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1
Blier, Heather K. "Social Likeability, Subtypes of Aggression, and the Attributional Style of Aggressive Youth." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/33392.
Повний текст джерелаАнотація:
Recent efforts to understand and predict the onset and maintenance of aggression have considered the heterogeneity of this behavior. Dodge (1980) and others, have suggested a distinction in aggression based on two primary subtypes: reactive and proactive aggression. The form, severity and persistence of these aggressive subtypes may depend on an on-going interaction between individual characteristics and environmental characteristics that elicit varying antecedents and consequences (Frick, 1998; Lahey et al., 1999). In particular, there exists some empirical support for the existence of relations among social likeability, attributional style, and particular subtypes of aggression symptomology. However, the exact nature of this relation is unclear.
The current study examined two competing models, the mediator and moderator models, to assess the nature of the relations among social likeability, attributional style, and aggression subtypes in a sample of 419 youth in a non-clinical community setting. Results suggest that the external, stable, global attributional style serves to mediate the relation between social likeability and reactive, but not proactive aggression. Implications for assessment and treatment of aggression in adolescents are discussed.Master of Science
2
Machek, Gregory R. "Defensive egotism, reactive aggression, proactive aggression, and bullying behavior in school children." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3203868.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, School of Education, 2004.Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0461. Adviser: Thomas R. Huberty.
3
Bodie, Jessica Elizabeth. "CHARACTERIZING AND VALIDATING PROACTIVE AND REACTIVE AGGRESSION CLASSES IN A PROSPECTIVE SAMPLE." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/455597.
Повний текст джерелаАнотація:
PsychologyPh.D.
Research investigating aggressive behavior among youth is plentiful; however, the field contains mixed findings in terms of risk factors, correlates, sequelae, and treatment response, suggesting that individuals who exhibit aggressive behaviors are heterogeneous. The current project utilized a person-centered perspective to characterize youth who differ in frequency and quality of aggressive behaviors and a variable-centered approach to validate these classes. Specifically, the aims of the current study were (a) to use latent class analysis (LCA) to identify classes of youth that are characterized by qualitatively and quantitatively different types of aggressive behaviors, and (b) to examine the external validity of the identified aggression classes in a large, prospective sample. Participants included 648 children (M = 11.42 + .92 years; 76% Caucasian) assessed at five time points between the ages of 10 and 25 as part of a longitudinal project conducted through the Center for Education and Drug Abuse Research at the University of Pittsburgh. Analyses suggest five distinct aggression profiles in the sample; individuals exhibiting (1) primarily reactive aggression, (2) primarily proactive aggression (3) mixed reactive and proactive aggression, (4) loss of control (endorsement of a subset of reactive aggression items), and (5) low reactive and proactive aggression. Classes differed in their levels of executive functioning, peer processes, lack of guilt, internalizing symptoms, and provocation to aggression. Specifically, individuals who engaged in primarily proactive, primarily reactive, or mixed aggression exhibited significantly lower ECF than individuals in the low aggression class. Individuals who engaged in mixed aggression experienced greater peer rejection, associations with deviant peers, internalizing symptoms, and lack of guilt than individuals who exhibited low aggression at specific time points. Of note, individuals who engaged in primarily proactive aggression were more likely to experience internalizing symptoms than individuals who engaged in reactive or low aggression in late childhood and early adolescence and were more likely to report lack of guilt after misbehaving than members of other aggression classes across late childhood and early adulthood. Differences among classes in terms of these variables better characterize and validate the subgroups of aggressive youth identified in the latent class analysis. The study fills gaps in the literature by identifying concurrent and prospective correlates of aggression classes and decreasing the heterogeneity found in aggression-related research by considering the qualitative and quantitative ways in which individuals differ on aggression using a dimensional approach. These findings enhance understanding of risk processes related to aggression and inform interventions that focus specifically on ameliorating deficits displayed by youth with different aggression profiles.
Temple University--Theses
4
Marsee, Monica. "Exploring the Functional Subtypes of Relational and Overt Aggression in a Sample of Detained Girls." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/304.
Повний текст джерелаАнотація:
In the current study, we investigated the association between relational aggression and measures of delinquency and overt aggression in a sample of detained adolescent girls. We also tested the validity of the distinction between reactive and proactive subtypes of relational aggression by testing their independent associations with important emotional, behavioral, personality, social, and cognitive variables that have been studied in past research and found to be important for distinguishing between reactive and proactive overt aggression. Our sample consisted of 58 predominantly African-American (78%) adolescent girls recruited from three juvenile detention centers in the southeastern United States. Participants ranged in age from 12 to 18 (Mn = 14.98; SD = 1.30). Relational aggression was measured using both self-report and observation, while overt aggression, delinquency, and social-psychological variables were measured using self-report only. As predicted, both self-reported and observed relational aggression were associated with higher rates of self-reported delinquency. Self-reported relational aggression was also associated with self-reported overt aggression, while observed relational aggression was not. On a self-report rating scale, we found evidence for four subscales that were moderately correlated and had good internal consistency. These subscales corresponded to the four aggressive subtypes (i.e., reactive overt, reactive relational, proactive overt, proactive relational). Further, we found evidence for divergence between reactive and proactive relational aggression on emotional dysregulation, CU traits, and positive outcome expectations for aggression, supporting the hypothesis that these are important subtypes that could involve distinct developmental processes, similar to reactive and proactive subtypes of overt aggression. Finally, this study found that relational aggression accounted for unique variance in callous and unemotional (CU) traits among detained girls, even after controlling for levels of overt aggression. The current findings highlight the importance of assessing relational aggression in detained girls and could have implications for designing more successful interventions for girls in the juvenile justice system.
5
Binti, Amad Suzana. "Self-esteem and aggression : the relationships between explicit-implicit self-esteem, narcissism, and reactive-proactive aggression." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/77062/.
Повний текст джерелаАнотація:
Aggression can be detrimental to both victims and perpetrators. Recent research on the theoretical risks for aggressive behaviours fail to demonstrate consistent links with the human’s evaluation of self-worth, hence the nature of this relationship remains unclear. Specifically, the purpose of the investigation was to examine the differential association between multidimensional self-esteem using both explicit and implicit measures, narcissism, and reactive and proactive aggression across three samples of different cultures and characteristics. Chapter 1 discusses the general background of the study and a brief review of the possible issues that might have contributed to the ambiguous findings on the relationships between self-esteem and aggression. Chapter 2 discusses the theoretical links between self-esteem and aggression, which includes the limitations of self-report assessments (i.e., explicit measures) and how the alternative of indirect assessment tools (i.e., implicit measures) may help to overcome this issue by assessing more automated forms of processes involved in the development of aggressive behaviours. The investigation examines whether the use of the current Single-Target Implicit Association Test (ST-IAT) would provide a greater empirical support for the links between multidimensional self-esteem with reactive and proactive aggression, relative to self-report questionnaires. Chapter 3 describes the evidence surrounding the role of multidimensional self-esteem in different types of aggression in a different culture of similar characteristics, through a replication of the aforementioned investigation. The cross-cultural comparisons were inspected based on the individualistic-collectivistic perspectives. Chapter 4 further explores the relationship of interest by taking into account the content dimensions of self-esteem, namely agency and communion. These dimensions were assessed using both explicit vi and implicit measures on a high-risk population sample within the community. Across each chapter, the current results concerning explicit self-esteem demonstrated consistent evidence to show that low self-esteem is associated with high reactive aggression, whereas narcissism is positively related to aggression, and proactive aggression in particular. Unfortunately, the use of the IAT paradigms in this current investigation did not improve prediction of group membership or estimated risk of aggression. Chapter 5 describes how such findings may be of benefit in unravelling the inconsistency within the self-esteem and aggression relationships. Through further replication and methodological refinement, the current findings could be utilised in support of forensic risk assessment needs within the violence/aggression treatment programmes.
6
Crapanzano, Ann. "Understanding Bullying Participant Roles: Stability across School Years and Personality and Behavioral Correlates." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/108.
Повний текст джерелаАнотація:
This study investigated the factorial validity, stability, and social, behavioral and emotional correlates of several different roles that students can play in the context of bullying. Data were collected from students at two time points across two school years, April and May of 2006 (n=284) and again in November and December of 2006 (n=185). A confirmatory factor analysis provided evidence for the validity of 4 participant roles (i.e. bully, reinforcer, assistant, and defender). However, further analysis revealed that there was a strong degree of intercorrelation between the three bully factors (i.e., bully, reinforcer, and assistant). Analyses found that participant roles are fairly stable across school years and that the greater the percentage of same raters across the time points, the greater the stability. All of the bullying roles (i.e., bully, reinforcer, and assistant) were significantly related to callous unemotional traits, emotional dysregulation, positive expectations for aggression, conduct problems, reactive relational aggression, proactive relational aggression, reactive overt aggression, and proactive overt aggression, but these relationships were stronger in boys. It was also found that the defender role was associated with less aggression and more prosocial behavior. These associations were stronger in girls. Finally, a linear regression analysis of the interaction between participant roles and victimization revealed that at T1, the association between bullying roles and aggression was moderated by victimization. Specifically, the association was stronger in those low on victimization. At T2, the association between defending and lower aggression and greater prosocial behavior was stronger in those low in victimization.
7
Goring, Jennifer Christine. "Differential Responses of Children with Varying Degrees of Reactive and Proactive Aggression to Two Forms of Psychosocial Treatment." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31786.
Повний текст джерелаАнотація:
Based on the unique clinical correlates of two subtypes of childhood aggression (reactive and proactive), this study examined possible differential treatment effects for children with varying degrees of reactive or proactive aggression receiving one of two types of psychosocial treatment aimed at addressing these unique characteristics. Forty-seven affectively dysregulated children with oppositional defiant disorder (ODD) participated in the study. Results suggest a main effect for type of treatment, modest support for the moderating role of proactive aggression, and no support for reactive aggression as a moderator of treatment outcome. Implications for assessment and treatment of aggression are discussed.Master of Science
8
Hopkins, L. "A mixed methods investigation of a typology of reactive and proactive aggression." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/dbe9f761-d545-48e6-ab29-463cac8e62e4/1.
Повний текст джерелаАнотація:
The overarching aim of the thesis was to identify and explore a behavioural typology of the use of reactive and proactive aggression in a sample of 9-14 year-old English children and adolescents. To date, few studies have employed a person centred approach to investigate behavioural patterns of the use of both reactive and proactive aggression. Of these only two have investigated the behaviour of community, rather than specialised or clinical participant samples (Crapanzano, Frick and Terranova 2010; Mayberry and Espelage 2007). However, these two studies employed methods which raise questions regarding the reliability and/or generalisability of the results obtained. For example, neither study asked participants whether they had actually engaged in the behaviours of interest; rather they asked children to report on how likely they felt they were to react in the same way as described in a list of aggressive scenarios presented to them. As such the studies did not actually record engagement in aggressive behaviour, rather the participants' perceived likelihood that they would behave in a certain way. Furthermore, neither study was conducted in the UK, leading to questions of generalisability between participant samples. Both research and school policy in England and Wales has focused on exploring the use of proactive forms of aggression (including bullying) in schools, and reactive aggression has to date been neglected. However, it is essential that we identify the prevalence and patterns of the use of both reactive and proactive forms of aggression as both are prevalent in schools and place children and adolescents at risk of harm. Employing a mixed methodological approach, a two-phased data collection procedure was followed to identify and explore a behavioural typology of the use of reactive and proactive aggression and differences in associated demographic, behavioural and socio-cognitive risk factors between the behavioural groups identified. In Phase 1, focus groups were conducted with 57 (20 males, 37 females) children and adolescents aged 9 – 18 years, in order to understand how they define terminology utilised across the research literature to describe acts of negative interpersonal behaviour. Across three data collection sites participants reported consistent definitions of the terms provided to them and differentiated between the terms aggression, violence and bullying. Social representations of the reasons they believed people engaged and avoided engaging in interpersonal aggression also emerged from their talk. These related to the role of taking the perspective, or empathising with others and the perception of a level of justification for certain types of behaviour, enacted under certain conditions. In Phase 2 a survey design was used to collect both qualitative and quantitative data from 658 children and adolescents aged 9-14 years (302 males, 356 females). The aim of Phase 2 was to identify a behavioural typology of the use of reactive and proactive aggression based on self-report data collected using a modified version of the Reactive-Proactive Aggression Questionnaire (RPAQ; Raine et al 2006). Once the behavioural subtypes were identified, associations between subtype and, involvement in bullying relationships, demographic (age and gender) and social-cognitive characteristics (empathy, perceived acceptance of behaviour and social representations of why people become involved in negative interpersonal interactions) were examined. Cluster analysis of the RPAQ data identified three distinct behavioural groups characterised by lower than the sample median use of both types of behaviour (Low Aggression: characterising 57.1% of the sample), Moderate-high reactive and Low-moderate proactive aggression (characterising 34.4% of the sample), and finally a group indicating frequent use of both reactive and proactive aggression (High Aggression: characterising 8.5% of the sample). The only age and gender related differences within the clusters were found in the low frequency aggression cluster. Specifically, there were a greater proportion of females compared to males in this cluster. The only age related difference found was a greater percentage of primary school children compared to 13-14 year olds in the Low aggression cluster. Group membership was found to be associated with self-reported bullying as measured by the Peer Victimization and Bullying Scale (Mynard and Joseph 2000). The High frequency aggression cluster contained a significantly higher percentage of those indicating being a bully or a bully-victim compared to the other two clusters. Whereas the Low frequency cluster contained a significantly higher percentage of those indicating not being involved in bullying compared to the other two clusters. However, reporting being a victim of bullying was not associated with any one of the three clusters. Of the socio-cognitive variables, a significant incremental increase was found in the perceived acceptance of both reactive and proactive aggression as the reported frequency of the use of both types of behaviour increased across the three behavioural groups (as measured by a modified version of the RPAQ; Raine et al 2006). Conversely, an incremental decrease was observed between the frequency of the use of aggression and reported affective empathy (as measured by the Basic Empathy Scale; Jolliffe and Farrington 2006), with a significant difference being found between the Low and High frequency aggression groups. No significant differences between the groups in self-reported cognitive empathy were found. Finally, participants were asked two open-ended questions relating to their perception of why people are 'picked on', or 'pick on' others. Thematic Analysis identified a number of social representations held across the participant sample, with a further content analysis identifying that there were no significant differences in the extent to which these representations were endorsed by the three behavioural groups. The findings of the current research have important implications for our understanding of the developmental pathways for the use of reactive and proactive aggression. They identify that both types of behaviour co-occur, suggesting that the risk factors for the development of these two types of behaviour may not be so distinct and/or the risk factors associated with each are likely to co-occur. Consequently, school behaviour policies need to include strategies for addressing both forms of aggression. Interventions to reduce/prevent this behaviour need to be designed to address the risk factors which are promoting the specific motivations of both reactive and proactive behaviour.
9
Van, Voorhees Elizabeth Eliot. "Social Information Processing, Cortisol Secretion, and Aggression in Adolescents." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11171.
Повний текст джерелаАнотація:
While both social information processing and cortisol secretion in childhood aggression have generated a great deal of interest and research in the past few decades, these social-cognitive and physiological components of aggressive behavior have not been examined in the context of an integrative model. This lack of an integrative framework may underlie some of the inconsistencies that have plagued the literature in this area to date, especially with respect to hypothalamic-pituitary-adrenal (HPA) axis functioning in aggressive children. This investigation tested a mediational model of the relationship between social-information processing, cortisol secretion, and reactive and proactive aggression. Specifically, it was hypothesized that social-information processing variables would mediate the proposed relationship between reactive and proactive aggression and cortisol secretion. One hundred and twenty-six children between the ages of 13 and 18 were administered the Child Behavior Rating Form (CBR), the Home Interview with Child (HIC), the Response Decision and Social Goals Instrument (RDSGI), the Antisocial Processes Screening Device (APSD), the Buss-Durkee Hostility Inventory (BDHI), the Children's Depression Inventory (CDI), and the Revised Children's Manifest Anxiety Scale (RCMAS). Each child also contributed two samples of saliva for cortisol assay, and each child's teacher completed a teacher-version of the APSD and the CBR. Regression analyses revealed no significant associations between proactive or reactive aggression and cortisol secretion, or between any of the social-information processing variables and cortisol secretion. Predicted associations between proactive and reactive aggression and social-information processing variables were found. Overall, therefore, the mediational model was not supported. However, cortisol secretion was found to be associated with both anxiety and depression, and exploratory analyses revealed significant associations between cortisol secretion and Psychopathy as measured by the APSD. Taken together, the findings suggest that while the specific relationship proposed here among social-cognitive, psychophysiological, and behavioral variables was not found, an integrative model examining each of these components may be useful in further investigations of the complex phenomenon of childhood aggression.Ph. D.
10
Alvarez, Heather Krishna. "Childhood aggression in schools: The impact of behavioral patterns and contextual influences on teachers' cognitive, affective, and behavioral responses." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/11140.
Повний текст джерелаАнотація:
Despite considerable advances in the development and implementation of school-based interventions, aggressive behavior in schools remains a significant problem for both educators and the community as a whole. The present study was designed to examine possible contextual influences on the course and treatment of aggression in schools, in an effort to inform future intervention development. The aim of the present study was to examine possible influences on teachers' response to reactive and proactive aggression in the classroom, and test the applicability of Weiner's attributional model of motivation and emotion. A sample of 121 middle school teachers completed self-report measures of teaching characteristics, efficacy, stress, and burnout. They also responded to four vignettes of student aggression with measurements of proposed attributions, affective reactions, and interventions. A series of ANOVAs showed that teacher's proposed responses differed as a function of child aggression subtype, teacher stress, burnout, efficacy, and training. Multiple regression analyses were used to test Weiner's theoretical model, as well as consider the moderating influence of teacher characteristics. Findings failed to support the application of Weiner's model to the current sample. Alternative patterns of moderation and mediation were significant, however. Implications of study findings were discussed as they relate to relevant theoretical models and recent advances in clinical and educational research.Ph. D.
11
Raishevich, Natoshia. "The relationships among aggressive functions, family factors, and internalizing and externalizing symptoms in youth." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/33481.
Повний текст джерелаАнотація:
Aggression is a heterogeneous behavior that has been conceptualized by two distinct but inter-related functions: proactive and reactive aggression (Dodge, 1991). Proactive aggression has been linked to externalizing behaviors and reactive aggression to internalizing behaviors (Vitaro, Gendreau, Tremblay, & Oligny, 1998). There has been some evidence to suggest that family environment may influence the relationship between the aggressive functions and the related forms of psychopathology (Dodge, 1991). However, given the limited research pertaining to the relationships among aggression, family environment, and subsequent psychopathology, the current study explored the nature of the relationships among these variables in more detail. The present study hypothesized that proactive aggression would be related to externalizing symptoms (delinquency, hyperactivity), and these relationships would be moderated by family conflict. In addition, it was predicted that reactive aggression would be related to internalizing symptoms and inattention, and these relationships would be moderated by family conflict, cohesion, and control. The study included a sample of 135 children and their parents who completed several self-report measures. Overall, the findings did not support the hypotheses, though there was mixed support for the relationship between the aggressive functions and internalizing and externalizing symptoms.Master of Science
12
Tanaka, Akiho. "Heart Rate as a Moderator between Child Abuse Potential and Reactive and Proactive Aggression." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/42589.
Повний текст джерелаАнотація:
Previous research regarding the biosocial approach to aggression suggests that the interaction between biological and environmental variables contribute to aggression. However, this particular relationship has not yet been fully explored in children. Therefore, this study examined the moderating influence of psychophysiological activity, particularly resting heart rate (HR) and HR variability (HRV), on the relationship between child abuse potential (CAP) and child reactive and proactive aggression.
Thirty-six children, between the ages of 7 and 13, and their parents were recruited from the local schools and community in Southwestern Virginia. Parents completed self-report measures for child abuse potential (CAP) and the type of aggression displayed by their children (i.e., reactive or proactive). Children were assessed for resting HR and HRV for four minutes during a rest period.
CAP was related to increased proactive (i.e., instrumental) and reactive (i.e., hostile) aggression in children with low levels of resting HR. CAP was also related to increased proactive aggression in children with high resting HRV. Significant main effects were not found for CAP or psychophysiological functioning, indicating the importance of examining the interaction of these variables.
Taken together, the findings suggest the existence of an interaction of these two biological and social variables above and beyond their individual influences as risk factors.
The role of cardiovascular underarousal in relation to proactive and reactive aggression in abused children is discussed. Overall, this study supports the notion of a biosocial interaction for aggression in children, and thus has implications for future research and treatment.Master of Science
13
Thompson, Kelli R. "The Association between Trauma Exposure, Maladjustment, and Aggression in Detained Boys." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1948.
Повний текст джерелаАнотація:
Previous research has demonstrated an association between violence exposure and aggression; however, research exploring the association between violence exposure and the forms and functions of aggression is scarce. The aim of this study was to explore the associations between trauma exposure with both reactive and proactive functions of aggression by examining two potential mediators (e.g., psychopathic traits and emotional dysregulation). Participants included 132 male juvenile offenders mandated to treatment in a residential facility (M = 16.78 years old; SD = 1.25). Results indicate emotional dysregulation partially mediated the association between trauma exposure and reactive aggression while controlling for proactive aggression. However, no evidence was found to support the hypothesis that psychopathic traits mediated the association between trauma exposure and proactive aggression. Results suggest trauma exposure is important in the development of reactive aggression. Thus, treatment approaches for aggressive youth should address issues of trauma exposure.
14
Thompson, Kelli R. "Profiles of the Forms and Functions of Aggression and Psychosocial Outcomes in Two Distinct Juvenile Offender Populations." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2198.
Повний текст джерелаАнотація:
The current study was designed to explore profiles of reactive and proactive aggression in two distinct juvenile offender populations, in a group of juvenile offenders who have been adjudicated for illegal sexual behavior (n = 138) and in a group of juvenile offenders adjudicated for general delinquent behavior (n = 243). This is the first study of its kind to investigate profiles of aggression in a population of juveniles adjudicated for illegal sexual behavior. Preliminary profile analyses indicated that the two juvenile offender populations had similar profiles of aggression overall. Two step cluster analysis results were generally consistent with previous research (Crapanzano, Frick, & Terranova, 2010; Marsee et al., 2014) with 3 groups emerging for both overt and relational aggression: a combined group high on both reactive and proactive aggression, a group high in reactive aggression alone, and a low overall group. Post hoc comparisons of the clusters revealed that the high combined group consistently demonstrated higher reports of emotional and behavioral dysfunction supporting the hypothesis that the presence of proactive aggression serves more as an indicator of severity rather than as representing a qualitatively distinct group in and of itself. Policy implications regarding sex offender registration and notification laws extended to juveniles are discussed.
15
Pursoo, Tiffany. "Predicting Reactive and Proactive Relational Aggression in Early Adolescence as a Function of Individual Differences in Machiavellianism, Empathy, and Emotion Regulation." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26119.
Повний текст джерелаАнотація:
Relational aggression encompasses behaviour meant to hurt others by destroying their friendships and reputation (Crick & Grotpeter, 1995). As peer relationships take on greater importance in early adolescence, relational aggression becomes more accepted and prevalent, yet perceived as equally or more harmful to its targets than physical aggression. The present study explored whether reactive and proactive subtypes of relational aggression were associated with an inability to empathize with others, regulate emotional states, and hold attitudes that it is acceptable to manipulate and harm others. Empathy, emotion regulation, and Machiavellianism’s roles in predicting reactive and proactive relational aggression was examined using Crick and Dodge’s (1994) reformulated Social Information-Processing Theory’s framework. Reactive relational aggression was expected to be associated with low empathy and high emotion dysreglation. Proactive relational aggression was expected to be predicted by high empathy, low emotion dysregulation, and high Machiavellianism. Low empathy was expected to predict overt aggression indices. One hundred and thirty-three children (73 females, 60 males, Mage = 12.84 years) in grades 6 through 8 from five schools in a public Ontario schoolboard were recruited. Caregivers completed a measure of their child’s emotions and behaviours (The Emotion Regulation Checklist; Shields & Cicchetti, 1995). Participating students completed four self-report measures assessing relational and overt aggression (Children’s Social Behaviour Scale – Self-Report; Crick & Grotpeter, 1995), proactive and reactive subtypes of aggression (Little, Jones, Henrich, & Hawley, 2003), empathy (Interpersonal Reactivity Index; Davis, 1980), and Machiavellianism (Kiddie Mach Scale; Christie & Geis, 1970) during one 60 minute session. Empathy, Machiavellianism, and emotion dysregulation scores were associated with total, reactive, and proactive relational aggression scores. When contrasting subtypes of aggression were controlled, however, these emotional and cognitive variables did not predict total and reactive relational aggression. There was a non-significant trend for higher levels of empathy to predict proactive relational aggression. Low empathy significantly predicted total and reactive overt aggression indices. Machiavellianism predicted reactive and proactive overt aggression. Emotion regulation was not a significant predictor in analyses. Results provide support for the role of Machiavellianism and empathy in relational aggression, particularly proactive or goal-oriented instances.
16
McCarthy, Shauna Kathleen. "SOCIAL-COGNITIVE PREDICTORS OF REACTIVE AND PROACTIVE AGGRESSION: INVESTIGATION IN A DIVERSE, URBAN, 5TH GRADE SAMPLE." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1129215634.
Повний текст джерела
17
Francisco, Jenifer. "Social Information Processing as a Mediator of Exposure to Community Violence and Reactive and Proactive Aggression." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32422.
Повний текст джерелаАнотація:
The relationship between exposure to violence and aggression has been examined by many researchers. It has been reported that physically abused children and children from violent communities have more aggressive behavior than non-abused peers or peers from non-violent communities (Dodge et al., 1990; Dodge, 1993; Miller et al., 1999). In addition, it has been reported that children who are physically abused have social information processing deficits. However, the relationship between community violence exposure and aggression has yet to be fully explored. The present study proposed an underlying mechanism (i.e., social information processing deficits) that could be mediating the relationship between exposure to community violence and subsequent aggressive behavior. This study also looked at aggression more specifically and categorized the sample into reactive and proactive aggression.
Thirty-nine children, aged 7-13 years, from a mostly rural setting were recruited to participate in this study. Self-report measures of community violence exposure, social information processing deficits (i.e., hostile or instrumental biases), and aggression (i.e., reactive or proactive) were included while controlling for child abuse potential and conflict in the home.
The hypotheses of this study were not supported. Instead, the results supported a relationship between child abuse potential, social information processing biases, and aggression. Child abuse potential remained significant throughout the analyses, which suggests that it plays a larger role in the manifestation of aggressive behavior in children than does community violence exposure. Overall, the findings from this study are consistent with Dodge's work and has implications for treating children who are aggressive.Master of Science
18
Schippell, Pamela L. "The role of narcissism, self-esteem and attentional biases in childhood reactive and proactive aggression." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387361435.
Повний текст джерела
19
Matlock, Scott T. "Development of an Interpersonal Aggression Scale for People with Intellectual and Developmental Disabilities." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211912914.
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20
McCarthy, Shauna K. "Social-cognitive predictors of reactive and proactive aggression investigation in a diverse, urban 5th grade sample /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1129215634.
Повний текст джерела
21
Oransky, Matthew. "Endorsement of traditional male role norms: Investigating the contribution to proactive and reactive aggression in adolescent boys." FORDHAM UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495878.
Повний текст джерела
22
Crapanzano, Ann. "Examining Cognitive and Emotional Correlates to Proactive and Reactive Relational and Overt Aggression in a Community Sample." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/601.
Повний текст джерелаАнотація:
This study attempts to further test the importance of distinguishing between the reactive, proactive, relational, and overt forms of aggression by examining the distinct correlates to these types of aggression and test potential gender differences in these correlates. This study also attempts to tie research on aggression with research on bullying . A sample of 282, 4th through 6th graders were surveyed on instruments meant to assess the subtypes of aggression, as well as their correlates. Participants were placed in categories based on self-reports and peer ratings of whether they acted as bullies and/or whether they were victims of bullying. Results indicated that reactive aggression was associated with anger dysregulation and impulsivity in both boys and girls. Reactive relational aggression remained associated with anger dysregulation and impulsivity when controlling for overt aggression in girls but not boys. Proactive overt aggression was associated with CU traits in boys. Boy bullies were more reactively aggressive, whereas girl bullies and bully/victims were high on both reactive and proactive aggression.
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Reilly, N. L. "Empathy and rejection sensitivity in relation to reactive, proactive and relational aggression in 10- to 12-year-old children." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445026/.
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The hypothesis that empathy inhibits aggression and therefore that a deficit in empathy may underlie aggressive behaviour (Feshbach, 1978) was investigated in this review. Twenty empirical papers examining the association between empathy and aggression in children and adolescents were reviewed. The studies revealed inconsistent results, particularly in relation to children. Amongst the studies of adolescent samples, there tended to emerge a significant negative association between empathy and aggression. More recent studies, and studies employing measures of situational empathy, yielded the most consistent evidence for a negative association between empathy and aggression. Gender differences were rarely reported, but one recent study offered some tentative support for the notion of a differential association between empathy and certain forms of aggression in girls compared with boys. Clinical implications and directions for future research are discussed in light of the results of this review.
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Nigoff, Amy. "Bullying and Social Information Processing: Do the Characteristic Biases Continue into Adulthood?" Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1129926777.
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Rasmussen, Eric E. "Proactive vs. Reactive Parental Mediation: The Influence of Mediation’s Timing at Reducing Violent TV’s Effect on Children’s Aggression-related Outcomes." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364468517.
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Cordin, Robin M. "Psychopathic-like-traits and aggression in suspended mainstream school children and adolescents." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0100.
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[Truncated abstract] The overall aim of the research reported in this thesis was to explore the viability and utility of the construct of psychopathy and aggression in children and adolescents. Specifically, by taking a developmentally informed approach it sought to develop new instrumentation which measured psychopathic-like-traits, and verbal proactive and reactive aggression in non-referred mainstream school children and adolescents. To achieve this, four separate yet interrelated studies were conducted. Study One comprised three phases relating to the development and validation of two new instruments. In Phase One the instruments currently used to measure psychopathy were reviewed and items relevant to young persons were selected for inclusion in a draft version of the new psychopathy screening instrument. Phase Two, which sought to further explore the construct of psychopathy in children and adolescents, comprised a series of interviews with school principals, deputy principals, psychologists, and education officers at the main juvenile detention centre in Perth, Western Australia. These interviews provided information relating to the behaviour and characteristics of children and adolescents who present with psychopathic-like-traits. As a consequence of the feedback from the Phase Two data, Phase Three reviewed the instrumentation currently used to measure aggression in children and adolescents. From this items were selected for possible inclusion in an aggression questionnaire. The data gathered over these three phases resulted in 117 psychopathy related items being generated for the new instrument, which were subsequently reduced to 56 when duplicated items were identified and the extant knowledge of the construct applied. The 56 items were retained in a draft version of the newly developed instrument, which was named the Child and Adolescent Psychopathy Screening Instrument (CAPSI). The Study One data revealed the instrumentation used to date provided few measures of physical and verbal aggression - a characteristic of psychopathic-like behaviour. Thus, a review of instrumentation together with the information from the interviews resulted in 63 aggression items being generated. ... Study Four utilised information from the CAPSI and the CASA in conjunction with in-depth interviews to generate case studies to further elucidate the characteristics of children and adolescents with psychopathic-like-traits and extreme aggression. Case studies were undertaken with seven male students ranging in age from 8 to 15 years who had been suspended from mainstream schools. All boys scored very highly on the new instruments. All presented with extreme aggression, with some exhibiting proactive or premeditated aggression combined with a superficially engaging personality, insincere charm, lack of remorse, and lack of empathy. The findings from all four research studies are discussed in the light of the literature reviewed and the aims of the research. Implications are then drawn for researchers and clinicians, and directions for further research are suggested.
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Baker, Erin R. "Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459868255.
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Oubrahim, Leïla. "Comportements agressifs réactifs et proactifs et du jugement moral chez des enfants et adolescents présentant une déficience intellectuelle associée ou non à un trouble du spectre autistique." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2016/document.
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Ce travail de thèse invite à s’intéresser aux caractéristiques des comportements agressifs chez les personnes présentant une déficience intellectuelle (DI) avec ou sans trouble du spectre autistique (TSA). Pour cela, nous avons procéder à la validation de deux échelles américaines d’évaluation des comportements agressifs, « Children’s Scale of Hostility and Aggression : Reactive/Proactive » (Famer & Aman, 2009) et « Behavior Problem Inventory-S » (Rojahn et al., 2012). Les résultats ont montré de bonnes propriétés psychométriques. Cela nous a permis d’identifier des comportements hétéro et auto-agressifs différents en fonction de la présence ou non du TSA dans la DI. Enfin, l’étude du développement moral est pertinente pour mieux comprendre l'étiologie des comportements agressifs chez les personnes DI. En effet, les résultats ont mis en lumière des difficultés dans le traitement des informations (Intention – Conséquence)This PhD work investigates the characteristics of aggressive behavior in people with intellectual disability (ID), with or without autism spectrum disorder (ASD). To do this, we have validated two American Aggressive Behavior Rating Scales, "Children's Scale of Hostility and Aggression: Reactive / Proactive" (Famer & Aman, 2009) and "Behavior Problem Inventory-S". (Rojahn et al., 2012). The results showed good psychometric properties. This allowed us to identify different hetero and auto-aggressive behaviors depending on presence or absence of ASD in the ID. Finally, the study of moral development is relevant to better understand the etiology of aggressive behavior in ID people. Indeed, the results have shown difficulties in the treatment of information (Intent - Consequence) of an event
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Pessoa, Marco Valério Levingstone Duarte. "Uma análise dos principais fatores que contribuem para sobrevivência e êxito das unidades lotéricas em São Paulo (SR Ipiranga)." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/9023.
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O conceito de Empreendedorismo não se restringe apenas ao processo de criação de novos negócios independentes, Covin e Slevin (1991), e tampouco ao estudo das características individuais do empreendedor, Gartner (1985), Lumpkin e Dess (1996). Miller (1983) concluiu que uma organização empreendedora desenvolve e foca três dimensões: Inovação; Capacidade de assumir riscos; e Proatividade. Tendo como contraponto que uma organização não empreendedora inova muito pouco, tem aversão a riscos, e não age proativamente perante seus competidores, é aquela que apenas imita os produtos e serviços existentes no mercado competidor. Os estudos de Miller (1983) e de Covin e Slevin (1989, 1990) serviram de base para que Lumpkin e Dess (1996) atribuíssem à concepção de espírito empreendedor a conceituação de Orientação Empreendedora, visando diferençá-la do conceito de Empreendedorismo, e incluíram as dimensões Autonomia e Competitividade agressiva às três dimensões atribuídas por Miller (1983). Estas dimensões podem ou não estar presentes quando uma empresa está em busca de um novo negócio, no entanto, novos negócios bem sucedidos também podem ser alcançados quando apenas alguns destes fatores ou dimensões estão presentes, pois eles variam de forma independente por serem influenciados pela diversidade de contextos ambientais e organizacionais aos quais as empresas estão sujeitas, Lumpkin e Dess (1996). A Orientação Empreendedora está sendo correlacionada com o desempenho favorável da organização, sugerindo que ela pode influenciar positivamente a performance da organização, destacamos os estudos de Miller (1983), Covin e Slevin (1991), Zahra (1993), Zahra e Covin (1995), Lumpkin e Dess (1996), Wiklund e Shepherd (2005). A Pesquisa de Campo realizada para perceber a presença ou não dos fatores da Orientação Empreendedora nas Unidades Lotéricas em São Paulo/SP na região de abrangência da SR Ipiranga, teve como resultado que os fatores que mais se destacam e contribuem para sobrevivência e êxito das UL são: Autonomia; Capacidade de inovar; e Competitividade agressiva. Por outro lado, os fatores que menos se destacam e contribuem para sobrevivência e êxito das Unidades Lotéricas em São Paulo/SP na região de abrangência da SR Ipiranga são: Capacidade de assumir riscos; e Capacidade de agir de forma proativa.
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Hecht, Lisa. "Exploring the Differential Associations between Components of Executive Functioning and Reactive and Proactive Aggression." 2015. http://scholarworks.gsu.edu/psych_theses/146.
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The current study explored the nuanced associations between components of executive functioning (EF) and subtypes of aggression, using a latent variable approach. Participants were racially diverse undergraduate students who completed a self-report of reactive (RA) and proactive aggression (PA), and traditional neuropsychological tasks of EF. The appropriateness of using a nested bifactor model of EF was confirmed, and this bifactor model of EF was used to examine the specific associations between components of EF and RA and PA. Results revealed components of EF are differentially associated with RA and PA, such that impulsive, provoked aggression is associated with lower levels of goal-oriented inhibition and higher levels of flexibility, whereas planned, goal-oriented aggression is associated with higher levels of working memory. Findings from the current study underscore the importance of considering the multidimensional nature of EF as well as aggression when examining their associations with external constructs of interest.
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Rathert, Jamie Lee. "Influence of Parenting Behavior on Behavioral and Psychological Associations of Proactive and Reactive Aggression." 2009. http://trace.tennessee.edu/utk_gradthes/552.
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Child aggression is often categorized by the motivation behind the behavior, namely proactive and reactive aggression. Proactive aggression is goal oriented in nature whereas reactive aggression is in response to a perceived threat. There is some evidence to suggest that these subtypes are associated with distinct behavioral and psychological problems, with proactive aggression being associated with delinquency and reactive aggression being associated with depression. However, the behavioral and psychological correlates of these subtypes of aggression are not one to one relations and little research has examined the variables that impact these relations. This is a notable omission in the literature, as it is important to examine factors that influence these associations in order to identify targets for interventions. Parents play a role in the socialization process and are often targeted for intervention efforts. Accordingly, the current study examined the potential moderating effects of parenting behavior (i.e., corporal punishment, parental monitoring and positive parenting) on the associations between aggression subtypes and delinquency and depression. Participants include 69 children ranging from 9-12 (M=10.35, SD=1.16) years of age and their primary caregiver. First order effects indicated that proactive aggression is associated with delinquency. Only monitoring was found to moderate this relation; however this association was not in the expected direction. That is, proactive aggression was only associated with delinquency at low levels of poor monitoring. The first order effects model of depression indicated a marginally statistically significant association between reactive aggression and depression. However none of the parenting variables were found to moderate the relation between reactive aggression and depression.
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Bender, Stephanie. ""You meant to do that:" Examining reactive and proactive aggression and their relations to social and emotional correlates." Master's thesis, 2009. http://hdl.handle.net/10048/563.
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This study investigated the relations between teacher-rated reactive and proactive aggression and self-ratings of peer intimacy, peer group integration, inhibition of anger and coping with anger in children in grade 4 to grade 6 (n = 519). Grade and gender differences in the study variables were also examined. Although not significant, as predicted, there was a trend towards significance where proactive aggression increased by grade; however, contrary to predictions, the occurrence of reactive aggression did not decrease by grade. The two functions of aggression were strongly correlated with one another. Males were reported more aggressive than females and self-reported lower anger management and less peer group intimacy than females. Further, females who were rated as more reactively aggressive reported less peer group integration and peer intimacy. Males who were reported as reactively aggressive also reported less peer group integration. Reactive and proactive aggression in males was related to coping with anger.
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Bender, Stephanie Lee. ""You meant to do that" : examining reactive and proactive aggression and their relations to social and emotional correlates /." 2009. http://hdl.handle.net/10048/563.
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Thesis (M. Ed.) -- University of Alberta, 2009."A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Psychological Studies in Education, Department of Educational Psychology, University of Alberta. Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.
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Budhal, Richi. "Identification of aggression of junior primary learners." Diss., 2006. http://hdl.handle.net/10500/1085.
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Identification of aggression in Junior Primary school learners often becomes a difficult task due to the lack of appropriate measuring instruments. The assessment instruments used presently are unable to identify the subtypes of aggression. In order to address this limitation in the field of aggression, the present investigation was undertaken.
A literature study was done where the concept aggression was defined and the relationship and differences between the subtypes of aggression (physical, verbal, reactive and proactive aggression) were examined. The factors that relate to aggression, namely, biological, personality, environmental and social, parental influence, frustration and media influences were identified. A reliable measuring instrument was developed to identify the four main subtypes of aggression in junior primary learners.
The results of the empirical investigation indicated that there were significant positive correlations between the subtypes of aggression. Gender and intellectual potential do not appear to have a significant bearing on childhood aggression.
The educational implications of the findings are discussed and guidelines regarding treatment of childhood aggression are given for both educators and parents.Education Studies
M.Ed.
35
Dhariwal, Amrit K. "Delinquency, bullying, and depressive symptoms in adolescence : contributions to dating aggression and differential links with proactive and reactive forms /." 2005.
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Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 37-43). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11774
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Paquin, Stéphane. "Une étude génétiquement informative du développement de l’agression durant l’enfance et de l’influence des pratiques parentales coercitives." Thèse, 2017. http://hdl.handle.net/1866/21172.
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Vergel, de Dios Maria Celina. "Examining relations among accuracy of social self-perceptions, reactive and proactive aggression, peer intimacy, and peer group integration in early adolescence." Thesis, 2006. http://hdl.handle.net/2429/18315.
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The purpose of the present study was to examine the relations among accuracy of social self-perceptions, reactive and proactive aggression, peer intimacy and peer group integration for boys and girls in early adolescence. Participants included 335 boys (n = 175) and girls (n = 160) in the fifth through seventh grades. Teachers rated students on reactive and proactive aggression. Self- and peer nominations on a range of social behaviours (prosocial and noncompliant) were collected. Participants provided self-ratings of their peer intimacy and peer group integration. Results revealed that girls had lower reactive aggression, greater peer intimacy, and more accurate social self-perceptions on both prosocial and noncompliant behaviours compared to boys. Findings additionally indicated that inaccurate self-perceptions of one’s noncompliant behaviours were related to both reactive and proactive aggression for boys and girls. However, among boys only, more accurate self-perceptions of their prosocial behaviours was linked to problematic peer experiences involving higher proactive aggression and less peer intimacy.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Valiquette, Judith. "Contribution respective du rejet par les pairs et de l’agressivité des amis aux fonctions réactive et proactive de l’agressivité : une étude associative génétiquement contrôlée." Thèse, 2018. http://hdl.handle.net/1866/21306.
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Padayichie, Kumaree. "An investigation of children's aggression in the foundation phase : a socio-education perspective." Diss., 2012. http://hdl.handle.net/10500/8572.
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This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners.
Their input assisted the researcher to understand the various discipline structures within the school and also, how parents and educators manage the aggressive behaviour of learners.
The study sought to identify whether primary and secondary socialisation, and the influence of the media are related to learners behaving aggressively.
The information collected confirmed that children model the behaviour of adults and of their peers. The principals and the educators were of the opinion that positive primary socialisation is of the utmost importance, as it lays the foundation for future socialisation.Educational Studies
M. Ed. (Socio-Education)
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Bestbier, Anna Maria. "Effek van musiek op die aggressiewe laerskoolkind vanuit `n gestaltspelterapeutiese raamwerk." Thesis, 2005. http://hdl.handle.net/10500/1439.
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Text in AfrikaansThe Gestalt Play Therapeutic approach is used as contextual frame in this research where-in music is applied as an aid for the aggressive emotions of the primary learner. Emotional and behavioral problems in children in primary and secondary schools and even in pre-primary schools, are assuming alarming proportions. From the holistic approach of the Gestalt theory, it has an influence on the development of areas such as the emotional, physical, cognitive and social in the phase of middle childhood. There is a lack of research findings on the effect of music during support to the aggressive primary learner within a Gestalt Play Therapeutic frame. The experimental single system design was used as research method as part of the quantitative investigation. The conclusion is that music was used successfully in the handling of rage and aggressive emotions in the group of child respondents within the context of the Gestalt approach.
Social Work
M.Diac. (Play Therapy)