Bidirectional associations between affective empathy and proactive and reactive aggression

Filial beliefs reduce aggression in different cultures: A conditional process model

The dual filial piety model divides filial piety beliefs into two types: reciprocal and authoritarian filial piety beliefs (RFP vs. AFP) in terms of attitude, emotion, and obligation towards parents. Previous studies have shown that these two types of filial piety beliefs related to different psychological outcomes. Literature also suggests that some aspects of the function of filial piety beliefs may be a cultural universal. This research aimed to test the effects of filial piety beliefs on aggression using participants from two cultures (Chinese vs. Islamic). We further explored the mediating role of moral disengagement, forgiveness, and self-control between filial piety beliefs and aggression, and the moderating role of culture. The results showed that moral disengagement, forgiveness, and self-control played mediating roles in the relationship between filial piety beliefs and aggression. The functions of filial piety beliefs showed both similarities and differences across cultures. (1) RFP was negatively associated with aggression in both cultures, while AFP was negatively associated with aggression only among Muslim participants. (2) RFP can reduce the aggression of Chinese participants through moral disengagement, forgiveness, and self-control; while the RFP of Muslim participants can reduce their aggressiveness only through forgiveness. (3) AFP enhanced aggression via moral disengagement and reduced self-control among; Chinese participants, but reduced aggression via self-control among Muslim participants. Findings of this study confirmed that the functions of RFP show more similarities than differences across cultures, while functions of AFP do the opposite.

Affective Contributions to Instrumental and Reactive Aggression in Middle Childhood: Variable- and Person-Centered Approaches

OBJECTIVE

Research on the role of affect in childhood aggression motives has largely focused on domain-level affective traits. Lower-order affective facets may show more distinct relationships with instrumental and reactive aggression - at both the variable and individual levels - and offer unique insights into whether and how several forms of affect are involved in aggression motives.

METHOD

Caregivers (98% mothers) of 342 children (Mage = 9.81 years, 182 girls, 31% White) reported on children's aggression and affect-relevant personality traits, personality pathology, and callous-unemotional traits.

RESULTS

Both reactive and instrumental aggressions were characterized by higher levels of trait irritability, fear, withdrawal, sadness, and callous-unemotional traits in zero-order analyses. Instrumental aggression was characterized by low trait positive emotions. Reactive aggression was uniquely associated with irritability, fear, withdrawal, and sadness, whereas instrumental aggression was uniquely associated with callous-unemotional traits and (low) positive emotions. Groups identified by latent profile analyses were differentiated only by aggression severity.

CONCLUSIONS

The findings support both the similarity and distinction of reactive and instrumental aggression vis-à-vis their affective phenomenology. Consistent with existing theories, reactive aggression was linked to multiple forms of negative emotionality, whereas instrumental aggression was linked to higher levels of callous-unemotional traits. In a novel finding, instrumental aggression was uniquely characterized by lower positive emotions. The findings highlight the utility of pre-registered approaches employing comprehensive personality-based affective frameworks to organize and understand similarities and differences between aggression functions.

Do My Reactions Outweigh My Actions? The Relation between Reactive and Proactive Aggression with Peer Acceptance in Preschoolers

Aggressive behaviors negatively impact peer relations starting from an early age. However, not all aggressive acts have the same underlying motivations. Reactive aggression arises as a response to an antecedent behavior of someone else, whereas proactive aggression is initiated by the aggressor and is instrumental. In this study, we aim to understand the relation between reactive and proactive aggression and peer acceptance in preschoolers. Parents of 110 children aged between 3 and 6 years old rated their children's manifestation of reactive and proactive aggressive behaviors. To assess the children's peer acceptance score within their class, they completed a paired comparisons task. The outcomes confirmed that reactive aggression in particular is negatively related to peer acceptance at the preschool age. Our results provide insights for the needs and directions of future research and interventions.

'Prosociality' in Daily School Life and Early Adolescents' Peer Aggression: A Multilevel Latent Profile Analysis Approach

We aimed to typify prosocial characteristics of aggressive youth. We classified early adolescents based on daily configurations of prosocial behavior and autonomous prosocial motivations (performing prosocial behavior for identified and intrinsic reasons) and controlled prosocial motivations (performing prosocial behavior for external and introjected reasons) and explored the links between the obtained sub-groups and peer aggression. The sample included 242 Israeli six-graders [Mage = 11.96 (SD = 0.18), 50% girls] and their teachers. At the daily level, adolescents self-reported on prosocial behaviors and their autonomous and controlled prosocial motivations for ten consecutive days. At the trait level, adolescents reported on global, reactive, and proactive peer aggression. Teachers reported on adolescents' global peer aggression. Using multilevel latent profile analysis, we identified four day-level profiles of prosociality: 'high prosocial autonomous' (39% of days), 'low prosocial' (35%), 'average prosocial controlled' (14%), and 'high prosocial bi-motivation' (13%). At the adolescent level, we identified four sub-groups, each characterized by one dominant daily profile: 'stable high autonomy' (33% of adolescents); 'stable high bi-motivation' (12%); 'often average controlled' (16%); 'often low' (39%). Higher self-reported aggressive adolescents, particularly proactive aggressive, had the least chance of being in the 'stable high autonomy' sub-group of all sub-groups. Teacher-reported aggressive adolescents had the least likelihood of being in the 'stable high autonomy' sub-group and the most likelihood of being in the 'often low' sub-group. In sum, peer aggression is a function of the configured phenomenology of prosocial behavior and motivations, with high prosocial autonomously motivated youth being the least aggressive.

Measuring empathy online and moral disengagement in cyberbullying

This investigation intends to explore how adolescents report empathy in online contexts and moral disengagement in cyberbullying incidents, and how these two constructs are related. To accomplish this goal, three studies were conducted considering the need to develop new instruments to uncover this new approach of measuring empathy and moral disengagement. In the first study, we adapted the Portuguese version of the Empathy Quotient-short form to online contexts, which resulted in the Empathy Quotient in Virtual Contexts (EQVC). We also developed the Process Moral Disengagement in Cyberbullying Inventory (PMDCI), in order to assess moral disengagement in these specific situations. In the second study we conducted exploratory factor analyses (N = 234) of these instruments. Finally, in the third study, we conducted confirmatory factor analyses (N = 345) of both instruments. These results showed how adolescents reported empathy in online contexts and moral disengagement in cyberbullying incidents. Specifically, empathy revealed a bi-dimensional structure including difficulty and self-efficacy in empathizing (Cronbach's α = 0.44, 0.83, respectively), whereas process moral disengagement revealed four unidimensional questionnaires including locus of behavior, agency, outcome, and recipient (Cronbach's α = 0.76, 0.65, 0.77, 0.69, respectively). Furthermore, a correlational analysis was also performed of both constructs, and we also considered the variable sex. Results showed that difficulty in empathizing was negatively associated with sex (with girls revealing more difficulty than boys) and all moral disengagement mechanisms except for behavior. Moral disengagement was positively correlated with sex, suggesting boys morally disengaged more from cyberbullying. The instruments provided new insights on how empathy and moral disengagement can be specific to online contexts and cyberbullying situations, and how they can be used in educational programs to promote empathy and gain insight on moral disengagement within this phenomenon.

Relationship between the Broader Autism Phenotype and empathy among students

Previous research has shown that persons with a higher level of the broad autism phenotype (BAP) experience deficits in empathy. The aim of the present study is to investigate a multivariate relationship between the BAP and different aspects of empathy. In a sample of 293 university students, we explored the relationship between the BAP and the following aspects of empathy: fantasy, empathic concern, perspective taking, and personal distress. The BAP level was measured using The Broad Autism Phenotype Questionnaire (BAPQ), and the Interpersonal Reactivity Index was used for multidimensional assessment of empathy disposition. Canonical correlation analysis yielded two functions (Function 1  ̶  Rc2 = 17.31%, Function 2  ̶  Rc2 = 10.82%). In Function 1, IRI subscales Personal Distress (PD) (rs = .92) and Perspective Taking (PT) (rs = -.39) are associated significantly with all three domains of the BAP. The strongest correlation PD and PT show with Rigid and Pragmatic Language domains of the BAP, while they demonstrate a weaker relationship with the Aloofness domain. In Function 2, IRI subscales Empathic Concern (EC) (rs = -.98), Fantasy (FS) (rs = -.46), PT (rs = -.43) and PD (rs = -.31) are related to the Aloofness domain of the BAP. The results imply that the relationship between BAP and empathy differs for different aspects of these two constructs. The more detailed understanding of the relationship between BAP and empathy obtained through the multivariate approach provides a basis from which to create programs for the more efficient promotion of empathy skills.

Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents

Research has not adequately addressed a possible mutual co-regulatory influence of prosocial and aggressive behaviors in adolescents' daily lives. This study explored bidirectional within-person associations between prosocial and aggressive behaviors in the daily school lives of early adolescents. The sample included 242 sixth-graders [M_age = 11.96 (SD = 0.18), 50% girls] and their teachers. Adolescents reported on daily prosocial behavior and reactive and proactive aggression for ten consecutive days. Teachers and adolescents reported on adolescents' overall prosocial behaviors. Across-day prosocial behaviors increased after days when adolescents exhibited more reactive aggression but not among self-reported low-prosocial adolescents. Increased prosocial behaviors did not mitigate aggression the next day. The findings suggest prosocial behaviors are a plausible compensatory strategy after daily aggressive reactions.

The development of forms and functions of aggression during early childhood: A temperament-based approach

This study used a short-term longitudinal design with theoretically derived preregistered hypotheses and analyses to examine the role of temperament in the development of forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggressive behavior in early childhood (N = 300, M age = 44.70 months, SD = 4.38, 44% girls). Temperament was measured via behavioral reports of emotional dysregulation, fearlessness/daring, and rule internalization/empathy and, in a subsample that completed a physiological assessment, via skin conductance and respiratory sinus arrhythmia. Emotion dysregulation generally served as a risk factor for all subtypes of aggression, with evidence of stronger associations with reactive as compared to proactive functions of relational aggression for girls. Daring predicted increases in physical aggression, especially among boys, and rule internalization predicted decreases in relational aggression, especially among girls. Rule internalization mediated longitudinal associations between daring and proactive relational aggression for girls. Some evidence also emerged supporting associations between adaptive functioning (i.e., high empathy, high respiratory sinus arrhythmia) and proactive functions of aggression. Findings highlight distinct temperamental risk factors for physical versus relational aggression and provide partial support for gender-linked theories of the development of aggression.

Aggression, Moral Disengagement and Empathy. A Longitudinal Study Within the Interpersonal Dynamics of Bullying

Moral disengagement and empathy have been linked to aggression in traditional bullying. A number of longitudinal studies have focused on how these variables predict aggressive behavior within the dynamics of bullying. However, no conclusive results have been produced as to whether aggressive behavior in bullying can predict lower levels of empathy, and to date, no studies have explored in depth the mediating role of moral disengagement strategies in this relationship, which is the aim of this study. A total of 1,810 students (51.0% girls; M_age = 14.50; SD = 1.05) completed a survey in three waves at 6-month intervals. The results showed that aggressive behavior in bullying at Time 1 was inversely related to affective and cognitive empathy at Time 3. Minimization of responsibility, distortion of consequences and dehumanizing mediated in the aggressive behavior exhibited by the bullying aggressors and in cognitive empathy, while cognitive restructuring and the distortion of consequences mediated in affective empathy. We discuss the impact on moral and emotional sensitivity of the continued aggression occurring in the interpersonal dynamics of bullying, as well as the relationship between certain strategies of moral disengagement and the different types of empathy. We also comment on the need to design intervention programs to address the lowering of moral criteria and empathy in young people and adolescents involved in traditional bullying.

Empathy deficits and their behavioral, neuroanatomical, and functional connectivity correlates in smoked cocaine users

Reduced empathic abilities are frequently observed in drug abusers. These deficits may compromise interpersonal interactions and contribute to diminished social functioning. However, previous evidence regarding empathy and addiction is behaviorally unspecific and virtually null in terms of their brain structural or functional correlates. Moreover, no previous study has investigated how empathy is affected by drugs whose consumption is particularly characterized by counter-empathic behaviors. Here, we conducted the first assessment of neurocognitive correlates of empathy for pain in dependent users (predominantly men) of smoked cocaine (SC, coca paste, n = 37). We compared their performance in the empathy task with that of two groups matched in relevant demographic variables: 24 dependent users of insufflated cocaine hydrochloride (CC) and 21 healthy controls. In addition, we explored the structural anatomy and functional connectivity (FC) correlates of empathic impairments across groups. Our results showed that, compared to CC and controls, SC users exhibited a selective reduction of empathic concern for intentional harms. These impairments were associated with lower gray matter volumes in regions subserving social cognition (i.e., right inferior parietal lobule, supramarginal and angular gyri). Furthermore, reduced empathic concern correlated with FC within affective empathy and social cognition networks, which are also linked to cognitive changes reported in addiction (i.e., inferior frontal and orbital gyri, posterior insula, supplementary motor area, cingulate cortex). Our findings suggest that chronic consumption of SC may involve reduced empathic concern and relevant neuroanatomical and FC abnormalities, which, in turn, may result in social interaction dysfunction. These results can inform theoretical and applied developments in neuropsychopharmacology.

Psychological Flexibility With Prejudices Increases Empathy and Decreases Distress Among Adolescents: A Spanish Validation of the Acceptance and Action Questionnaire-Stigma

Empathy is an emotional response that may facilitate prosocial behavior and inhibit aggression by increasing empathic concern for others. But the vicarious experience of other’s feelings may also turn into personal distress when the person has poor regulation skills and holds stigmatizing beliefs. In thinking about the processes that may trigger the experience of personal distress or empathic concern, research on the influence of psychological flexibility and inflexibility on stigma is showing promising results. Both processes are assessed with the Acceptance and Action Questionnaire–Stigma (AAQ-S). The current study sought to carry out a validity study of a Spanish version of the AAQ-S with a sample of adolescents aged 11–17 years. The study included an expanded test of its predictive validity with measures at three times to evaluate the role of psychological flexibility and inflexibility as risk or protective variables for the development of personal distress and/or empathic concern in the stigmatizer. Statistical analyses confirmed a two-correlated-factor solution, the adequate reliability of both factors, and their construct and predictive validity in the expected direction. The stigmatizer’s inflexible reaction to their stigmatizing thoughts predicted the occurrence of personal distress, whereas the stigmatizer’s flexible reaction to their stigmatizing thoughts predicted the occurrence of empathic concern for others. These findings confirm the importance of considering the role of regulatory skills in the experience of empathic concern or personal distress in the presence of stigmatizing thoughts, with possible implications for the promotion of prosocial behavior and the reduction of aggressive behavior among adolescents.

Bivariate Growth of Perceived Containment and Functions of Aggression Over 2 Years

Perceived containment is the belief that one can be controlled by the limits set by authority figures, with low levels of perceived containment indicating that one does not believe they can be controlled by others. Low levels of perceived containment have been associated with a range of problem behaviors in youth, including proactive and reactive aggression. However, the stability of perceived containment across time and authority figures in middle childhood is not well understood. Additionally, more research is needed to understand how perceived containment is associated with the trajectories of related problem behavior, such as proactive and reactive functions of aggression. Thus, the current study evaluated univariate and bivariate growth trajectories of perceived containment and proactive and reactive aggression across 2 years in middle childhood. Participants were 249 elementary school youth (41% female, 7-10 years old). Children self-reported on perceived containment and proactive and reactive aggression at 4 time points across a two-year period. Results indicated that perceived containment and proactive aggression remained stable, while reactive aggression increased over a two-year period. Bivariate models indicated that perceived containment was negatively associated with the latent intercept of proactive and reactive aggression; however, perceived containment was not significantly associated with growth of reactive aggression. Findings and implications for treatment and prevention are discussed in turn.

The personality dispositions and resting-state neural correlates associated with aggressive children

Despite aggression being detrimental to children's physical health, mental health and social development, the dispositional and neurological antecedents of aggression in the child are poorly understood. Here we examined the relationship between trait aggression as measured by Buss and Warren's Aggression Questionnaire and personality traits measured with Big Five Questionnaire for Children in 77 primary-school children and recorded resting-state brain activity (fractional amplitude of low-frequency fluctuations [fALFF]) and resting-state functional connectivity (rsFC) using functional magnetic resonance imaging. The present results showed that trait aggression was negatively correlated with agreeableness and positively correlated with neuroticism. The brain analyses showed that children with a higher propensity for aggression had a lower fALFF mainly in the left superior temporal gyrus, right parahippocampal gyrus and left supramarginal gyrus. Physical and total aggressions were negatively associated with rsFC between the right parahippocampal gyrus and the right putamen. Further analysis revealed that this rsFC could moderate the influence of neuroticism on total aggression. Moreover, the results suggest the presence of a sex difference in the neurodevelopmental mechanisms underlying aggression in middle childhood. Overall, our findings indicate that aggressive children have lower agreeableness and higher neuroticism, and the underlying neural systems are mainly implicated in social judgment and empathy.