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Cerciello F, Esposito C, La Penna I, Sica LS, Frolli A. Exploring the relationships between dominance behavioral system, mentalization, theory of mind and assertiveness: analysis in a non-clinical sample. Front Psychol 2024; 15:1407933. [PMID: 39077207 PMCID: PMC11284945 DOI: 10.3389/fpsyg.2024.1407933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2024] [Accepted: 06/28/2024] [Indexed: 07/31/2024] Open
Abstract
Introduction The dominance behavioral system, a fundamental aspect of human behavior, orchestrates the drive for dominance, regulates dominant-subordinate dynamics, and shapes responses to perceived power dynamics. While the existing literature extensively delves into the components of this system, scant attention is paid to its interplay with mentalization, theory of mind, and assertiveness. Moreover, gender disparities in dominance behaviors are largely studied in terms of biological variables (levels of testosterone) and clinical populations. This study aims to understand the relationships between activation strategies of the dominance behavioral system, mentalization processes, theory of mind abilities, and levels of social discomfort in assertive communication. Moreover, to identify gender differences in the dominance behavioral system in a non-clinical sample. Methods Our sample was composed of 67 students from a non-clinical population. They claimed the absence of any psychological, neurological, or developmental disorders. Results A regression analysis was performed, and we found that levels of mentalization predict levels of hyperactivation of dominance behavioral system, but no significant results for the deactivation levels of the system were found. Moreover, no gender differences were found in levels of activations of the dominance behavioral system. Conclusion These findings underscore the pivotal role of mentalization abilities in interpersonal dynamics, emphasizing the need for individuals to navigate social interactions adeptly. Furthermore, our research unveils implications for individual well-being and psychopathology, urging further investigation into how these dimensions intersect with various psychological disorders. By discerning the intricate mechanisms at play, we can develop targeted therapeutic interventions tailored to specific behavioral patterns, ultimately enhancing psychological resilience and fostering healthier social relationships in a non-clinical population.
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Affiliation(s)
- Francesco Cerciello
- Disability Research Centre, Department of International Humanities and Social Sciences, Rome University of International Studies, Rome, Italy
| | - Clara Esposito
- Disability Research Centre, Department of International Humanities and Social Sciences, Rome University of International Studies, Rome, Italy
| | - Ilaria La Penna
- Child Neuropsychiatry Outpatient Clinic, Fondazione Italiana Neuroscienze e Disordini dello Sviluppo - FINDS, Caserta, Italy
| | - Luigia Simona Sica
- Department of Humanities, University of Naples Federico II, Naples, Italy
| | - Alessandro Frolli
- Disability Research Centre, Department of International Humanities and Social Sciences, Rome University of International Studies, Rome, Italy
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2
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Martin RP, Lease AM. Influential children in middle childhood peer culture: Effects of temperament and community culture. Front Psychol 2022; 13:923469. [PMID: 36337574 PMCID: PMC9634411 DOI: 10.3389/fpsyg.2022.923469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 09/26/2022] [Indexed: 11/22/2022] Open
Abstract
For children in middle childhood, the social world, particularly the behavior and attitudes of their school peers, has been shown to be an important factor in their educational and mental health outcomes. In the school environment, some children seem to influence the attitudes and behavior of their peers more than others. The behavior patterns of children, as reflected in temperamental traits, have been shown to drive peer perception in important ways and might play a role in identifying the individuals and social processes that operate in peer influence. It seems likely that temperamental traits will have different effects on school peers, dependent on characteristics of the school attended. Fourth and fifth grade children from four rural counties in the southeastern portion of the United States were studied. Temperamental characteristics were assessed based on teacher perception of six characteristics. Peer perceptions of the extent to which each child was perceived to influence others in five areas of school culture (e.g., academics, sports) was measured through a peer nomination procedure. Additional status-related perceptions and behaviors of participating children were also assessed by peer nominations. Teacher ratings of temperamental behaviors were submitted to latent profile analyses resulting in a seven-cluster model. Results indicated temperamental profiles were significantly and meaningfully associated with peer perceptions of influence as well as social status. Further, demographic differences between two groups of schools were found to moderate the effects that temperament profile had on peer influence.
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3
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Sparavec A, March E, Grieve R. The dark triad, empathy, and motives to use social media. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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4
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Valdes O, Shawcross L, Laursen B. Being nice and being mean: Friend characteristics foreshadow changes in perceptions of relationship negativity. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:314-324. [PMID: 33533515 DOI: 10.1111/jora.12604] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Revised: 12/18/2020] [Accepted: 12/21/2020] [Indexed: 06/12/2023]
Abstract
This study examines the proposition that friend characteristics forecast changes in perceptions of relationship negativity. The participants (ages 9 to 11) were 240 pre- and young adolescents (114 boys, 126 girls) involved in 120 same-sex best friendships that were stable across a period of 4 to 12 weeks. Each friend described perceptions of negativity in their relationship. Prosocial behavior and relational aggression were assessed via peer nominations. Dyadic analyses indicated that one friend's prosocial behavior and relational aggression uniquely forecast changes in the other friend's perception of negativity in the relationship. Greater initial levels of prosocial behavior anticipated decreases in perceived negativity, whereas greater initial levels of relational aggression forecast increases in perceived negativity.
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Wang C, Li B, Zhang L, Liu Y, Xu P. Prosocial Behavior and Teachers’ Attitudes Towards Bullying on Peer Victimization Among Middle School Students: Examining the Cross-Level Moderating Effect of Classroom Climate. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.2009313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Palacios D, Dijkstra JK, Berger C, Huisman M, Veenstra R. Disentangling dyadic and reputational perceptions of prosociality, aggression, and popularity in explaining friendship networks in early adolescence. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Diego Palacios
- Department of Sociology University of Groningen Groningen The Netherlands
- Society and Health Research Center, Facultad de Humanidades Universidad Mayor Santiago Chile
| | | | - Christian Berger
- Escuela de Psicología Pontificia Universidad Católica de Chile Santiago Chile
| | - Mark Huisman
- Department of Sociology University of Groningen Groningen The Netherlands
| | - René Veenstra
- Department of Sociology University of Groningen Groningen The Netherlands
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Glenn DE, Michalska KJ, Lee SS. Social skills moderate the time-varying association between aggression and peer rejection among children with and without ADHD. Aggress Behav 2021; 47:659-671. [PMID: 34426990 PMCID: PMC10155268 DOI: 10.1002/ab.21991] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 07/26/2021] [Accepted: 08/03/2021] [Indexed: 11/10/2022]
Abstract
Although childhood aggression is typically associated with peer rejection, some children concurrently employ coercive and socially skilled behavior and successfully avoid negative peer outcomes. However, research on children's dual use of coercive and social behavior has largely employed cross-sectional designs with nonclinical populations and, as a result, little is known about the covariation of aggression with social skills, particularly among high-risk samples. We directly addressed this limitation by testing childhood aggression and social skills as separate time-varying predictors of prospective change in peer rejection in a sample of children with and without attention-deficit/hyperactivity disorder (ADHD). Two hundred and two 5-10-year-old children (M = 7.9 years, SD = 1.2) with and without ADHD were followed prospectively for 6 years. Key constructs, including children's overt aggression, social skills, and peer rejection, were collected at each of the three waves using multiple methods and informants. Controlling for demographic factors and time-varying ADHD symptoms, longitudinal change in child-, parent-, and teacher-reported aggression positively predicted prospective change in parent- and teacher-reported peer rejection. Importantly, predictions were moderated by parent- and teacher-reported social skills, such that aggression inversely predicted peer rejection for children with high social skills. These results demonstrate that social skills meaningfully alter trajectories of peer rejection predicted from cross-time variation in aggression. We discuss the theoretical and empirical implications of these findings within a developmental psychopathology framework, including recommendations for directions for future research.
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Affiliation(s)
- Dana E. Glenn
- Department of Psychology University of California Riverside California USA
| | | | - Steve S. Lee
- Department of Psychology University of California Los Angeles California USA
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8
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Ketterman AB, Maner JK. Complaisant or coercive? The role of dominance and prestige in social influence. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.110814] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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9
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Zhang X, Ma C, Guo F, Li Z. Does perceived overqualification cultivate angels or demons? Examining its interpersonal outcomes through pride from an evolutionary psychology perspective. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2021. [DOI: 10.1111/apps.12319] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Xue Zhang
- School of Management Harbin Institute of Technology Harbin China
| | - Chao Ma
- Research School of Management, College of Business and Economics The Australian National Universiy Canberra ACT Australia
| | - Feng Guo
- College of Management and Economics Tianjin University Tianjin China
| | - Zhongqiu Li
- College of Economics and Management Northeast Agricultural University Harbin China
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10
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Giacolini T, Conversi D, Alcaro A. The Brain Emotional Systems in Addictions: From Attachment to Dominance/Submission Systems. Front Hum Neurosci 2021; 14:609467. [PMID: 33519403 PMCID: PMC7843379 DOI: 10.3389/fnhum.2020.609467] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Accepted: 12/22/2020] [Indexed: 12/03/2022] Open
Abstract
Human development has become particularly complex during the evolution. In this complexity, adolescence is an extremely important developmental stage. Adolescence is characterized by biological and social changes that create the prerequisites to psychopathological problems, including both substance and non-substance addictive behaviors. Central to the dynamics of the biological changes during adolescence are the synergy between sexual and neurophysiological development, which activates the motivational/emotional systems of Dominance/Submission. The latter are characterized by the interaction between the sexual hormones, the dopaminergic system and the stress axis (HPA). The maturation of these motivational/emotional systems requires the integration with the phylogenetically more recent Attachment/CARE Systems, which primarily have governed the subject's relationships until puberty. The integration of these systems is particularly complex in the human species, due to the evolution of the process of competition related to sexual selection: from a simple fight between two individuals (of the same genus and species) to a struggle for the acquisition of a position in rank and the competition between groups. The latter is an important evolutionary acquisition and believed to be the variable that has most contributed to enhancing the capacity for cooperation in the human species. The interaction between competition and cooperation, and between competition and attachment, characterizes the entire human relational and emotional structure and the unending work of integration to which the BrainMind is involved. The beginning of the integration of the aforementioned motivational/emotional systems is currently identified in the prepubertal period, during the juvenile stage, with the development of the Adrenarche-the so-called Adrenal Puberty. This latter stage is characterized by a low rate of release of androgens, the hormones released by the adrenal cortex, which activate the same behaviors as those observed in the PLAY system. The Adrenarche and the PLAY system are biological and functional prerequisites of adolescence, a period devoted to learning the difficult task of integrating the phylogenetically ancient Dominance/Submission Systems with the newer Attachment/CARE Systems. These systems accompany very different adaptive goals which can easily give rise to mutual conflict and can in turn make the balance of the BrainMind precarious and vulnerable to mental suffering.
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Affiliation(s)
- Teodosio Giacolini
- Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - David Conversi
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Antonio Alcaro
- Department of Psychology, Sapienza University of Rome, Rome, Italy
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11
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Bradshaw EL, Ryan RM, Noetel M, Saeri AK, Slattery P, Grundy E, Calvo R. Information Safety Assurances Increase Intentions to Use COVID-19 Contact Tracing Applications, Regardless of Autonomy-Supportive or Controlling Message Framing. Front Psychol 2021; 11:591638. [PMID: 33542699 PMCID: PMC7852485 DOI: 10.3389/fpsyg.2020.591638] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 12/07/2020] [Indexed: 11/25/2022] Open
Abstract
Promoting the use of contact tracing technology will be an important step in global recovery from the COVID-19 pandemic. Across two studies, we assessed two messaging strategies as motivators of intended contact tracing uptake. In one sample of 1117 Australian adults and one sample of 888 American adults, we examined autonomy-supportive and controlling message framing and the presence or absence of information safety as predictors of intended contact tracing application uptake, using an online randomized 2 × 2 experimental design. The results suggested that the provision of data safety assurances may be key in affecting people’s intentions to use contact tracing technology, an effect we found in both samples regardless of whether messages were framed as autonomy-supportive or controlling. Those in high information safety conditions consistently reported higher intended uptake and more positive perceptions of the application than those in low information safety conditions. In Study 2, we also found that perceptions of government legitimacy related positively to intended application uptake, as did political affiliation. In sum, individuals appeared more willing to assent to authority regarding contact tracing insofar as their data safety can be assured. Yet, public messaging strategies alone may be insufficient to initiate intentions to change behavior, even in these unprecedented circumstances.
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Affiliation(s)
- Emma L Bradshaw
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Richard M Ryan
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Michael Noetel
- School of Health and Behavioural Sciences, Australian Catholic University, Brisbane, QLD, Australia
| | - Alexander K Saeri
- Monash Sustainable Development Institute, Monash University, Melbourne, VIC, Australia
| | - Peter Slattery
- Monash Sustainable Development Institute, Monash University, Melbourne, VIC, Australia
| | - Emily Grundy
- Monash Sustainable Development Institute, Monash University, Melbourne, VIC, Australia
| | - Rafael Calvo
- Dyson School of Design Engineering, Faculty of Engineering, Imperial College London, London, United Kingdom
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12
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Golmaryami FN, Vaughan EP, Frick PJ. Callous-unemotional traits and romantic relationships. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.110408] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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13
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Ettekal I, Mohammadi M. Co-occurring Trajectories of Direct Aggression and Prosocial Behaviors in Childhood: Longitudinal Associations With Peer Acceptance. Front Psychol 2020; 11:581192. [PMID: 33329235 PMCID: PMC7734057 DOI: 10.3389/fpsyg.2020.581192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Accepted: 11/09/2020] [Indexed: 11/27/2022] Open
Abstract
This study examined the longitudinal associations among children’s direct (physical and verbal) aggression, prosocial behaviors, and peer group acceptance in middle childhood (Grades 1 to 4). Children’s co-occurring aggressive and prosocial behaviors were assessed in order to identify distinct trajectory subgroups. Subsequently, variations in the development (i.e., continuity and changes) in peer acceptance were examined for each of the identified subgroups. The sample consisted of 784 children who were ethnically and socioeconomically diverse (47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American; about 65% low SES) who were followed longitudinally from Grades 1 to 4 (Mage = 6.57 years old in Grade 1). Results revealed several distinct trajectory subgroups, including children who were primarily aggressive or prosocial, as well as children who exhibited co-occurring aggression and prosocial behaviors. Comparing these subgroups, the use of co-occurring prosocial behaviors appeared to have some protective effect on aggressive children’s peer acceptance. However, aggression was nonetheless associated with lower peer acceptance. The findings provide insights pertaining to the heterogeneity among aggressive children, the protective effects of prosocial behaviors on peer acceptance, and the differential effects of moderate versus high aggression.
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Affiliation(s)
- Idean Ettekal
- Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX, United States
| | - Minoo Mohammadi
- Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX, United States
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14
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Lease AM, Kwon K, Lovelace M, Huang HC. Peer Influence in Elementary School: The Importance of Assessing the Likeability of Popular Children. The Journal of Genetic Psychology 2020; 181:95-110. [PMID: 32090707 DOI: 10.1080/00221325.2020.1730744] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
We examined the degree to which children perceive influence behaviors and influence over social norms from different types of high-status children to vary in a sample of 453 3rd through 5th grade children. Using a cluster analysis of peer-nominated popularity and likeability measures, we identified a seven-cluster solution, including three high-status clusters: Well-Liked, Popular, and Popular/Well-Liked. Popular children were perceived as using ridicule and having influence over misbehavior. Popular/Well-Liked children were perceived as using playful teasing and modeling and influencing over trend-setting and sports norms, at a degree similar to Popular children. However, Popular/Well-Liked children were not perceived as using ridicule or influencing over misbehavior; rather, they scored higher than all other status groups for prosocial assertion and academic motivation. Well-Liked children were perceived as using prosocial assertion and influencing over academic motivation at a higher degree than Average children but at a lower degree than Popular or Popular/Well-Liked children. Although the influence associated with likeability alone appeared relatively limited, likeability in conjunction with popularity seems to make a difference regarding influence behaviors and norms. A person-centered approach that takes into account multiple facets of social status is likely to enhance understanding of high-status children's influence on their same-age peers.
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Affiliation(s)
- A Michele Lease
- Department of Educational Psychology, University of Georgia, Athens, Georgia, USA
| | - Kyongboon Kwon
- Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, USA
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15
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Jenkins LN, Demaray MK, Tennant J. Social, Emotional, and Cognitive Factors Associated With Bullying. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/02796015.2017.12087609] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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16
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Hartl AC, Laursen B, Cantin S, Vitaro F. A Test of the Bistrategic Control Hypothesis of Adolescent Popularity. Child Dev 2019; 91:e635-e648. [PMID: 31237358 DOI: 10.1111/cdev.13269] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 03/19/2019] [Accepted: 04/02/2019] [Indexed: 11/28/2022]
Abstract
Resource Control Theory (Hawley, 1999) posits a group of bistrategic popular youth who attain status through coercive strategies while mitigating fallout via prosociality. This study identifies and distinguishes this bistrategic popular group from other popularity types, tracing the adjustment correlates of each. Adolescent participants (288 girls, 280 boys; Mage = 12.50 years) completed peer nominations in the Fall and Spring of the seventh and eighth grades. Longitudinal latent profile analyses classified adolescents into groups based on physical and relational aggression, prosocial behavior, and popularity. Distinct bistrategic, aggressive, and prosocial popularity types emerged. Bistrategic popular adolescents had the highest popularity and above average aggression and prosocial behavior; they were viewed by peers as disruptive and angry but were otherwise well-adjusted.
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Wang Y, Yang Z, Zhang Y, Wang F, Liu T, Xin T. The Effect of Social-Emotional Competency on Child Development in Western China. Front Psychol 2019; 10:1282. [PMID: 31231282 PMCID: PMC6566918 DOI: 10.3389/fpsyg.2019.01282] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2018] [Accepted: 05/15/2019] [Indexed: 11/13/2022] Open
Abstract
This study investigated the effects of social-emotional competency on pupils' academic achievement, academic emotions and attitudes, and interpersonal relationships. Participants were 7106 fourth-grade and fifth-grade students in western China. The results were: (1) social-emotional competency positively predicted pupils' academic achievement (including reading, mathematics, and science); (2) social-emotional competency predicted pupils' academic emotions and attitudes, including learning anxiety and interest, and academic emotions and attitudes played a mediating role in the relation between social-emotional competency and academic achievement; and (3) social-emotional competency positively predicted pupils' interpersonal relationships, including peer relationships and teacher-student relationships, and interpersonal relationships played a mediating role in the relation between social-emotional competency and academic achievement. These findings highlighted the importance of social-emotional competency to child development in western China, where many children might lack their parents' company.
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Affiliation(s)
- Yehui Wang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Zhaoxi Yang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yingbin Zhang
- Curriculum and Instruction, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Faming Wang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Tour Liu
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin, China
- Faculty of Psychology, Tianjin Normal University, Tianjin, China
- Center of Collaborative Innovation for Assessment and Promotion of Mental Health, Tianjin, China
| | - Tao Xin
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
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Ciarrochi J, Sahdra BK, Hawley PH, Devine EK. The Upsides and Downsides of the Dark Side: A Longitudinal Study Into the Role of Prosocial and Antisocial Strategies in Close Friendship Formation. Front Psychol 2019; 10:114. [PMID: 30873057 PMCID: PMC6401596 DOI: 10.3389/fpsyg.2019.00114] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Accepted: 01/14/2019] [Indexed: 01/09/2023] Open
Abstract
Resource control theory (RCT) posits that both antisocial and prosocial behaviors combine in unique ways to control resources such as friendships. We assessed students (N = 2,803; 49.7% male) yearly from junior (grades 8-10) to senior high school (11-12) on antisocial (A) and prosocial (P) behavior, peer nominated friendship, and well-being. Non-parametric cluster analyses of the joint trajectories of A and P identified four stable profiles: non-strategic (moderately low A and P), bi-strategic (moderately high on A and P), prosocial (moderately low A and moderately high on P), and antisocial (moderately low on P, and very high on A). There were clear benefits to youth using bi-strategic strategies in junior high: they attracted relatively high levels of opposite sex friendship nominations. However, this benefit disappeared in senior high. There were also clear costs: bi-strategic youth experienced relatively low well-being, and this effect was significantly more pronounced for females than males. Prosocial youth were the only ones who maintained both high friendship numbers and high well-being throughout high school. We discuss the cost/benefit trade-offs of different resource control strategies.
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Affiliation(s)
- Joseph Ciarrochi
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| | - Baljinder K. Sahdra
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| | | | - Emma K. Devine
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
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Massey-Abernathy AR, Haseltine E. Power Talk: Communication Styles, Vocalization Rates and Dominance. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:107-116. [PMID: 30014310 DOI: 10.1007/s10936-018-9592-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Humans are social beings that form hierarchies to gain and maintain resources. Dominant positions are often obtained through resource control strategies, displayed through language. Language can be examined in a number of ways including number of vocalizations and pragmatic skills. The benefit of pragmatic skills, in relationship to popularity (group dominance), can be explained by virtue signalling and the sociometer theory. The current study examined the relationship of individuals in a novel group setting. Results revealed that popularity within the group was related to the number of vocalizations and increased pragmatic skills. Taken together, it appears that vocalizations and pragmatic skills may help individuals signal their position within the hierarchy, while monitoring the social communications of others.
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The Moderating Role of Clique Hierarchical Organization on Resource Control by Central Clique Members. J Youth Adolesc 2018; 48:359-371. [PMID: 30560514 DOI: 10.1007/s10964-018-0972-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2018] [Accepted: 11/29/2018] [Indexed: 10/27/2022]
Abstract
Accessing resources in peer groups is essential for youth's survival and reproduction. To date, little is known about the behavioral strategies used by socially prominent preadolescent and early adolescent resource controllers in peer cliques, groups of individuals who hang out together during free time at school. Theory suggests that clique hierarchical organization should influence forceful resource control behavior of central (prominent) clique members, but evidence is mixed. This study examined the effects of clique hierarchical organization on forceful behavior used by central clique members to obtain a special toy during a 5-minute resource contest with clique-mates. Participants were 696 children (59.91% girls) ranging from 9 to 14 years (Mage = 11.59) in 147 cliques. Resource control, and prosocial, coercive, and bistrategic (hybrid prosocial and coercive) bids were recorded. Neither centrality nor hierarchy predicted resource control bid use, but centrality and bistrategic bids predicted resource control. Clique stratification (status differences among members) but not clique structure (shape of hierarchy) moderated the outcome of central clique members' bistrategic bids. Bistrategic bids advantaged central members of low-stratified but not highly stratified cliques, indicating that greater power is needed for resource control in cliques with numerous central members. However, high clique stratification did not quell the need for forceful behavior by central (or other) clique members. These findings suggest that for prominent preadolescent and early adolescent clique members, material resource control is the product of both mitigated force and acquiescence by clique-mates.
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Is Inspiring Group Members an Effective Predictor of Social Dominance in Early Adolescence? Direct and Moderated Effects of Behavioral Strategies, Social Skills, and Gender on Resource Control and Popularity. J Youth Adolesc 2018. [PMID: 29536330 PMCID: PMC6105195 DOI: 10.1007/s10964-018-0830-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Dominance in the peer group is important for adolescents. Resource Control Theory posits that both coercive and prosocial (positively assertive) strategies are associated with dominance. Combining Resource Control Theory with Socioanalytic Theory on personality, we hypothesized that inspiring group members would be an additional effective strategy. This study examined whether the three behavioral strategies and two types of social skills (social competence and manipulation) predicted dominance (resource control and popularity). Participants were 619 Dutch adolescents (Mage = 13.1; 47% female) in the first grade of secondary school. They completed peer reports (behavioral strategies and dominance) and self-reports (social skills). Only inspirational and coercive strategies substantially predicted dominance. Main effects of social skills emerged. Moderation between strategies and social skills was only observed for girls (e.g., coercive strategy use was associated with more popularity for girls with higher levels of social manipulation skills). This study furthered our understanding of the predictors of dominance in adolescence by including inspirational behavior and examining prosocial and antisocial skills.
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Umino A, Dammeyer J. Effects of a Danish Student-Centered Prosocial Intervention Program Among Japanese Children. JAPANESE PSYCHOLOGICAL RESEARCH 2017. [DOI: 10.1111/jpr.12183] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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23
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Distilling Heterogeneity among Children with Disruptive Behavior: Associations between Symptom Patterns and Social Functioning. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 46:1241-1252. [DOI: 10.1007/s10802-017-0350-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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24
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Dirks MA, Cuttini LA, Mott A, Henry DB. Associations Between Victimization and Adolescents' Self-Reported Responses to Peer Provocation Are Moderated by Peer-Reported Aggressiveness. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2017; 27:436-451. [PMID: 28876519 DOI: 10.1111/jora.12282] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Many early adolescents experience peer victimization, but little research has examined how they respond to aggression by peers. Thus, in a large sample of early adolescents (N = 648; M age = 12.96; SD = 0.30; 52.0% female), we examined (1) the associations between peer-reported victimization and self-reported responses to peer provocation, and (2) whether these associations were moderated by peer-reported aggression. In particular, we predicted that the reported use of assertion, a strategy generally viewed as socially skillful, would be associated with less victimization, but only for youth low on peer-reported aggression. Results were consistent with this hypothesis. Moreover, seeking adult intervention was associated with greater victimization for youth high on peer-reported aggression. Implications for research and practice are discussed.
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Jenkins LN, Demaray MK, Tennant J. Social, Emotional, and Cognitive Factors Associated With Bullying. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr46-1.42-64] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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26
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DeLay D, Zhang L, Hanish LD, Miller CF, Fabes RA, Martin CL, Kochel KP, Updegraff KA. Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2016; 17:903-913. [PMID: 27436291 DOI: 10.1007/s11121-016-0678-8] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.
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Affiliation(s)
- Dawn DeLay
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA.
| | - Linlin Zhang
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA
| | - Laura D Hanish
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA
| | - Cindy F Miller
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA
| | - Richard A Fabes
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA
| | - Carol Lynn Martin
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA
| | - Karen P Kochel
- University of Richmond, 28 Westhampton Way, Richmond, VA, 23173, USA
| | - Kimberly A Updegraff
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA
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Massey-Abernathy A, Byrd-Craven J. Functional leadership: Bi-strategic controllers high on effortful control show gains in status and health. PERSONALITY AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.paid.2016.03.039] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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28
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Little TD, Henrich CC, Jones SM, Hawley PH. Disentangling the “whys” from the “whats” of aggressive behaviour. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1080/01650250244000128] [Citation(s) in RCA: 318] [Impact Index Per Article: 39.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
We examined the validity of a measurement system for the study of aggression that distinguishes among four principle dimensions of aggressive behaviour: overt and relational aggression (i.e., the “whats”) and instrumental and reactive aggression (i.e., the “whys”). The sample comprised 1723 adolescents (Grades 5 through 10) from Berlin, Germany. The internal validity of the measurement system was strongly supported, revealing four discrete dimensions of aggression: two overriding forms (overt and relational) and two underlying functions (instrumental and reactive). The differential and unique patterns of criterion-related validity strongly supported the distinctions among the constructs. The importance of disentangling these dimensions in understanding the development of aggressive behaviour is discussed.
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Hawley PH, Little TD, Card NA. The allure of a mean friend: Relationship quality and processes of aggressive adolescents with prosocial skills. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025407074630] [Citation(s) in RCA: 139] [Impact Index Per Article: 17.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Recent theory on social dominance suggests that aggressive individuals should be socially successful if they also display prosocial behavior. The combination of coercive and prosocial strategies of resource control (i.e., bistrategic control) is thought to facilitate hierarchy ascension. Adolescents ( N = 929, grades 7–10) were queried about the quality of their friendships and their friends' behavior towards them. The friendships of the aggressive bistrategic controllers (derived by peer nomination) were rated among the highest on intimacy, fun, and conflict. Additionally, bistrategic friendships had high levels of overt and relational aggression. Thus, bistrategic friendships yield high benefits but also costs. This study attempts to illuminate the peer regard - aggression paradox via an evolutionary approach to human status hierarchies.
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Card NA, Little TD. Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025406071904] [Citation(s) in RCA: 405] [Impact Index Per Article: 50.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Aggressive behavior in childhood has long been separated into that which is proactively motivated and that which is reactive. We report a meta-analytic review of the existing empirical literature that examines the associations of each type of aggression with six indices of psychosocial adjustment: internalizing problems, emotional dysregulation and ADHD-type symptoms, delinquent behaviors, prosocial behavior, sociometric status, and peer victimization. Even though not detectable in most single studies, meta-analytic combination revealed that reactive aggression was more strongly related to most of the indices of adjustment than was proactive aggression. This difference was small, however, and we argue that the difficulty in detecting differential correlates is due to the high intercorrelation between the functions of aggression, which appears to be an artifact of traditional measurement procedures. It is recommended that future research use measures that provide distinct assessment of the functions in order to more clearly distinguish the correlates of proactive and reactive aggression.
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Card NA, Hodges EVE, Little TD, Hawley PH. Gender effects in peer nominations for aggression and social status. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1080/01650250444000414] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Little prior research has examined children’s interpersonal perceptions of peers from a social relations model framework. This study examines the degree of actor and partner variances, as well as generalised and dyadic reciprocities, in a sample of 351 sixth graders’ peer nominations of different forms and functions of aggression and aspects of social status. Gender differences in these nominations are also explored. Results indicate significant actor and partner variances for all measures, and generalised reciprocity in social status perceptions. Clear gender differences were noted in rates of nominations, such that more same-sex than cross-sex nominations were generally given for both positive and negative aspects; however, we found mixed evidence of gender differences in the variance partitioning and reciprocity correlation estimates.
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32
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Seeing but Not Feeling: Machiavellian Traits in Relation to Physiological Empathetic Responding and Life Experiences. ADAPTIVE HUMAN BEHAVIOR AND PHYSIOLOGY 2016. [DOI: 10.1007/s40750-016-0041-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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33
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Cheung CK, Ngai SSY. Reducing Deviance Through Youths' Mutual Aid Group Dynamics. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2016; 60:82-98. [PMID: 25169973 DOI: 10.1177/0306624x14548024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The mutual aid group, as supported by the social worker, emerges to play a vital role in helping group members reduce their deviance or behavioral problem. However, how the collaboration of the group and social worker accomplishes the reduction has remained uncharted. Based on social capital theory, mutual aid and cohesion within the group and social workers' specific aid for the group are likely responsible for the reduction. The test of such hypotheses relies on a two-wave panel survey of the members of 60 mutual aid groups who had deviant behavioral problems, located in Hong Kong, China. These groups had 241 youths completing both initial and 1-year follow-up surveys. Results manifested the direct or unconditional contributions of mutual aid, group cohesion, and social workers' specific aid to reducing deviance. Hence, social workers can enhance the effectiveness of the mutual aid group in reducing youths' deviance.
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Hawley PH. Eight Myths of Child Social Development: An Evolutionary Approach to Power, Aggression, and Social Competence. EVOLUTIONARY PSYCHOLOGY 2016. [DOI: 10.1007/978-3-319-29986-0_6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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35
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Masland LC, Lease AM. Characteristics of academically-influential children: achievement motivation and social status. SOCIAL PSYCHOLOGY OF EDUCATION 2015. [DOI: 10.1007/s11218-015-9314-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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36
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Berger C, Batanova M, Cance JD. Aggressive and Prosocial? Examining Latent Profiles of Behavior, Social Status, Machiavellianism, and Empathy. J Youth Adolesc 2015; 44:2230-44. [PMID: 25987411 DOI: 10.1007/s10964-015-0298-9] [Citation(s) in RCA: 56] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2015] [Accepted: 04/27/2015] [Indexed: 11/29/2022]
Abstract
The present study tests whether aggression and prosocial behavior can coexist as part of a socially functional and adaptive profile among early adolescents. Using a person-centered approach, the study examined early adolescents' likelihood of being classified into profiles involving aggressive and prosocial behavior, social status (popular, liked, cool), machiavellianism, and both affective and cognitive components of empathy (empathic concern and perspective taking, respectively). Participants were 1170 early adolescents (10-12 years of age; 52% male) from four schools in metropolitan Santiago, Chile. Through latent profile analysis, three profiles emerged (normative-low aggressive, high prosocial-low aggressive, and high aggressive-high popular status). Both empathic concern and perspective taking were higher in the high prosocial-low aggressive profile, whereas the high aggressive-high popular status profile had the lowest scores on both empathy components as well as machiavellianism. No profile emerged where aggressive and prosocial behaviors were found to co-exist, or to be significantly above the mean. The results underscore that aggressive behavior is highly contextual and likely culturally specific, and that the study of behavioral profiles should consider social status as well as socio-emotional adjustment indicators. These complex associations should be taken into consideration when planning prevention and intervention efforts to reduce aggression or school bullying and to promote positive peer relationships.
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Affiliation(s)
- Christian Berger
- Escuela de Psicologia, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, 7820436, Santiago, Chile.
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37
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Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. J Adolesc 2015; 42:103-14. [PMID: 25968108 DOI: 10.1016/j.adolescence.2015.04.003] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2014] [Revised: 04/16/2015] [Accepted: 04/20/2015] [Indexed: 11/20/2022]
Abstract
We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.
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38
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Hawley PH, Williford A. Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1016/j.appdev.2014.11.006] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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39
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McDonald KL, Benish-Weisman M, O’Brien CT, Ungvary S. The Social Values of Aggressive–Prosocial Youth. J Youth Adolesc 2015; 44:2245-56. [DOI: 10.1007/s10964-014-0246-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2014] [Accepted: 12/16/2014] [Indexed: 11/30/2022]
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40
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Abstract
In the present article, I argue for a shift in perspective regarding aggression, prosociality, and social affinity. Psychological approaches construe antisociality and prosociality as serving opposing functions. In contrast, I here consider them to serve the same function and to form the behavioral foundation of human status striving as early as the preschool years. Children who have mastered both coercive and prosocial tactics show themselves to be socially competent, materially successful, and socially attractive. I compare models in psychology derived from the field of medicine with models stemming from evolutionary theory.
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41
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Climbing the Social Ladder: Physiological Response to Social Status in Adolescents. ADAPTIVE HUMAN BEHAVIOR AND PHYSIOLOGY 2014. [DOI: 10.1007/s40750-014-0009-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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42
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Berger C, Palacios D. Associations between Prosocial Behavior, Machiavellianism, and Social Status: Effects of Peer Norms and Classroom Social Contexts. ACTA ACUST UNITED AC 2014. [DOI: 10.18085/llas.6.1.h0728270l7533862] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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43
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Dirks MA, Suor JH, Rusch D, Frazier SL. Children's responses to hypothetical provocation by peers: coordination of assertive and aggressive strategies. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2014; 42:1077-87. [PMID: 24668163 DOI: 10.1007/s10802-014-9862-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Children often respond to aggression by peers with assertive bids or aggressive retaliation. Little is known, however, about whether and how children coordinate these strategies across different types of provocation. The present study examined endorsement of aggressive and assertive responses to hypothetical physical, relational, and verbal provocation in a sample of lower-income children (N = 402, M age = 10.21, SD = 1.46). Latent-profile analysis revealed 3-class models for both aggression and assertion, each reflecting low, moderate, and high levels of endorsement. There was no association between children's reported use of aggression and assertion. For example, children who endorsed high levels of aggression were equally likely to be classified as low, moderate, or high on assertive responding. For both assertion and aggression, parental ratings of children's externalizing behavior and social skills differed across the low and high groups. No such differences were found between the low and moderate groups, despite the latter groups endorsing markedly higher levels of assertive and aggressive responses. This pattern of findings may be due, in part, to the situation specificity of children's responding. Our findings hint at the complexity of children's behavioral repertoires and contribute to a growing literature that suggests the need for intervention models that consider both social skills and social situations.
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Affiliation(s)
- Melanie A Dirks
- Department of Psychology, McGill University, 1205 Dr. Penfield Avenue, Montreal, QC, H3A1B1, Canada,
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44
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Abstract
This study examined adolescent coercive and prosocial resource control strategies in relation to various indices of peer-reported behaviors and peer regard ( N = 384; 12–14 years). Coercive control was uniquely positively related to physical and relational aggression and peer disliking, and negatively to prosocial behaviors when controlling for prosocial control, which, in turn, was uniquely negatively related to physical aggression and social withdrawal, and positively to prosocial behaviors, peer liking, and popularity. Findings from person-centered analyses augmented these findings, indicating that bi-strategic, coercive, prosocial, typical, and non-controllers exhibit divergent patterns of social adjustment among peers. Implications for the study of adolescent social adjustment are discussed, including increased understanding of adolescent resource control and aggression among peers at school.
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45
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Rulison KL, Gest SD, Loken E. Dynamic Social Networks and Physical Aggression: The Moderating Role of Gender and Social Status Among Peers. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2013; 23:437-449. [PMID: 24068860 PMCID: PMC3779623 DOI: 10.1111/jora.12044] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11-13) who were followed across four assessments (fall and spring of 6th and 7th grade). After controlling for other factors that drive network and behavioral dynamics, we found that physically aggressive adolescents were attractive as friends, physically aggressive adolescents and girls were more likely to select physically aggressive friends, and peer-rejected adolescents were less likely to select physically aggressive friends. There was an overall peer influence effect, but gender and social status were not significant moderators of influence.
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Affiliation(s)
- Kelly L Rulison
- University of North Carolina at Greensboro, Department of Public Health Education, 437 HHP Building, 1408 Walker Avenue, Greensboro, NC 27412
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46
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Frank KA, Muller C, Mueller AS. The Embeddedness of Adolescent Friendship Nominations: The Formation of Social Capital in Emergent Network Structures. AJS; AMERICAN JOURNAL OF SOCIOLOGY 2013; 119:216-253. [PMID: 25364011 PMCID: PMC4214258 DOI: 10.1086/672081] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Although research on social embeddedness and social capital con-firms the value of friendship networks, little has been written about how social relations form and are structured by social institutions. Using data from the Adolescent Health and Academic Achievement study and the National Longitudinal Study of Adolescent Health, the authors show that the odds of a new friendship nomination were 1.77 times greater within clusters of high school students taking courses together than between them. The estimated effect cannot be attributed to exposure to peers in similar grade levels, indirect friendship links, or pair-level course overlap, and the finding is robust to alternative model specifications. The authors also show how tendencies associated with status hierarchy inhering in triadic friendship nominations are neutralized within the clusters. These results have implications for the production and distribution of social capital within social systems such as schools, giving the clusters social salience as "local positions."
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47
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Chen BB, Chang L. Adaptive insecure attachment and resource control strategies during middle childhood. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2012; 36:389-397. [DOI: 10.1177/0165025412445440] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
By integrating the life history theory of attachment with resource control theory, the current study examines the hypothesis that insecure attachment styles reorganized in middle childhood are alternative adaptive strategies used to prepare for upcoming competition with the peer group. A sample of 654 children in the second through seventh grades in Shanghai, China, participated in this study. The children reported attachment relationships with their mother and the use of resource control strategies in the peer group. Boys had higher avoidant attachment scores than girls, whereas girls had higher ambivalent attachment scores than boys. Moreover, avoidant attachment was positively associated with the use of coercive strategies to control resources. Ambivalent attachment was associated with the use of both coercive and prosocial strategies to control resources. A number of other gender and developmental differences were also observed. The implications for the adaptiveness of insecure attachment in middle childhood are discussed.
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Affiliation(s)
- Bin-Bin Chen
- The Chinese University of Hong Kong, China
- Fudan University, Shanghai, China
| | - Lei Chang
- The Chinese University of Hong Kong, China
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48
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Chen BB, Chang L. Are ‘Machiavellian’ Chinese children well-adapted in the peer group? The relationship between resource acquisition strategies and social functioning and status. ASIAN JOURNAL OF SOCIAL PSYCHOLOGY 2012. [DOI: 10.1111/j.1467-839x.2012.01373.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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49
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Neal JW, Cappella E. An examination of network position and childhood relational aggression: integrating resource control and social exchange theories. Aggress Behav 2012; 38:126-40. [PMID: 25363638 DOI: 10.1002/ab.21414] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2011] [Accepted: 11/09/2011] [Indexed: 11/09/2022]
Abstract
Applying resource control theory and social exchange theory, we examined the social network conditions under which elementary age children were likely to engage in relational aggression. Data on classroom peer networks and peer-nominated behaviors were collected on 671 second- through fourth-grade children in 34 urban, low-income classrooms. Nested regression models with robust cluster standard errors demonstrated that the association between children's number of relationships and their levels of relational aggression was moderated by the number of relationships that their affiliates had. Children with more peer relationships (i.e., higher network centrality) exhibited higher levels of relational aggression, but only when these relationships were with peers who had fewer connections themselves (i.e., poorly connected peers). This finding remained significant even when controlling for common predictors of relational aggression including gender, overt aggression, prosocial behavior, victimization, social preference, and perceived popularity. Results are discussed in terms of their implications for advancing the literature on childhood relational aggression and their practical applications for identifying children at risk for these behaviors.
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Affiliation(s)
| | - Elise Cappella
- Department of Applied Psychology; New York University; New York, New York
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50
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Johnson DW, Johnson RT. Restorative Justice in the Classroom: Necessary Roles of Cooperative Context, Constructive Conflict, and Civic Values. NEGOTIATION AND CONFLICT MANAGEMENT RESEARCH 2012. [DOI: 10.1111/j.1750-4716.2011.00088.x] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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