Adolescent boys and dating
Interestingly, males involved in relationships in which one or both partners reported physical aggression had a perception of less power than males in relationships without physical aggression.
Although both boys and girls report that anger is the primary motivating factor for using violence, girls also commonly report self-defense as a motivating factor, and boys also commonly cite the need to exert control. Boys are also more likely to react with laughter when their partner is physically aggressive. Girls experiencing teen dating violence are more likely than boys to suffer long-term negative behavioral and health consequences, including suicide attempts, depression, cigarette smoking and marijuana use. Why do teenagers commit violence against each other in romantic relationships? O'Leary, "Multivariate Models of Men's and Women's Partner Aggression," 75 (2007): 752-764). [note 10] Molidor, "Gender and Contextual Factors." [note 11] Ackard, D. Y., high school students who were currently dating. [note 27] Fredland, "The Meaning of Dating Violence." [note 28] Larson, R. In that 2007 survey, 66 percent of boys and 65 percent of girls who were involved in physically aggressive relationships reported mutual aggression. Twenty-eight percent of the girls said that they were the sole perpetrator; 5 percent said they were the sole victim. We have already touched on the existing body of research on perpetration and victimization rates. Kilpatrick, "Prevalence and Correlates of Dating Violence in a National Sample of Adolescents," 47 (2008): 755-762). [note 5] A developmental perspective considers changes over time. Yet there is not a great deal of research that uses a longitudinal perspective or that considers the dynamics of teen romantic relationships. Other studies have also found sex-based differences in rates of sexual victimization and perpetration in adolescent relationships (e.g., O'Keefe, M., "Adolescents' Exposure to Community and School Violence: Prevalence and Behavioral Correlates," 7 (2000): 1-4). This can include, for example, behavioral, biological, social and emotional changes.
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In 2001-2005, Peggy Giordano and her colleagues at Bowling Green State University interviewed more than 1,300 seventh, ninth and 11th graders in Toledo, Ohio.