested to the functionality of the two selected variables in terms of construct validity and selected measurement properties. Similarly, a number of analyses indicated that (having been bullied/having bullied other students) ‘‘2 or 3 times a month’’ was a reasonable and useful lower-bound cutoff point. With this cutoff point, ‘‘involved’’ students, victims, and bullies differed very markedly and in clearly different ways from ‘‘non-involved’’ students in conceptually related variables. Prevalence estimates derived in this way can be conveniently obtained, have a reasonably well-defined meaning, can be easily understood by users, and can be reproduced unambiguously by different researchers/administrators and at different times. An important background for the article is the fact that several common methods, including peer nominations, are not well suited for prevalence estimation. Prevalence data for victims, bullies, and bully-victims are also presented. All data were derived from the New Bergen Project Against Bullying, comprising a sample of 5,171 students from 37 schools in the town community of Bergen, Norway. At the time of the data collection, the spring of 1997, the 2,544 girls and 2,627 boys were in grades 5 through 9, with modal ages of 11 through 15 years. Aggr. Behav. 29:239–268, 2003. r 2003 Wiley-Liss, Inc. read more read less

Topics:

Poison control (51%)51% related to the paper
1,572 Citations
open accessOpen access Journal Article DOI: 10.1002/AB.20115
The Reactive-Proactive Aggression Questionnaire: Differential Correlates of Reactive and Proactive Aggression in Adolescent Boys.
01 Apr 2006 - Aggressive Behavior

Abstract:

This study reports the development of the Reactive–Proactive Aggression Questionnaire (RPQ), and the differential correlates of these two forms of aggression. Antisocial, psychosocial and personality measures were obtained at ages 7 and 16 years in schoolboys, while the RPQ was administered to 334 of the boys at age 16 years.... This study reports the development of the Reactive–Proactive Aggression Questionnaire (RPQ), and the differential correlates of these two forms of aggression. Antisocial, psychosocial and personality measures were obtained at ages 7 and 16 years in schoolboys, while the RPQ was administered to 334 of the boys at age 16 years. Confirmatory factor analysis indicated a significant fit for a two-factor proactive–reactive model that replicated from one independent subsample to another. Proactive aggression was uniquely characterized at age 7 by initiation of fights, strong-arm tactics, delinquency, poor school motivation, poor peer relationships, single-parent status, psychosocial adversity, substance-abusing parents, and hyperactivity, and at age 16 by a psychopathic personality, blunted affect, delinquency, and serious violent offending. Reactive aggression was uniquely characterized at age 16 by impulsivity, hostility, social anxiety, lack of close friends, unusual perceptual experiences, and ideas of reference. Findings confirm and extend the differential correlates of proactive–reactive aggression, and demonstrate that this brief but reliable and valid self-report instrument can be used to assess proactive and reactive aggression in child and adolescent samples. read more read less

Topics:

Aggression (61%)61% related to the paper, Hostility (57%)57% related to the paper, Juvenile delinquency (54%)54% related to the paper, Psychopathy (53%)53% related to the paper, Personality (52%)52% related to the paper
1,357 Citations
Is Indirect Aggression Typical of Females? Gender Differences in Aggressiveness in 11- to 12-Year-Old Children
Kirsti M. J. Lagerspetz1, Kaj Björkqvist1, Tarja Peltonen2
01 Jan 1988 - Aggressive Behavior

Abstract:

Gender differences regarding aggressive behaviour were investigated in 167 school children, 11 to 12 years of age, through peer-rating techniques supported by self-ratings and interviews. The social structure of the peer groups also was studied. The principal finding was that girls made greater use of indirect means of agg... Gender differences regarding aggressive behaviour were investigated in 167 school children, 11 to 12 years of age, through peer-rating techniques supported by self-ratings and interviews. The social structure of the peer groups also was studied. The principal finding was that girls made greater use of indirect means of aggression, whereas the boys tended to employ direct means. Gender differences in verbal aggression were less pronounced. The social structure of peer groups was found to be tighter among girls, making it easier for them to exploit relationships and harm their victims by indirect manipulative aggression. Because indirect aggression has rarely been satisfactorily studied with tests of aggression, this finding may help to explain 1) the generally lower correlation found between peer-rated and self-rated aggression in girls than among boys (indirect means not being so readily recognized by the subject as a kind of aggression) and 2) the low stability of aggressiveness in girls often found in developmental studies. read more read less

Topics:

Aggression (63%)63% related to the paper, Peer group (54%)54% related to the paper
936 Citations
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Aggressive Behavior format uses apa citation style.

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Frequently asked questions

1. Can I write Aggressive Behavior in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Aggressive Behavior guidelines and auto format it.

2. Do you follow the Aggressive Behavior guidelines?

Yes, the template is compliant with the Aggressive Behavior guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Aggressive Behavior?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Aggressive Behavior citation style.

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Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Aggressive Behavior.

5. Can I use a manuscript in Aggressive Behavior that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Aggressive Behavior that you can download at the end.

6. How long does it usually take you to format my papers in Aggressive Behavior?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Aggressive Behavior.

7. Where can I find the template for the Aggressive Behavior?

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Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

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SciSpace's Aggressive Behavior is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

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11. What is the output that I would get after using Aggressive Behavior?

After writing your paper autoformatting in Aggressive Behavior, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Aggressive Behavior's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Aggressive Behavior?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Aggressive Behavior. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Aggressive Behavior?

The 5 most common citation types in order of usage for Aggressive Behavior are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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16. Can I download Aggressive Behavior in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Aggressive Behavior Endnote style according to Elsevier guidelines.

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