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1.
Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations 总被引：13，自引：0，他引：13
Numerous studies have demonstrated that physically aggressive children exhibit hostile attributional biases in response to instrumental peer provocations, a social information-processing pattern that has been recognized as a contributor to peer-directed aggression. The present studies (N = 127 and N = 535) were designed to extend past research by evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts. Results indicated that physically aggressive children exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile attributional biases and reported relatively greater distress for relational provocation contexts. Implications of these findings for the understanding of factors that may contribute to relational as well as physical aggression are discussed. 相似文献
2.
Irwin D. Waldman 《Child development》1996,67(3):1015-1033
The present study addressed whether (1) aggressive boys show hostile biases or general deficits in social perception, (2) aggressive boys' social perceptual difficulties also characterize isolate and isolate-aggressive children, (3) aggressive, isolate, and isolate-aggressive boys' social perceptual difficulties are attributable to inattention and impulsivity, and (4) aggressive and nonaggressive boys differ in the links between social perception and proposed behavioral responses. Aggressive boys demonstrated hostile biases, but not general deficits, in intention-cue detection relative to average-status boys. Isolate-aggressive boys resembled aggressive boys in social perception, whereas isolate boys showed mild deficits relative to average-status boys. Although isolates' general deficits were predominantly accounted for by inattention and impulsivity, aggressives' and isolate-aggressives' hostile biases remained after these problems were statistically controlled. The aggressive groups proposed aggressive responses much more frequently than the nonaggressive groups following intentions perceived as nonhostile. Measures corresponding to several stages of Dodge's social information processing model discriminated the aggressive from nonaggressive groups, thus providing support for this model. 相似文献
3.
Connections between adolescents’ social information processing (SIP), moral reasoning, and emotion attributions and their reactive and proactive aggressive tendencies were assessed. One hundred mostly African American and Latino 13‐ to 18‐year‐olds from a low‐socioeconomic‐status (SES) urban community and their high school teachers participated. Reactive aggression was uniquely related to expected ease in enacting aggression, lower verbal abilities, and hostile attributional biases, and most of these connections were mediated by adolescents’ attention problems. In contrast, proactive aggression was uniquely related to higher verbal abilities and expectations of more positive emotional and material outcomes resulting from aggression. Discussion focused on the utility of assessing both moral and SIP‐related cognitions, and on the potential influence of low‐SES, high‐risk environments on these findings. 相似文献
4.
Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self 总被引：4，自引：1，他引：4
Previous studies have found a tendency for aggressive boys to display hostile attributional biases and social cue interpretation deficits. It was hypothesized that these biases and deficits would be exaggerated under conditions of social anxiety and threat. Aggressive and nonaggressive boys aged 8 - 10 (total N = 65) were administered tests of attributional tendencies and social cue interpretation skills (via videorecorded stimuli) under relaxed and threatening conditions. It was found that, relative to normal boys, aggressive boys displayed a bias toward attributing hostile intentions to peers, a deficit in interpreting accurately others' intentions, and a deficit in linking interpretations to behavioral responses. The hypothesis that these biases and deficits would be exaggerated under conditions of threat was also supported. Findings were interpreted as consistent with theories of preemptive processing and emotional vulnerability in aggressive boys. 相似文献
5.
Cognitive social learning mediators of aggression 总被引：4，自引：1，他引：4
This research explored links between aggression in elementary school children and 2 classes of social cognitions that might influence children's decisions about whether to behave aggressively. Aggressive and nonaggressive children (mean age 11.3 years) responded to 2 questionnaires. One questionnaire measured children's perceptions of their abilities to perform aggression and related behaviors (perceptions of self-efficacy), and the other measured children's beliefs about the reinforcing and punishing consequences of aggression (response-outcome expectancies). Compared to nonaggressive children, aggressive subjects reported that it is easier to perform aggression and more difficult to inhibit aggressive impulses. Aggressive children also were more confident that aggression would produce tangible rewards and would reduce aversive treatment by others. There were negligible sex differences in perceived self-efficacy for aggression but large sex differences in anticipated social and personal consequences for aggression, with girls expecting aggression to cause more suffering in the victim and to be punished more severely by the peer group and by the self. It was concluded that children's knowledge of their capabilities and children's knowledge of the consequences of their actions are factors that need to be taken into account by cognitive models of aggression. 相似文献
6.
Research into parenting influences on child conduct problems in Asian countries has been limited compared to that conducted in Western countries, especially with regard to interplay between parenting and callous unemotional (CU) traits (e.g., lack of guilt and empathy). This study examined associations between dimensions of aggressive parenting practices (psychological aggression, mild and severe physical aggression), dimensions of child aggression (proactive, reactive), and child CU traits, in Singapore. Participants were children and adolescents with clinic-referred externalizing problems (N = 282; 87.6% boys), aged 7–16 years. Mild and severe parental physical aggression was found to be uniquely associated with children’s proactive aggression, whereas parental psychological aggression was uniquely associated with both proactive and reactive aggression. Consistent with previous evidence regarding CU traits as moderators of the relationship between negative parenting and child conduct problems, physically aggressive parenting was found to be more strongly associated with children’s proactive aggression among children with low levels of CU traits, than those with high CU traits. These findings support the need for ongoing research into CU traits in Asian cultures, focused on heterogeneous risk pathways to antisocial behavior and individual differences in response to family-based interventions. 相似文献
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8.
Rogier E.J. Verhoef Sophie C. Alsem Esmée E. Verhulp Bram O. De Castro 《Child development》2019,90(5):e525-e547
To test specific hypotheses about the relation between hostile intent attribution (HIA) and children’s aggressive behavior, a multilevel meta-analysis was conducted on 111 studies with 219 effect sizes and 29.272 participants. A positive association between HIA and aggression was found, but effect sizes varied widely between studies. Results suggested that HIA is a general disposition guiding behavior across a broad variety of contexts, whereas the strength of the relation between HIA and aggression depends on the level of emotional engagement. The relation is stronger for more reliable HIA measures, but is not stronger for reactive aggression or co-morbid attention-deficit hyperactivity disorder than for aggression in general. The importance of understanding specific moderators of effect size for theory development is discussed. 相似文献
9.
The purpose of this study was to investigate the distinct forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggressive behavior during early childhood ( n = 101; M age = 45.09 months). Forms, but not functions, of aggressive behavior were stable over time. A number of contributors to aggression were associated with distinct subtypes of aggressive behavior. Females and socially dominant children were more relationally aggressive and older children were less physically aggressive than their peers. Longitudinal analyses indicated that social dominance predicted decreases in physical aggression and peer exclusion predicted increases in relational aggression. Overall, the results provide support for the distinction between subtypes of aggression in early childhood. 相似文献
10.
Jacob Yuichung Chan Annis L. Fung Lawrence H. Gerstein 《Psychology in the schools》2013,50(2):181-192
Research on aggression in the West has focused mainly on the dichotomy between proactive and reactive aggression, but not the co‐occurring proactive–reactive aggression subtype, despite its prevalence. The authors investigated the differences in psychological and behavioral correlates among proactive, reactive, and proactive–reactive student aggressors and nonaggressors in Hong Kong, China, based on their scores on the Reactive and Proactive Aggression Questionnaire. Participants were 1,356 secondary school students (805 males and 551 females, aged 11 to 18 years). A one‐way multivariate analysis of covariance was conducted to examine group differences in aggression, attention deficits, anxiety/depression, and delinquency. Results showed that proactive–reactive aggressors were significantly more aggressive, less attentive, more anxious/depressed, and more engaged in delinquent behaviors. Reactive and proactive aggressors did not differ in three of these four behaviors. Implications for research and practice when working with proactive–reactive aggressors are discussed. 相似文献
11.
Group Social Context and Children's Aggressive Behavior 总被引：6，自引：0，他引：6
Melissa E. DeRosier Antonius H. N. Cillessen John D. Coie Kenneth A. Dodge 《Child development》1994,65(4):1068-1079
Very little is known about the influence of the social-psychological context on children's aggressive behavior. The purpose of this research was to examine the interrelations of group contextual factors and the occurrence of aggressive behavior in 22 experimental play groups of 7- and 9-year-old African-American boys. Group context was examined before, during, and after an aggressive act as well as during nonaggressive periods. The results showed that there are dimensions of group context (i.e., negative affect, high aversive behavior, high activity level, low group cohesion, competitiveness) that were related to the occurrence of aggressive behavior between 2 children in the group. Group context influenced how children reacted to aggression between its members (e.g., siding with the victim), which in turn influenced the quality of the postaggression group atmosphere. This study suggests that individual-within-context information be incorporated into theories of aggression among children. 相似文献
12.
《Early education and development》2013,24(4):370-389
To assess the relation between toy gun play and aggression, thirty-six 3- to 5-year-olds were observed in free play in their daycare center and coded for amount of real aggression, pretend aggression, rough-and-tumble play (R & T), and nonaggressive pretend play. Based on a questionnaire completed by the parents, the children were also coded for the amount they played with toy guns in the home, the rated aggressive level of their preferred television programs, the rated aggressive level of their most preferred toys, and amount of parents' physical punishment of the children. Of all children, 56% played with toy guns in the home, most of whom were boys. Multiple regression analyses indicated that amount of parents' punishment strongly predicted real aggression in both boys and girls, and amount of toy gun play strongly predicted real aggression in boys. However, when it came to pretend aggression, aggressive level of children's preferred toys was the strongest predictor, while toy gun play negatively predicted pretend aggression. Toy gun play did not predict nonaggressive pretend play, but parents' punishment negatively predicted nonaggressive pretend play. These results indicate that toy gun play and parental punishment are positively associated with a higher level of real aggression but not pretend aggression. This pattern is discussed in terms of a cuing effect theory versus a cathartic effect theory. It also argues for distinguishing between real and pretend aggression and other forms of play in future studies. 相似文献
13.
To assess the relation between toy gun play and aggression, thirty-six 3- to 5-year-olds were observed in free play in their daycare center and coded for amount of real aggression, pretend aggression, rough-and-tumble play (R & T), and nonaggressive pretend play. Based on a questionnaire completed by the parents, the children were also coded for the amount they played with toy guns in the home, the rated aggressive level of their preferred television programs, the rated aggressive level of their most preferred toys, and amount of parents' physical punishment of the children. Of all children, 56% played with toy guns in the home, most of whom were boys. Multiple regression analyses indicated that amount of parents' punishment strongly predicted real aggression in both boys and girls, and amount of toy gun play strongly predicted real aggression in boys. However, when it came to pretend aggression, aggressive level of children's preferred toys was the strongest predictor, while toy gun play negatively predicted pretend aggression. Toy gun play did not predict nonaggressive pretend play, but parents' punishment negatively predicted nonaggressive pretend play. These results indicate that toy gun play and parental punishment are positively associated with a higher level of real aggression but not pretend aggression. This pattern is discussed in terms of a cuing effect theory versus a cathartic effect theory. It also argues for distinguishing between real and pretend aggression and other forms of play in future studies. 相似文献
14.
The present study investigated relations between proactive and reactive functions of physical and relational aggression and functional impairment across early childhood. It was hypothesized that reactive functions of aggression would be associated with functional impairment. Hypotheses with regard to proactive functions of aggression were exploratory. Participants were 36 children (22 girls) from a longitudinal study. At Time 1 (M = 50.31 months old, SD = 10.97), observations of aggressive behavior were collected during preschool free-play. At Time 2 (M = 73.33 months old, SD = 10.88), parent-report of functional impairment was collected. Reactive physical aggression was a significant and unique predictor of future impairment when controlling for gender and all other types of aggression. Implications of these findings are discussed from a developmental perspective. 相似文献
15.
邢燕雷 《商丘职业技术学院学报》2012,(1):29-30
父母教养方式作为儿童发展中最重要的背景因素如何影响与塑造儿童的行为方式一直是儿童发展心理学研究的重点。文章选取了中国内陆843名初中儿童（12．66±1．34）为被试,考察了不同的教养方式与不同亚类型攻击的关系。结果显示,儿童反应性主动性攻击行为受不同类型的教养方式的影响方式显著不同。权威型的教养方式下儿童无论是反应性攻击还足主动性攻击都显著低于其他三种不利的教养方式;而三种不利的教养方式在反应性攻击上没有显著差异,但在主动性攻击上差异显著。 相似文献
16.
The present study investigated the genetic and environmental covariance between psychopathic personality traits with reactive and proactive aggression in 9- to 10-year-old twins (N = 1,219). Psychopathic personality traits were assessed with the Child Psychopathy Scale (D. R. Lynam, 1997), while aggressive behaviors were assessed using the Reactive Proactive Questionnaire (A. Raine et al., 2006). Significant common genetic influences were found to be shared by psychopathic personality traits and aggressive behaviors using both caregiver (mainly mother) and child self-reports. Significant genetic and nonshared environmental influences specific to psychopathic personality traits and reactive and proactive aggression were also found, suggesting etiological independence among these phenotypes. Additionally, the genetic relation between psychopathic personality traits and aggression was significantly stronger for proactive than reactive aggression when using child self-reports. 相似文献
17.
The Early Socialization of Aggressive Victims of Bullying 总被引：7，自引：0，他引：7
David Schwartz Kenneth A. Dodge Gregory S. Pettit John E. Bates 《Child development》1997,68(4):665-675
This study reports the first prospective investigation of the early family experiences of boys who later emerged as both aggressive and bullied (i.e., aggressive victims) during their middle childhood years. It was hypothesized that a history of violent victimization by adults leads to emotion dysregulation that results in a dual pattern of aggressive behavior and victimizaion by peer. Interviews with mothers of 198 5-year-old boys assessed preschool home environments. Four to 5 years later, aggressive behavior and peer victimization were assessed in the school classroom. The early experiences of 16 aggressive victims wre contrasted with those of 21 passive (nonaggressive) victims, 33 nonvictimized aggressors, and 128 normative boys. Analyses indicated that the aggressive victim group had experienced more punitive, hostile, and abusive family treatment than the other groups. In contrast, the nonvictimized aggressive group had a history of greater exposure to adult aggression and conflict, but not victimization by adults, than did the normative group, whereas the passive victim group did not differ from the normative group on any home environment variable. 相似文献
18.
Social Information Processing in Aggressive and Depressed Children 总被引：10，自引：0，他引：10
Nancy L. Quiggle Judy Garber William F. Panak Kenneth A. Dodge 《Child development》1992,63(6):1305-1320
Social information processing patterns of children who were identified as being aggressive or depressed, both, or neither were compared in order to address the issue of specificity and to explore whether children who are comorbid show a unique processing style. Subjects were 220 children in the third through sixth grade. Peer nomination and teacher ratings were used to assess level of aggression, and the Children's Depression Inventory was used to measure level of depression. Aggressive children showed a hostile attributional bias, were more likely to report that they would engage in aggressive behavior, and indicated that aggression would be easy for them. Depressed children similarly showed a hostile attributional bias, although they were more likely to attribute negative situations to internal, stable, and global causes. Depressed children also reported that they would be less likely to use assertive responses and that they expected that assertive behavior would lead to more negative and fewer positive outcomes. Children who were comorbid generally showed patterns similar to both aggressive and depressed children. 相似文献
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20.
Temperament, Harsh and Indulgent Parenting, and Chinese Children's Proactive and Reactive Aggression
This study examined the additive and interactive effects of temperament and harsh and indulgent parenting on Chinese children's proactive and reactive aggression. Participants were 401 children ( M age = 9.29 years, 203 girls) and their parents who were recruited from 2 elementary schools in Shanghai, People's Republic of China. The results showed that children's sensation seeking was associated with proactive aggression, whereas anger/frustration was associated with reactive aggression. Both subtypes of aggression were negatively related to children's effortful control but positively related to harsh parenting. Significant Temperament × Temperament and Parenting × Temperament interactions were also found. The findings point to similarities and differences between proactive and reactive aggression in relation to children's temperament and harsh and indulgent parenting in the Chinese context. 相似文献