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Wen X, Shu Y, Qu D, Wang Y, Cui Z, Zhang X, Chen R. Associations of bullying perpetration and peer victimization subtypes with preadolescent's suicidality, non-suicidal self-injury, neurocognition, and brain development. BMC Med 2023; 21:141. [PMID: 37046279 PMCID: PMC10091581 DOI: 10.1186/s12916-023-02808-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 02/27/2023] [Indexed: 04/14/2023] Open
Abstract
BACKGROUND Although both peer victimization and bullying perpetration negatively impact preadolescents' development, the underlying neurobiological mechanism of this adverse relationship remains unclear. Besides, the specific psycho-cognitive patterns of different bullying subtypes also need further exploration, warranting large-scale studies on both general bullying and specific bullying subtypes. METHODS We adopted a retrospective methodology by utilizing the data from the Adolescent Brain and Cognitive DevelopmentSM Study (ABCD Study®) cohort collected between July 2018 and January 2021. Participants were preadolescents aged from 10 to 13 years. The main purpose of our study is to examine the associations of general and specific peer victimization/bullying perpetration with preadolescents' (1) suicidality and non-suicidal self-injury; (2) executive function and memory, including attention inhibition, processing speed, emotion working memory, and episodic memory; (3) brain structure abnormalities; and (4) brain network disturbances. Age, sex, race/ethnicity, body mass index (BMI), socioeconomic status (SES), and data acquisition site were included as covariates. RESULTS A total of 5819 participants aged from 10 to 13 years were included in this study. Higher risks of suicide ideation, suicide attempt, and non-suicidal self-injury were found to be associated with both bullying perpetration/peer victimization and their subtypes (i.e., overt, relational, and reputational). Meanwhile, poor episodic memory was shown to be associated with general victimization. As for perpetration, across all four tasks, significant positive associations of relational perpetration with executive function and episodic memory consistently manifested, yet opposite patterns were shown in overt perpetration. Notably, distinct psycho-cognitive patterns were shown among different subtypes. Additionally, victimization was associated with structural brain abnormalities in the bilateral paracentral and posterior cingulate cortex. Furthermore, victimization was associated with brain network disturbances between default mode network and dorsal attention network, between default mode network and fronto-parietal network, and ventral attention network related connectivities, including default mode network, dorsal attention network, cingulo-opercular network, cingulo-parietal network, and sensorimotor hand network. Perpetration was also associated with brain network disturbances between the attention network and the sensorimotor hand network. CONCLUSIONS Our findings offered new evidence for the literature landscape by emphasizing the associations of bullying experiences with preadolescents' clinical characteristics and cognitive functions, while distinctive psycho-cognitive patterns were shown among different subtypes. Additionally, there is evidence that these associations are related to neurocognitive brain networks involved in attention control and episodic retrieval. Given our findings, future interventions targeting ameliorating the deleterious effect of bullying experiences on preadolescents should consider their subtypes and utilize an ecosystemic approach involving all responsible parties.
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Affiliation(s)
- Xue Wen
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China
- Institute for Healthy China, Tsinghua University, Beijing, China
| | - Yinuo Shu
- Chinese Institute for Brain Research, Beijing, 102206, China
| | - Diyang Qu
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China
- Institute for Healthy China, Tsinghua University, Beijing, China
| | - Yinzhe Wang
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China
| | - Zaixu Cui
- Chinese Institute for Brain Research, Beijing, 102206, China
| | - Xiaoqian Zhang
- Department of Psychiatry, Tsinghua University Yuquan Hospital, Beijing, China.
| | - Runsen Chen
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China.
- Institute for Healthy China, Tsinghua University, Beijing, China.
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Sun Y, Bowker JC, Coplan RJ, Liu J, Sang B. Best Friend's Popularity: Associations with Psychological Well-Being and School Adjustment in China During Early Adolescence. J Youth Adolesc 2023; 52:670-683. [PMID: 36495392 DOI: 10.1007/s10964-022-01719-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2022] [Accepted: 12/01/2022] [Indexed: 12/14/2022]
Abstract
Popularity has been empirically linked to psychological and several indices of school adjustment outcomes during childhood and early adolescence. Yet, best friend popularity in relation to the adjustment outcomes remains unclear, especially in more interdependent-oriented cultures. To address this gap, this study applied the Actor-Partner Interdependence Model (APIM) to simultaneously considering whether, and how, the popularity of youth (actor effects) and their best friends (partner effects) contribute uniquely to psychological well-being and school adjustment outcomes, after controlling for social preference. Age and gender differences were also examined. Participants were 162 same-gender best friend dyads (81 boys, Mage = 11.24 years, SD = 1.18) from Shanghai, P.R. China. Among the results, both youth's own and their best friends' popularity were positively related to self-esteem and school attitudes, and negatively related to depressive symptoms. In addition, results from multi-group analyses revealed both actor and partner effects did not vary across gender. Finally, exploratory analyses showed that only actor effects varied across age for the associations between popularity and self-esteem and school attitudes. These findings highlight the important role of the best friend's popularity in promoting Chinese youth's experiences of psychological and school adjustment.
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Affiliation(s)
- Yan Sun
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Julie C Bowker
- Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, USA
| | - Robert J Coplan
- Department of Psychology, Carleton University, Ottawa, ON, Canada
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
- Shanghai Changning Mental Health Center, Shanghai, China.
| | - Biao Sang
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- Lab for Educational Big Data and Policymaking, Shanghai Academy of Educational Sciences, Shanghai, China
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Malamut ST, Trach J, Garandeau CF, Salmivalli C. Does defending victimized peers put youth at risk of being victimized? Child Dev 2023; 94:380-394. [PMID: 36227019 PMCID: PMC9991954 DOI: 10.1111/cdev.13866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Revised: 08/31/2022] [Accepted: 09/04/2022] [Indexed: 11/30/2022]
Abstract
Defending peers who have been bullied is often thought to put defenders at risk of becoming victimized themselves. The study investigated the concurrent and prospective associations between defending and (peer- and self-reported) victimization, and examined popularity and classroom norms as potential moderators. Participants included 4085 Finnish youth (43.9% boys; Mage = 14.56, SD = .75; 97% born in Finland). Concurrently, defending was positively associated with self-reported victimization in classrooms with high bullying-popularity norms (b = .28, SE = .16). Defending was negatively associated with peer-reported victimization in classrooms with high defending-popularity norms (b = -.07, SE = .03). Defending was not significantly associated with future victimization, suggesting that it is generally not a risk factor for victimization.
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Affiliation(s)
- Sarah T Malamut
- INVEST Research Flagship Center, University of Turku, Turku, Finland
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Jessica Trach
- INVEST Research Flagship Center, University of Turku, Turku, Finland
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How popularity goal and popularity status are related to observed and peer-nominated aggressive and prosocial behaviors in elementary school students. J Exp Child Psychol 2023; 227:105590. [PMID: 36446163 DOI: 10.1016/j.jecp.2022.105590] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 10/31/2022] [Accepted: 11/04/2022] [Indexed: 11/27/2022]
Abstract
Whereas previous research with secondary school students has demonstrated that popularity goals and actual popularity status are related to peer-reported aggression, it is unclear whether this is already the case in the upper grades of elementary school. The current study extends previous research by assessing elementary school students, focusing on both aggressive and prosocial behaviors, and importantly by observing aggressive and prosocial behaviors in cooperative and competitive small-group settings. Participants were 173 Dutch fifth- and sixth-grade students (58.2% girls; Mage = 11.11 years, SD = 0.72), who self-reported popularity goals and nominated peers for popularity, aggressive behavior, and prosocial behavior. Participants' behavior in a cooperative task and a competitive task, completed in groups of 4, was observed. Results show that popularity goal was related to high levels of aggression according to peers (only for boys) and to low levels of prosocial behavior across reporters and settings. Actual popularity status was related to high levels of strategic aggression across reporters and settings and additional high levels of strategic prosocial behavior in a cooperative setting. Thus, the current study demonstrates that popularity goal is already related to social behavior in elementary school and that desired and actual popularity are not only predictive of the behavior as perceived by peers but also predictive of observed behaviors during group interactions.
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5
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Kim H, Barry CT. Social intelligence as moderator in the relation between narcissism and aggression in at‐risk adolescents. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Hyunah Kim
- Washington State University Pullman Washington USA
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6
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Wang Z, Jiang S. Influence of parental neglect on cyberbullying perpetration: Moderated mediation model of smartphone addiction and self-regulation. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:2372-2382. [PMID: 35298055 DOI: 10.1111/hsc.13787] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2021] [Revised: 01/29/2022] [Accepted: 03/02/2022] [Indexed: 06/14/2023]
Abstract
This study examines if parental neglect is significantly associated with adolescent cyberbullying perpetration, and whether this relationship is mediated by smartphone addiction. In addition, the moderation of self-regulation in the direct and indirect effects of parental neglect on cyberbullying perpetration among adolescents is determined. A random sample of 728 Chinese adolescents from Grade 10 to 12 in senior high schools respond to anonymous questionnaires regarding parental neglect, smartphone addiction, self-regulation and cyberbullying perpetration. The data are then analysed using macro PROCESS. Results reveal that adolescents who are neglected by parents are more likely to engage in cyberbullying perpetration. Smartphone addiction significantly partially mediates the above relationship. Moreover, self-regulation not only moderates the relationship of cyberbullying perpetration with parental neglect but also its association with smartphone addiction among adolescents. This study contributes to a better understanding of how parental neglect increases the risk of adolescent cyberbullying perpetration, which may be reduced through tailored interventions.
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Affiliation(s)
- Zhiyou Wang
- Department of Social Work, The Chinese University of Hong Kong, Shatin, Hong Kong, China
| | - Shan Jiang
- Department of Sociology, Zhejiang University, Hangzhou, China
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Baker ER. Head start parents' vocational preparedness indirectly predicts preschoolers' physical and relational aggression. Aggress Behav 2022; 48:418-430. [PMID: 35253238 DOI: 10.1002/ab.22025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 12/13/2021] [Accepted: 01/06/2022] [Indexed: 11/09/2022]
Abstract
Severe poverty has profound impacts on child outcomes, yet much of the research on poverty fails to consider the psychological experiences of poverty, frames low-socioeconomic status families as a monolith, and until recently, has not considered the utility of behavior within the poverty context. This short-term (4 months) longitudinal study was designed to consider children's aggression as predicted by their inhibitory control (IC) and parents' experiences of poverty-related strain in an urban Head Start sample. At Time 1, parents reported on their family's economic situation (income, family size), education, vocational preparedness, and completed a measure of psychological economic strain; children (N = 90; Mage = 52.78 months) completed two IC tasks (Day/Night Stroop; Whisper). Four months later, parents completed the Preschool Proactive and Reactive Aggression survey, used to assess children's physical and relational aggression. Mediation analyses supported that physical and relational aggression were both fully mediated from parents' vocational preparedness, though through different mechanisms. Physical aggression was mediated by parents' psychological economic strain. Relational aggression was mediated through children's IC. Findings support the proposal that aggression should be viewed within context and that typical assumptions about developmental patterns of physical aggression may not hold for all children.
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Affiliation(s)
- Erin Ruth Baker
- Department of Educational and Counseling Psychology University at Albany, SUNY Albany New York USA
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Levy M, Gumpel TP. Self-Efficacy and External Locus of Control as Predictors of Participant Roles in Relational Aggression. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP3015-NP3040. [PMID: 32755247 DOI: 10.1177/0886260520943733] [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: 06/11/2023]
Abstract
We examined the extent to which the perceived behavioral control factors of pro-social, emotional, or verbal-social self-efficacy (SE) as well as external locus of control (LOC) explain the variance between different participant roles: relational aggressors, relational victims, relational aggressive-victims, and bystanders. Participants included 1,518 adolescents (61.6% boys and 38.4% girls) from 15 Israeli middle and high schools. Multinomial logistic regression models indicated relational aggressors, and aggressive-victims had lower pro-social SE and higher verbal-social SE than relational victims and bystanders. Relational aggressors, aggressive-victims, and victims had more extensive external LOC than bystanders. The theoretical contribution of verbal-social SE is discussed, and practical implications are highlighted, in particular, regarding the relational aggressive-victim, who exhibits high-risk behaviors.
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Correia S, Brendgen M, Turgeon L, Vitaro F. Physical and relational aggression as predictors of children's friendship experiences: Examining the moderating role of preference norms. Aggress Behav 2021; 47:453-463. [PMID: 33870516 DOI: 10.1002/ab.21963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Revised: 03/10/2021] [Accepted: 03/11/2021] [Indexed: 11/06/2022]
Abstract
Aggressive behavior is generally detrimental to children's friendships, both in terms of having friends and in terms of keeping friends. Despite this general tendency, many aggressive children have friends and some of these friendships are stable. We examined the moderating role of preference norms in the classroom and child's sex in the association between children's physical and relational aggression and their friendship experiences. A total of 1135 children (M = 10.24 years, SD = 1.01) in Grades 4 to 6 completed a peer nomination inventory in the Fall (T1) and Spring (T2) of the same school year. Norms were operationalized as the class- and sex-specific correlation between physical or relational aggression and social preference. Norms moderated associations between each form of aggression and number of friends. At T1, physical and relational aggression were concurrently associated with having more friends when norms favored this behavior and with fewer friends when norms were unfavorable. The latter effect was especially pronounced in girls. Over time, youth lost friends when norms favored physical aggression and gained friends when norms favored relational aggression. T1 friends' physical and relational aggression were strong predictors of new friends' aggressive behavior, suggesting that friends provide a type of norm more significant to new friend selection than norms of the peer group and individual aggressive behavior. Overall, our results suggest that physical and relational aggression are not necessarily detrimental to children's friendship experiences and may even be beneficial in specific social contexts.
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Affiliation(s)
- Stephanie Correia
- Department of Psychology University of Quebec at Montreal Montréal Quebec Canada
| | - Mara Brendgen
- Department of Psychology University of Quebec at Montreal Montréal Quebec Canada
- Ste‐Justine Hospital Research Center Montreal Quebec Canada
| | - Lyse Turgeon
- School of Psycho‐Education University of Montreal Montreal Quebec Canada
| | - Frank Vitaro
- Ste‐Justine Hospital Research Center Montreal Quebec Canada
- School of Psycho‐Education University of Montreal Montreal Quebec Canada
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Fernández-Zabala A, Ramos-Díaz E, Rodríguez-Fernández A, Núñez JL. Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence. Front Psychol 2020; 11:594007. [PMID: 33324296 PMCID: PMC7726329 DOI: 10.3389/fpsyg.2020.594007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 10/27/2020] [Indexed: 11/23/2022] Open
Abstract
The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context.
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Affiliation(s)
- Arantza Fernández-Zabala
- Developmental and Educational Psychology Department, Education and Sport Faculty, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Estibaliz Ramos-Díaz
- Developmental and Educational Psychology Department, Education and Sport Faculty, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Arantzazu Rodríguez-Fernández
- Developmental and Educational Psychology Department, Education and Sport Faculty, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Juan L Núñez
- Department of Psychology, Sociology and Social Work, University of Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, Spain
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11
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van den Berg YHM, Lansu TAM, Cillessen AHN. Preference and popularity as distinct forms of status: A meta-analytic review of 20 years of research. J Adolesc 2020; 84:78-95. [PMID: 32891019 DOI: 10.1016/j.adolescence.2020.07.010] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 07/10/2020] [Accepted: 07/16/2020] [Indexed: 10/23/2022]
Abstract
INTRODUCTION A systematic meta-analysis was conducted of the association between preference and popularity across childhood and adolescence. The role of development, sex, and region of the world were examined. METHOD The analysis was conducted on 135 samples including 136,014 participants. The samples were divided by age (upper grades primary school, k = 41; lower grades secondary school, k = 72; upper grades secondary school, k = 22) and region (North America, k = 54; Europe, k = 66; China, k = 10). RESULTS Across all samples, a moderate positive association between preference and popularity was found (r = 0.45). The association was significantly weaker in the upper grades of secondary school (r = 0.37) than in the lower grades of secondary school (r = 0.47) or the upper grades of primary school (r = 0.47). The association was weaker for girls (r = 0.26) than for boys (r = 0.38) in the upper grades of secondary school. The association was weaker in European samples (r = 0.41) than in those from North America (r = 0.50) and China (r = 0.57). CONCLUSIONS The results confirmed that preference and popularity are related but distinct dimensions of adolescent peer status. The association differed significantly by age, sex, and region of the world. Further research should examine additional factors that explain the variability in the association between preference and popularity.
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Affiliation(s)
- Yvonne H M van den Berg
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
| | - Tessa A M Lansu
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
| | - Antonius H N Cillessen
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
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Multidimensional measure of aggression in adolescents: Croatian validation of the Peer Conflict Scale. CURRENT ISSUES IN PERSONALITY PSYCHOLOGY 2020. [DOI: 10.5114/cipp.2020.93608] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
BackgroundIn order to adequately assess aggression in adolescence, the Peer Conflict Scale (PCS) was developed. It evaluates both forms and functions of aggression (i.e. proactive overt, proactive relational, reactive overt and reactive relational aggression). The goal of this study was to examine the validity and reliability of the Croatian version of the Peer Conflict Scale.Participants and procedureThe total sample consisted of 656 high school students from the City of Zagreb (age range 16-17, 55.33% boys). Independent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to determine the factor structure, and the best fitting model of the PCS on a Croatian sample.ResultsBoth results of EFA and CFA support a proposed four-factor model of the instrument. Reliabilities of the instrument’s scales were acceptable. The measurement invariance across gender was established. In order to analyse the construct validity of the PCS, relations between aggression subtypes and the theoretically meaningful variable, i.e. anxiety, were assessed. Reactive rela-tional aggression had the highest correlation with anxiety, while proactive overt aggression did not correlate significantly with anxiety. Furthermore, gender differences in aggression subtypes were assessed, and were in accordance with past research.ConclusionsOur study verifies the reliability, factor structure and construct validity of PCS in a sample of Croatian adolescents. However, the results of this study suggest that the response format should be changed. Furthermore, some items did not match well with corresponding factors and the best fitting model was the one in which those items were excluded. Therefore, we suggest that two items should be replaced with new ones.
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13
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The role of popularity and digital self-monitoring in adolescents' cyberbehaviors and cybervictimization. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2019.08.023] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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Youn C, Meza JI, Hinshaw SP. Childhood Social Functioning and Young Adult Intimate Partner Violence in Girls With and Without ADHD: Response Inhibition as a Moderator. J Atten Disord 2019; 23:1486-1496. [PMID: 29862865 DOI: 10.1177/1087054718778119] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: Examine the moderating effects of response inhibition on the longitudinal association between social preference/relational aggression measured in childhood, and intimate partner violence (IPV) measured in young adulthood, among women with (n = 140) and without (n = 88) histories of childhood ADHD. Method: During childhood, social preference was measured through confidential peer sociometric nominations, yielding negative and positive peer regard; relational aggression was assessed via staff behavioral observations; and response inhibition was assessed using commission errors from the continuous performance task. During young adulthood, IPV was ascertained via a clinician-administered, semistructured interview. Results: Social preference and relational aggression independently predicted IPV; this prospective link was moderated by response inhibition. Conclusion: In combination with low social preference or high relational aggression in childhood, poor response inhibition predicted the highest levels of young-adult IPV. Given the developmental significance of peer relationships, additional research on the causes of and treatments for poor social functioning in ADHD is warranted.
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Affiliation(s)
| | - Jocelyn I Meza
- 1 University of California, Berkeley, USA.,2 University of California, San Francisco, USA
| | - Stephen P Hinshaw
- 1 University of California, Berkeley, USA.,2 University of California, San Francisco, USA
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Nelson HJ, Kendall GE, Burns SK, Schonert-Reichl KA, Kane RT. Measuring 8 to 12 year old children's self-report of power imbalance in relation to bullying: development of the Scale of Perceived Power Imbalance. BMC Public Health 2019; 19:1046. [PMID: 31382951 PMCID: PMC6683327 DOI: 10.1186/s12889-019-7375-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2018] [Accepted: 07/26/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND While power imbalance is now recognized as a key component of bullying, reliable and valid measurement instruments have yet to be developed. This research aimed to develop a self-report instrument that measures power imbalance as perceived by the victim of frequent aggressive behavior. METHODS A mixed methods approach was used (468 participants, Grade 4 to 6). This paper describes the exploratory (n = 111) and confirmatory factor analysis of the new instrument (n = 337), and assessment of reliablity and construct validity. RESULTS A 2-factor model represented physical and social aspects of power imbalance (n = 127: normed chi-square = 1.2, RMSEA = .04, CF1 = .993). The social factor included constructs of group and peer valued characteristics. CONCLUSIONS This research will enhance health and education professionals understanding of power imbalance in bullying and will inform the design and evaluation of interventions to address bullying in children.
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Affiliation(s)
- Helen J Nelson
- School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Western Australia, Australia.
| | - Garth E Kendall
- School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Western Australia, Australia
| | - Sharyn K Burns
- School of Public Health and Collaboration for Evidence, Research and Impact in Public Health, Curtin University, Perth, Western Australia, Australia
| | - Kimberly A Schonert-Reichl
- Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, British Columbia, Canada.,Human Early Learning Partnership, School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Robert T Kane
- School of Psychology, Curtin University, Perth, Western Australia, Australia
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Georgiou G, Kimonis ER, Fanti KA. What do others feel? Cognitive empathy deficits explain the association between callous-unemotional traits and conduct problems among preschool children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1478810] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
| | - Eva R. Kimonis
- School of psychology, The University of New South Wales, Sydney, Australia
| | - Kostas A. Fanti
- Department of Psychology, University of Cyprus, Nicosia, Cyprus
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17
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McQuade JD, Breaux RP, Miller R, Mathias L. Executive Functioning and Engagement in Physical and Relational Aggression among Children with ADHD. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:899-910. [PMID: 27655342 DOI: 10.1007/s10802-016-0207-z] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Although evidence suggests that executive functioning (EF) impairments are implicated in physically aggressive behavior (e.g., hitting) these cognitive impairments have rarely been examined with regard to relational aggression (e.g., gossip, systematic exclusion). Studies also have not examined if EF impairments underlie the expression of aggression in children with attention-deficit/hyperactivity disorder (ADHD) and if child gender moderates risk. Children with and without clinical elevations in ADHD symptoms (N = 124; ages 8-12 years; 48 % male) completed a battery of EF tests. Parent and teacher report of ADHD and oppositional defiant disorder (ODD) symptoms and teacher report of engagement in physical and relational aggression were collected. Models tested the unique association of EF abilities with physical and relational aggression and the indirect effect through the expression of ADHD or ODD behaviors; child gender was also tested as a moderator. EF impairment was uniquely associated with physical aggression, but better EF ability was associated with relational aggression. For boys, poor EF also was indirectly associated with greater physical aggression through the expression of ADHD behaviors. However, ADHD symptoms were unrelated to relational aggression. ODD symptoms also predicted physical aggression for boys but relational aggression for girls. Results suggest that there are multiple and distinct factors associated with engagement in physical and relational aggression and that better EF may actually promote relational aggression. Established models of physical aggression should not be assumed to map on to explanations of relational aggression.
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Affiliation(s)
- Julia D McQuade
- Department of Psychology, Amherst College, Campus Box 2236, Amherst, MA, 01002, USA.
| | - Rosanna P Breaux
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Tobin Hall, 135 Hicks Way, Amherst, MA, USA
| | - Rose Miller
- Department of Psychology, Amherst College, Campus Box 2236, Amherst, MA, 01002, USA
| | - Laney Mathias
- Department of Psychology, Amherst College, Campus Box 2236, Amherst, MA, 01002, USA
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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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19
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Zulauf CA, Sokolovsky AW, Grabell AS, Olson SL. Early risk pathways to physical versus relational peer aggression: The interplay of externalizing behavior and corporal punishment varies by child sex. Aggress Behav 2018; 44:209-220. [PMID: 29368346 DOI: 10.1002/ab.21744] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2017] [Revised: 11/09/2017] [Accepted: 11/21/2017] [Indexed: 11/05/2022]
Abstract
Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine how these pathways differed by sex. Participants were 193, 3-year-old boys (39%) and girls who were reassessed following the transition to kindergarten (5.5 years) and preadolescence (10.5 years). A series of autoregressive, cross-lagged path analyses were conducted to examine the relationships between child externalizing problems and corporal punishment at ages 3 and 5.5 years, and their association with physical and relational aggression at age 10.5. Multiple group analysis was used to determine whether pathways differed by sex. Three developmental pathways were identified: (i) direct associations between stable childhood externalizing problems and later physical aggression; (ii) a direct pathway from early corporal punishment to preadolescent relational and physical peer aggression; and (iii) an indirect pathway from early corporal punishment to later physical aggression via continuing externalizing problems in middle childhood. Child sex moderated the nature of these pathways, as well as the direction of association between risk and outcome variables. These data advance our understanding of the etiology of distinct forms of peer aggression and highlight the potential for more efficacious prevention and intervention efforts in the early childhood years.
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Affiliation(s)
- Courtney A. Zulauf
- Psychology Department; University of Illinois at Chicago; Chicago Illinois
| | | | - Adam S. Grabell
- Department of Psychological and Brain Sciences; University of Massachusetts, Amherst; Amherst Massachusetts
| | - Sheryl L. Olson
- Psychology Department; The University of Michigan; Ann Arbor Michigan
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20
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McQuade JD. Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities. Aggress Behav 2017; 43:503-512. [PMID: 28393381 DOI: 10.1002/ab.21708] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2016] [Revised: 02/17/2017] [Accepted: 02/20/2017] [Indexed: 11/12/2022]
Abstract
This study is the first to examine whether executive functioning (EF) abilities moderate longitudinal associations between peer victimization and engagement in physically and relationally aggressive behavior. Participants were 61 children (9-13 years, M = 10.68, SD = 1.28; 48% male) drawn from a partially clinical sample who were assessed at two time points, approximately 12 months apart. At time 1, children were administered a battery of EF tests; adult reports of children's relational and physical victimization and use of relational and physical aggression were collected. At time 2, adult-reported aggression was re-collected. Regression analyses tested whether EF ability moderated the association between peer victimization and increased engagement in aggression. Form-specific (e.g., physical victimization predicting physical aggression) and cross-form (e.g., physical victimization predicting relational aggression) models were tested. EF moderated the association between physical victimization and increases in physical aggression over time and between relational victimization and increases in relational aggression over time. Physical victimization predicted increases in physical aggression only among children with poor EF. However, relational victimization predicted increases in relational aggression for children with good EF skills but decreases in relational aggression for children with poor EF skills. Interaction effects for cross-form models were not significant. Results suggest that there are distinct risk factors implicated in children's engagement in physical and relational aggression. Established cognitive vulnerability models for engagement in physical aggression should not be assumed to apply to engagement in relational aggression.
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21
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Savage MW, Tokunaga RS. Moving toward a theory: Testing an integrated model of cyberbullying perpetration, aggression, social skills, and Internet self-efficacy. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2017.02.016] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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22
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‘You can't sit with us:’ Gender and the differential roles of social intelligence and peer status in adolescent relational aggression. PERSONALITY AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.paid.2015.11.048] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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23
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Kokkinos CM, Voulgaridou I, Mandrali M, Parousidou C. INTERACTIVE LINKS BETWEEN RELATIONAL AGGRESSION, THEORY OF MIND, AND MORAL DISENGAGEMENT AMONG EARLY ADOLESCENTS. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21902] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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24
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Jackson DR, Cappella E, Neal JW. Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2015; 56:293-306. [PMID: 26415598 DOI: 10.1007/s10464-015-9757-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.
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Affiliation(s)
- Daisy R Jackson
- The Reeds Center for the Treatment of Anxiety, OCD, and Related Disorders, New York, NY, USA
| | - Elise Cappella
- Department of Applied Psychology, New York University, 246 Greene Street, 8th Floor, New York, NY, 10003, USA.
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25
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Bower AR, Nishina A, Witkow MR, Bellmore A. Nice Guys and Gals Finish Last? Not in Early Adolescence When Empathic, Accepted, and Popular Peers are Desirable. J Youth Adolesc 2015; 44:2275-88. [PMID: 26316305 DOI: 10.1007/s10964-015-0346-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Accepted: 08/19/2015] [Indexed: 11/26/2022]
Abstract
Little is known about attributes that elicit romantic desirability in early adolescence. The current study, with a sample of 531 sixth-grade students (45% boys) attending ethnically diverse middle schools, used a resource control framework to explore which self-reported behaviors (e.g., empathy and aggression) and peer-reported status (e.g., acceptance and perceived popularity) predict the likelihood of being considered romantically desirable (i.e., receiving at least one "crush" nomination from an opposite sex grademate). Self-reported empathy was positively associated with students' romantic desirability (primarily for those with high peer acceptance), whereas self-reported aggression on its own did not. Both peer-acceptance and popularity also were positively associated with students' romantic desirability, and aggressive behavior reduced popularity's effect. Although aggression may be integral for obtaining high peer status across cultures, prosocial behaviors were romantically valued. Our findings suggest that peer-vetted social status elicits romantic interest and during early adolescence, nice guys and gals really do not finish last.
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Affiliation(s)
- Andrew R Bower
- Human Development Graduate Group, Department of Human Ecology, University of California, Davis, CA, 95616, USA.
| | - Adrienne Nishina
- Human Development Graduate Group, Department of Human Ecology, University of California, Davis, CA, 95616, USA
| | - Melissa R Witkow
- Department of Psychology, Willamette University, Willamette, OR, 97301, USA
| | - Amy Bellmore
- Department of Educational Psychology, University of Wisconsin, Madison, Madison, WI, 53706, USA
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26
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French DC, Niu L, Purwono U. Popularity of Indonesian Adolescents: Do the Findings from the USA Generalize to a Muslim Majority Developing Country? SOCIAL DEVELOPMENT 2015. [DOI: 10.1111/sode.12148] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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27
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Logan-Greene P, Semanchin Jones A. Chronic neglect and aggression/delinquency: A longitudinal examination. CHILD ABUSE & NEGLECT 2015; 45:9-20. [PMID: 25910418 DOI: 10.1016/j.chiabu.2015.04.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2015] [Revised: 04/02/2015] [Accepted: 04/03/2015] [Indexed: 06/04/2023]
Abstract
Neglect is the most common form of maltreatment in the United States, yet its impact on development remains understudied, especially for chronic neglect. Chronic neglect is also one of the most costly burdens on child welfare systems. This study examines the effects of chronic neglect, including two subtypes (Failure to Provide and Lack of Supervision) on adolescent aggression and delinquency using a diverse longitudinal sample of youth. Chronic neglect and chronic failure to provide (ages 0-12) predicted aggression/delinquency (age 14) even after controlling for the effects of other maltreatment (ages 0-12). Chronic lack of supervision, however, did not. Gender significantly moderated these effects, suggesting that males are more likely to respond to neglect by becoming aggressive/delinquent. Finally, social problems (age 12) partially mediated for boys, and fully mediated for girls, the connections between chronic neglect and aggression/delinquency, bolstering theorizing that neglect impairs social functioning broadly. Implications include the need for further research on chronic neglect, especially in providing guidance for child welfare systems. Interventions for chronically neglected youth should include social skill development.
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28
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Abstract
This study had two goals. The first goal was to examine the association between two indicators of negative bias in children and their associations with children's aggression. The second goal was to examine a possible dual role of social status, operationalized as popularity, as a concurrent correlate of negative bias and as a moderator of the effect of negative bias on children's aggression. The roles of gender and type of aggression were also examined. Participants were 366 fifth- and sixth-grade children (49% girls; M age = 11.07 years, SD = 0.85 year) who completed peer- and self-report measures in their classrooms. The results showed that the two indicators of negative bias were associated with each other and with children's aggression. Popularity was weakly associated with negative bias. However, popularity did moderate the association of hostile attributions with aggression. The associations of both measures of negative bias with aggression also varied by gender, with stronger associations for boys than for girls. Theoretical and practical implications are discussed.
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29
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Yeager DS, Fong CJ, Lee HY, Espelage DL. Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1016/j.appdev.2014.11.005] [Citation(s) in RCA: 145] [Impact Index Per Article: 16.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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30
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McQuade JD, Achufusi AK, Shoulberg EK, Murray-Close D. Biased self-perceptions of social competence and engagement in physical and relational aggression: the moderating role of peer status and sex. Aggress Behav 2014; 40:512-25. [PMID: 25059795 DOI: 10.1002/ab.21552] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2013] [Revised: 05/12/2014] [Accepted: 05/12/2014] [Indexed: 11/07/2022]
Abstract
This study sought to expand on prior research suggesting that children low in peer status who either over- or underestimate their social competence relative to others' reports are more likely to be aggressive (White and Kistner [2011]. Journal of Abnormal Child Psychology, 39, 645-656). The curvilinear associations between social competence bias and two forms of aggression (physical and relational) were examined in a sample of 4th through 6th graders (n = 183); moderation by both sex and peer status (peer preference and popularity) also were tested. Social competence bias was operationally defined as the residual difference between child and teacher ratings of the child's social competence. Aggression and peer status were measured using peer nomination procedures. There was a significant curvilinear association between social competence bias and physical aggression moderated by both types of peer status. For low peer status children greater underestimation and overestimation of social competence was associated with higher physical aggression. The curvilinear association between social competence bias and relational aggression was moderated by both peer status and sex. Popular boys had higher rates of relational aggression when they had accurate, rather than biased, self-perceptions of social competence. However, for very highly preferred girls, a more extreme positive bias was associated with an exponential increase in relational aggression. Results are discussed in terms of implications for aggression theory and intervention.
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Affiliation(s)
- Julia D McQuade
- Department of Psychology, Amherst College, Amherst, Massachusetts
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31
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Cillessen AH, Mayeux L, Ha T, de Bruyn EH, LaFontana KM. Aggressive effects of prioritizing popularity in early adolescence. Aggress Behav 2014; 40:204-13. [PMID: 24338722 DOI: 10.1002/ab.21518] [Citation(s) in RCA: 51] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2012] [Accepted: 11/06/2013] [Indexed: 11/11/2022]
Abstract
This study examined the moderating effects of prioritizing popularity on the association between early adolescents' popularity and their aggressive, leadership, and prosocial behaviors with peers. Participants were 288 14-year-olds from The Netherlands who completed a sociometric instrument and an assessment of how much they prioritized popularity over other personal goals. Results indicated that prioritizing popularity was distinct from actual popularity in the peer group. Further, prioritizing popularity moderated the association of popularity with aggressive and leadership behaviors, with adolescents who were both popular and who prioritized popularity being particularly aggressive and scoring high on leadership behaviors. This trend was especially true for boys. The same moderating effect was not found for prosocial behaviors. Motivational and social-cognitive factors in the dynamics of peer popularity are highlighted.
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Affiliation(s)
| | - Lara Mayeux
- Department of Psychology; University of Oklahoma; Norman Oklahoma
| | - Thao Ha
- Behavioural Science Institute; Radboud University; Nijmegen The Netherlands
| | - Eddy H. de Bruyn
- Institute of Educational and Behavioral Studies; University College Amsterdam; The Netherlands
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32
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Carreras MR, Braza P, Muñoz JM, Braza F, Azurmendi A, Pascual-Sagastizabal E, Cardas J, Sánchez-Martín JR. Aggression and prosocial behaviors in social conflicts mediating the influence of cold social intelligence and affective empathy on children's social preference. Scand J Psychol 2014; 55:371-9. [DOI: 10.1111/sjop.12126] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2013] [Accepted: 02/26/2014] [Indexed: 11/29/2022]
Affiliation(s)
- M. R. Carreras
- Child Development and Social Risk; Psychology Department; Faculty of Sciences of Education; University of Cadiz; Cádiz Spain
| | - P. Braza
- Child Development and Social Risk; Psychology Department; Faculty of Sciences of Education; University of Cadiz; Cádiz Spain
| | - J. M. Muñoz
- Child Development and Social Risk; Psychology Department; Faculty of Sciences of Education; University of Cadiz; Cádiz Spain
| | - F. Braza
- Doñana Biological Station, Spanish Council for Scientific Research (CSIC); Sevilla Spain
| | - A. Azurmendi
- Department of Basic Psychological Processes and their Development; Faculty of Psychology; University of the Basque Country; San Sebastian Spain
| | - E. Pascual-Sagastizabal
- Department of Developmental and Educational Psychology; University of the Basque Country; Leioa Spain
| | - J. Cardas
- Department of Psychology and Pedagogy; The Public University of Navarre; Pamplona Spain
| | - J. R. Sánchez-Martín
- Department of Basic Psychological Processes and their Development; Faculty of Psychology; University of the Basque Country; San Sebastian Spain
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33
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Ingram GPD. From Hitting to Tattling to Gossip: An Evolutionary Rationale for the Development of Indirect Aggression. EVOLUTIONARY PSYCHOLOGY 2014. [DOI: 10.1177/147470491401200205] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Adult humans are characterized by low rates of intra-group physical aggression. Since children tend to be more physically aggressive, an evolutionary developmental account shows promise for explaining how physical aggression is suppressed in adults. I argue that this is achieved partly through extended dominance hierarchies, based on indirect reciprocity and linguistic transmission of reputational information, mediated by indirectly aggressive competition. Reviewing the literature on indirect and related forms of aggression provides three pieces of evidence for the claim that evolutionarily old impulses towards physical aggression are socialized into indirect aggression in humans: (i) physical aggression falls in early childhood over the same age range at which indirect aggression increases; (ii) the same individuals engage in both direct and indirect aggression; and (iii) socially dominant individuals practice indirect aggression more frequently. Consideration of the developmental course of indirect aggression is complemented by analysis of similar developments in verbal behaviors that are not always thought of as aggressive, namely tattling and gossip. An important puzzle concerns why indirect aggression becomes more covert, and tattling more derogated, in preadolescence and adolescence. This may be due to the development of new strategies aimed at renegotiating social identity and friendship alliances in the peer group.
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Affiliation(s)
- Gordon P. D. Ingram
- School of Science, Society and Management, Bath Spa University, Bath, England
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34
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von Salisch M, Zeman J, Luepschen N, Kanevski R. Prospective Relations Between Adolescents' Social-emotional Competencies and Their Friendships. SOCIAL DEVELOPMENT 2013. [DOI: 10.1111/sode.12064] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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35
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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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36
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Robinson MD, Fetterman AK, Hopkins K, Krishnakumar S. Losing one's cool: social competence as a novel inverse predictor of provocation-related aggression. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2013; 39:1268-79. [PMID: 23754040 PMCID: PMC3778086 DOI: 10.1177/0146167213490642] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Provocations and frustrating events can trigger an urge to act aggressively. Such behaviors can be controlled, but perhaps more so for people who can better distinguish effective from ineffective courses of action. The present three studies (total N = 285) introduce a scenario-based measure of this form of social competence (SC). In Study 1, higher levels of SC predicted lower levels of trait anger. Study 2 presented provocation scenarios and asked people whether they would engage in direct, indirect, and symbolic forms of aggression when provoked. SC was inversely predictive of all forms of aggressive responding. Study 3 focused on reactions to frustrating events in daily life. Such events were predictive of hostile behavior and cognitive failures particularly at low levels of SC. The research establishes that SC can be assessed in an objective manner and that variations in it are systematically predictive of reactive aggression.
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37
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McQuade JD, Murray-Close D, Shoulberg EK, Hoza B. Working memory and social functioning in children. J Exp Child Psychol 2013; 115:422-35. [DOI: 10.1016/j.jecp.2013.03.002] [Citation(s) in RCA: 67] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2012] [Revised: 03/03/2013] [Accepted: 03/03/2013] [Indexed: 01/05/2023]
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38
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Moore CC, Shoulberg EK, Murray-Close D. The protective role of teacher preference for at-risk children's social status. Aggress Behav 2012; 38:481-93. [PMID: 22898907 DOI: 10.1002/ab.21446] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2011] [Accepted: 06/29/2012] [Indexed: 11/11/2022]
Abstract
Aggressive behaviors have been associated with social costs (e.g., rejection) and benefits (e.g., popularity) in previous studies. The current study sought to examine the moderating effect of teacher preference on the association between distinct forms of aggressive behavior (i.e., physical aggression and relational aggression) and social status (i.e., rejection and popularity), and to explore whether these associations differed for boys and girls. Fourth and fifth grade students (N = 193) completed peer nomination procedures to assess rejection and aggressive behavior and teachers provided self-reports of their preferences for their students. Findings indicated that relationally aggressive girls were more likely to be popular with their peers when their teachers also liked them. In addition, both relationally and physically aggressive girls were less likely to be rejected by their peers when their teachers liked them. Although physical aggression was most strongly associated with rejection among boys whose teachers liked them, relational aggression predicted popularity among boys whose teachers disliked them. Results suggest that teacher preferences may be a particularly important factor contributing to both physically and relationally aggressive children's social status (e.g., rejection and popularity), especially for girls.
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Affiliation(s)
- Christina C Moore
- Department of Psychology, University of Vermont, Burlington, Vermont 05405, USA.
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39
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Dyches KD, Mayeux L. Functions, targets, and outcomes of specific forms of social aggression: a daily diary study. The Journal of Genetic Psychology 2012; 173:63-89. [PMID: 22428376 DOI: 10.1080/00221325.2011.573026] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
The authors investigated 8 specific forms of social aggression (SA) in terms of the functions they serve, the characteristics of the peers targeted by them, and the outcomes associated with using the behaviors. Two hundred and seventeen fifth- and seventh-grade boys and girls completed a structured daily diary for 5 consecutive days in their English classes. Participants reported on their own acts of SA. Girls reported using SA overall more frequently than boys, but most specific forms of SA were used equally often by both genders. Consistent with study hypotheses, different forms of SA were associated with different functions, targets, and outcomes. Gender and grade moderated many of these associations. The need for greater understanding of the underlying processes associated with SA, including the role of gender, are highlighted.
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Affiliation(s)
- Karmon D Dyches
- Department of Psychology, University of Oklahoma, Norman, OK 73019, USA.
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40
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Belacchi C, Farina E. Feeling and thinking of others: affective and cognitive empathy and emotion comprehension in prosocial/hostile preschoolers. Aggress Behav 2012; 38:150-65. [PMID: 25363639 DOI: 10.1002/ab.21415] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2011] [Accepted: 11/01/2011] [Indexed: 11/06/2022]
Abstract
This study aims at investigating the affective and cognitive components of empathy in relation to both emotion comprehension and prosocial/hostile behaviors in preschoolers. A total of 219 children (54% boys; aged between 3 and 6: mean age 4.10) and 20 teachers (two for each class: group A and group B) took part in this research. Pupils' empathy and hostile/prosocial roles were assessed by teacher reports [Belacchi and Farina, 2010] and children's emotion comprehension by a nonverbal test [Test of Emotion Comprehension: Pons and Harris, 2000; adapted by Albanese and Molina; 2008]. As expected, the results showed a significant influence of gender, with girls being more empathic than boys, according to all of the teachers' perception. Contrary to our expectations, no systematic age influence emerged. Regarding the relations of children's emotion comprehension with both empathy measures and their prosocial/hostile attitudes, we have found: (1) a low significant relation with the total empathy measure, according to all the teachers, but with the cognitive empathy only according to teachers B; (2) a robust negative relationship of both affective and cognitive empathy with Hostile roles and with Outsider role, contrary to a positive correlation of only affective empathy with Prosocial roles. No relationships emerged between empathy measures and Victim role.
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Affiliation(s)
| | - Eleonora Farina
- University of Milano Bicocca; Human Sciences for Education; Milan; Italy
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41
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Onishi A, Kawabata Y, Kurokawa M, Yoshida T. A mediating model of relational aggression, narcissistic orientations, guilt feelings, and perceived classroom norms. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034311421433] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the present study was to examine the relation between narcissistic orientations (grandiose sense of self-importance, interpersonal exploitation, and narcissistic rage) and relational aggression (self-satisfactory and punishment type) and the mediating effects of guilt feelings toward and perceived classroom norms against relational aggression. The sample consisted of 240 5th-grade and 6th-grade students (10- to 12-years-old) from two public elementary schools and 307 7th-, 8th-, and 9th-grade students (12- to 15-years-old) from two public middle schools in Japan. Results of structural equation modeling demonstrated that narcissistic rage was positively associated with relational aggression (punishment type). Moreover, interpersonal exploitation was related to more relational aggression (self-satisfactory and punishment type); however, guilt feelings toward and perceived classroom norms against relational aggression mediated this association. Age and gender did not largely affect these effects. Social and developmental processes involving relational aggression, narcissistic orientations, and guilt feelings and perceived classroom norms were discussed.
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Caravita SCS, Cillessen AHN. Agentic or Communal? Associations between Interpersonal Goals, Popularity, and Bullying in Middle Childhood and Early Adolescence. SOCIAL DEVELOPMENT 2011. [DOI: 10.1111/j.1467-9507.2011.00632.x] [Citation(s) in RCA: 93] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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Wei HS, Chen JK. The moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment in adolescents. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034311420640] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
This study examined the moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment (rule-following behavior and academic performance) among 216 middle school 7th-graders in Taipei, Taiwan. The participants were divided into two groups according to their Machiavellianism. Multi-group path analysis showed that for those who were low in Machiavellianism condition, physical and verbal bullying was negatively linked to peer acceptance and academic performance while no significant association was found for the high-Machiavellianism group. Bullying was negatively, yet non-significantly, associated with rule-following behavior for both groups. The results largely supported the buffering effect of Machiavellianism on the negative outcomes of bullying. Implications for school-violence prevention and for research on adaptive bullies are discussed.
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Kuryluk A, Cohen R, Audley-Piotrowski S. The Role of Respect in the Relation of Aggression to Popularity. SOCIAL DEVELOPMENT 2011. [DOI: 10.1111/j.1467-9507.2011.00613.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Bellmore A, Villarreal VM, Ho AY. Staying cool across the first year of middle school. J Youth Adolesc 2011; 40:776-85. [PMID: 20842415 PMCID: PMC3111727 DOI: 10.1007/s10964-010-9590-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2010] [Accepted: 08/28/2010] [Indexed: 11/10/2022]
Abstract
As students transition into middle school they must successfully negotiate a new, larger peer context to attain or maintain high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal, and relational aggression. To address this goal, we studied a sample of 1985 (55% girls) ethnically diverse adolescents from 99 sixth grade classrooms in the United States. Attaining a cool status at any point across the school year was associated with stronger aggressive reputations. Additionally, classroom norms for aggressive behavior moderated the association between changes in aggression over the school year and the stability of coolness such that students who maintained their coolness across the school year showed greater increases in their verbally aggressive reputations from fall to spring when they were in classrooms with higher levels of aggression. The findings illustrate the importance of fitting in with social norms for maintaining a high social status among a new set of peers in middle school.
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Affiliation(s)
- Amy Bellmore
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USA.
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Caravita SCS, Pöyhönen V, Rajala I, Salmivalli C. The architecture of high status among Finnish youth. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2011; 29:668-79. [DOI: 10.1111/j.2044-835x.2011.02034.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Veselka L, Schermer JA, Martin RA, Vernon PA. Laughter and resiliency: a behavioral genetic study of humor styles and mental toughness. Twin Res Hum Genet 2010; 13:442-9. [PMID: 20874465 DOI: 10.1375/twin.13.5.442] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
This study investigated phenotypic correlations between mental toughness and humor styles, as well as the common genetic and environmental effects underlying these correlations. Participants were 201 adult twin pairs from North America. They completed the Humor Styles Questionnaire, assessing individual differences in two positive (affiliative, self-enhancing) and two negative (aggressive, self-defeating) humor styles. They also completed the MT48, measuring individual differences in global mental toughness and its eight factors (Commitment, Control, Emotional Control, Control over Life, Confidence, Confidence in Abilities, Interpersonal Confidence, Challenge). Positive correlations were found between the positive humor styles and all of the mental toughness factors, with all but one reaching significance. Conversely, negative correlations were found between all mental toughness factors and the negative humor styles, with the mental toughness factors of Control, Emotional Control, Confidence, Confidence in Abilities, and Interpersonal Confidence exhibiting significant correlations. Subsequent behavioral genetic analyses revealed that these phenotypic correlations were primarily attributable to common genetic and common non-shared environmental factors. The implications of these findings regarding the potential effects of humor styles on wellbeing, and the possible selective use of humor by mentally tough individuals are discussed.
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Affiliation(s)
- Livia Veselka
- Department of Psychology, University of Western Ontario, Canada.
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Athanasiades C, Deliyanni-Kouimtzis V. The experience of bullying among secondary school students. PSYCHOLOGY IN THE SCHOOLS 2010. [DOI: 10.1002/pits.20473] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Braza F, Azurmendi A, Muñoz JM, Carreras MR, Braza P, García A, Sorozabal A, Sánchez-Martín JR. Social cognitive predictors of peer acceptance at age 5 and the moderating effects of gender. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010; 27:703-16. [PMID: 19994576 DOI: 10.1348/026151008x360666] [Citation(s) in RCA: 78] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
In this study we examined the effects of social intelligence, empathy, verbal ability and appearance-reality distinction on the level of peer acceptance, as well as the moderating role of gender. Participants were 98 five-year-old children (43 boys and 55 girls; mean age 5 years 3 months for boys and girls). Our results showed a main effect of social intelligence on peer acceptance, as well as several other effects that were moderated by gender: a significant and positive effect of verbal ability on social acceptance was found for boys; appearance-reality distinction was found to have a positive effect on social acceptance in the case of girls; and although empathy had a significant positive effect on social acceptance for both boys and girls, this effect was more pronounced among boys. Our results suggest that abilities promoting peer acceptance are different for boys and girls.
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Affiliation(s)
- Francisco Braza
- Department of Ethology, Estación Biológic de Doñana, Spanish Council for Scientific Research (C.S.I.C.), Apartado 1056, 41080 Seville, Spain.
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Hampel P, Manhal S, Hayer T. Direct and Relational Bullying Among Children and Adolescents: Coping and Psychological Adjustment. SCHOOL PSYCHOLOGY INTERNATIONAL 2009. [DOI: 10.1177/0143034309107066] [Citation(s) in RCA: 63] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Previous research highlighted that pupils actively involved in bullying and victimization are prone to develop diverse psychological problems. The overall aim of our study was to investigate effects of different forms of bullying and victimization on coping with interpersonal stressors and psychological adjustment among children and adolescents. Moreover, the additional contribution of coping in the prediction of effects of direct and relational bullying on psychological adjustment was examined. Four hundred and nine 6th to 9th graders (aged 10—16 years) completed self-report measures, which assessed experiences with bullying and victimization, coping strategies and psychological problems. All forms of victimization were characterized by an increased maladaptive coping as well as heightened emotional and behavioural problems with the most unfavourable pattern among pupils confronted with direct as well as relational victimization. Direct aggressors only and pupils bullying others directionally and relationally showed enhanced externalizing problems. Regression analyses indicated that the adverse effects of direct and, to a lesser degree, relational bullying and victimization on psychological adjustment were primarily enhanced by maladaptive coping among girls and boys. By applying preventive interventions, which are tailored to special needs of the groups actively involved in bullying and victimization, the risk for the development of psychological problems may be effectively diminished.
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Affiliation(s)
| | - Simone Manhal
- Department of Psychology, Karl-Franzens University of Graz,
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