This study investigated friendship dynamics regarding aggression and social status subtypes through a longitudinal social network analysis (SIENA) involving a sample of 1st-grade elementary school students. Participants were selected from three classrooms (N = 78, 50% girls at waves 1 and 2) and they were followed up from April to July of 2016. The results indicated that relational aggression and social preference were socialized in the peer network of 1st-grade students. The effects of socialization on overt aggression and perceived popularity were not significant. This study’s participants tended to select friends with similar levels of relational aggression. In addition, social preference became similar among friends. These findings suggest that peer influence plays a significant role in the development of individual student aggression and social status. This varied by level of aggression and social status type. There are resulting implications for class management, teacher consultation, and transition.
