The objective of the present study was to examine the effects of aggression and conflict-managing skills on popularity and attitude to school in Russian adolescents. Three types of aggression (physical, verbal, and indirect), constructive conflict resolution, thirdparty intervention, withdrawal, and victimization were examined using the Peer-Estimated Conflict Behavior (PECOBE) inventory [Bjorkquist and Osterman, 1998]. Also, all respondents rated peer and self-popularity with same-sex classmates and personal attitude to school. The sample consisted of 212 Russian adolescents (101 boys, 111 girls) aged between 11 and 15 years. The findings attest to significant sex differences in aggression and conflict resolution patterns. Boys scored higher on physical and verbal aggression, and girls on indirect aggression. Girls were socially more skillful than boys in the use of peaceful means of conflict resolution (they scored higher on constructive conflict resolution and third-party intervention). The attributional discrepancy index (ADI) scores were negative for all three types of aggression in both sexes. Verbal aggression is apparently more condemned in boys than in girls. ADI scores were positive for constructive conflict resolution and third-party intervention in both genders, being higher in boys. In girls, verbal aggression was positively correlated with popularity. In both sexes, popularity showed a positive correlation with constructive conflict resolution and third-party intervention, and a negative correlation with withdrawal and victimization. Boys who liked school were popular with same-sex peers and scored higher on constructive conflict resolution. Girls who liked school were less aggressive according to peer rating. They also rated higher on conflict resolution and third-party intervention. Physical aggression was related to age. The results are discussed in a cross-cultural perspective.

This study was conducted on children and adolescents from three tribal cultures from Northern Tanzania: the Hadza, the Datoga and the Iraqw. The comparative data on aggression and conflict management skills were measured in boarding school of Endomaga, Lake Eyasi, Mangola, Northern Tanzania in 2005 - 2006. The final sample included 219 children, ranged from 7 to 20 years. No sex differences were obtained in self-ratings or frequencies of occurrences of physical, verbal and indirect aggression in Iraqw children and adolescents as well as on self-ratings in Hadza. Hadza boys reported higher occurrence of physical and indirect aggression during last week compared to girls. No sex differences were found in constructive conflict resolution and third-party interventions practiced by Iraqw and Datoga children and self-ratings in Hadza. Hadza boys reported the higher frequency of constructive conflict resolution and third-party interventions compared to girls. Significant sexual dimorphism on the 2D:4D ratio was found for our African sample. The significant negative correlation between the right hand 2D:4D ratio and ratings on physical aggression was found for the girls. The girls with a lowest finger index estimated themselves as more verbally aggressive compared to girls with medium 2D:4D ratio.