The consequents of problem behavior in toddler children

Three hundred children (ages 18–27 months) were observed as they entered peer play groups consisting of 12–15 children and 2–3 caregivers. One hundred and sixty-eight of the children were boys and 142 were girls. A schedule was used that allowed the observer to code the child's behavior and the reaction of peers and caregivers to that behavior. Four different categories of child problems were selected for study: conduct problems with aggression, withdrawn undersocialized behaviors, separation anxiety, and dependent personality. Three different questions were asked concerning the persistence and consequences of problem behaviors in toddler children: Do the behaviors persist over a period of 1 year to 2 years; what kinds of reactions does a child who is engaged in the behaviors defined in these categories receive from peers and teachers; and how do the reactions received from peers and teachers of problem children compare to those of the average of their own class? The stability of problem behaviors and the reactions received by the child were related to gender of the child and sexappropriateness of the behavior.     

The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study

The present article examined the development of relational aggression in middle childhood and the effects of observed teacher behavior on this development. Relying on social learning theory, we expected that teacher praise would slow down the increase of relational aggression, whereas teacher reprimands would promote the increase of relational aggression. A sample of 570 children (49% boys, M_age = 7 years and 5 months, > 95% Belgian) was followed from second to fourth grade. Teacher praise and reprimands were observed at the beginning of second grade. Child relational aggression was assessed using teacher and peer reports, collected at five points in time: at the beginning and end of the second grade, at the beginning and end of the third grade, and at the end of the fourth grade. Multilevel modeling showed that relational aggression generally increased from second to fourth grade. Moreover, when teachers displayed more praise, students' relational aggression increased at a slower rate; when teachers displayed more reprimands, students' relational aggression increased at a faster rate. Overall, the results stress the importance of supporting teachers to reduce reprimands and increase praise when interacting with children.     

Marital disturbance and child problems: A cautionary note regarding hyperactive children

In previous work, investigators have found a relationship between marital discord and childhood conduct problems (aggression) in clinic samples. Given the wide variability of aggression found among hyperactive children,it would follow from previous work that child aggression may be associated with marital discord in a hyperactive population. This hypothesis was tested in a sample of 23 boys (ages 5 to 8) diagnosed as attention deficit with hyperactivity. Aggressive behaviors were tracked by the children's teachers for 12 school days. Parental and teacher ratings of conduct problems were also obtained. Additionally, the auditory version of the laboratory Continuous Performance Test was administered. Marital adjustment, overt hostility, and conflict tactics, as reported by the mothers, were not significantly correlated with any of the measures of aggression or conduct problems. In other words, marital discord in families with a hyperactive boy did not explain differential rates of aggressive behavior despite definite variability in both the marital and child behavioral measures. Marital discord was marginally related to severity of attentional deficit on the Continuous Performance Test. The results underscore the need for caution in attempting to extend findings from a general population (i.e., undifferentiated clinicreferred children) to a specific diagnostic subgroup (i.e., attention-deficit hyperactive children).     

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood

Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N = 240; female = 118) at ages 3 and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development.     

Retracted: Effects of cartoon violence on aggressive thoughts and aggressive behaviors

This article reports on an experiment designed to test whether the cartoon manipulation leads to significant increases in aggressive thoughts and aggressive behaviors among Chinese children (n = 3,000). Results indicated that brief exposure to a violent cartoon triggered higher aggressive thoughts and aggressive behaviors than a nonviolent cartoon. Females displayed higher aggressive thoughts and aggressive behaviors than males in a nonviolent cartoon condition, while males displayed higher aggressive behaviors than females in a violent cartoon condition. Mediation analysis suggested that the effect on aggressive behaviors was mediated by aggressive thoughts. The findings imply that cartoon developers, parents, and teachers should develop cartoons that inhibit children's aggressive thoughts to avoid aggressive behaviors. Females are the key group for the prevention and intervention of aggression in a nonviolent cartoon context, while males are the key group for the prevention and intervention of aggression in a violent cartoon context.     

The Protective Role of Teacher Preference for At‐Risk Children's Social Status

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. Aggr. Behav. 38:481‐493, 2012. © 2012 Wiley Periodicals, Inc.     

Hyperactive and aggressive behaviors in childhood: Intertwined dimensions

The relationship between aggression and hyperactivity is unclear in childhood hyperkinesis. To examine the relationship between the two dimensions, a sample of 109 first-, second-, and third grade children who were rated as hyperactive were evaluated daily by their teachers for 12 consecutive school days on the Daily Behavior Checklist. Daily recordings were made on a total of 22 specific behaviors, 11 physically or verbally aggressive acts, and 11 acts of a restless or hyperactive nature. The Conners hyperactivity score correlated. 47 with daily aggression and .49 with daily hyperactivity. A subgroup of hyperactive children who exhibited both hyperactive and aggressive behaviors at rates greater than 98% of their classmates was selected. These children were rated significantly higher on the Conners scale than an alternate subgroup of hyperactive children who showed high rates of hyperactive but not aggressive behaviors. In view of heavy reliance on teacher ratings with the Conners scale in studies of hyperactivity, careful consideration of the potential confounding of hyperactivity and aggression is recommended. Implications for classification, longitudinal investigation, and evaluation of treatment of hyperactive children were discussed.     

Relationships Among Cooperative Learning Experiences,Social Interdependence,Children's Aggression,Victimization, and Prosocial Behaviors

This study examined the relationships among cooperative experiences, social interdependence predispositions, harm‐intended aggression, victimization, and prosocial behaviors with 217 elementary school children from 3^rd to 5^th grade. Path analysis using LISREL indicates that cooperative experiences predicted cooperative predispositions, the absence of individualistic predispositions, and prosocial behaviors. Cooperative predisposition predicted prosocial behaviors and the absence of harm‐intended aggression. Competitive predisposition predicted harm‐intended aggression. These findings validate social interdependence theory and partially support theories related to social dominance. Providing frequent cooperative learning experiences may be an important tool to increase students' cooperativeness and thereby reduce the frequency of harm‐intended aggression, increase the frequency of prosocial behaviors, and reduce students' individualistic predispositions.     

Assessing sexual aggression: Addressing the gap between rape victimization and perpetration prevalence rates

Obtaining consistent and accurate rates of women's sexual assault experiences and men's history of sexual aggression has proved difficult and rates vary tremendously throughout the literature [Koss, M.P. (1993a). Detecting the scope of rape: A review of prevalence research methods. Journal of Interpersonal Violence, 8 (2), 198–222].It has been suggested that methodological factors influence the detection of women's sexual assault experiences and contribute to the rate disparities [Fisher, B. S., Cullen, F. T. & Turner, M. G. (2000). The sexual victimization of college women (NCJ 182369). Washington, DC: Bureau of Justice Statistics,National Institute of Justice.; Hamby, S. L. & Koss, M. (2003). Shades of gray: A quantitative study of terms used in the measurement of sexual victimization. Psychology of Women Quarterly, 27, 243–255.; Koss, M.P. (1993a). Detecting the scope of rape: A review of prevalence research methods. Journal of Interpersonal Violence, 8 (2), 198–222].Survey methods are commonly used in the assessment of women's experience with sexual assault victimization. Men's history of sexually aggressive behaviors is typically examined using parallel versions of the survey instruments used with women.While much is known about variables affecting the reliability, validity, and utility of these assessment methods when applied to women, less is known about the influence of these factors in the assessment of men's self-reported aggression. This paper discusses current sexual victimization and perpetration incidence and prevalence rates.An overview of the major sources of these data, as well as a review of the methodological factors known to influence levels of rape detection in women is presented. An examination of how these issues may be relevant in the measurement of male sexual aggression is discussed with suggestions for future research.     

Reactive Aggression and Suicide‐Related Behaviors in Children and Adolescents: A Review and Preliminary Meta‐Analysis

The empirical literature on the association between reactive aggression and suicide‐related behaviors in children and adolescents was reviewed. A narrative review of seven studies that met inclusion/exclusion criteria is followed by a preliminary meta‐analysis to provide insight into the strength of the association between reactive aggression and suicide‐related behaviors. Each of the seven studies reported a statistically significant association between reactive aggression and suicide‐related behaviors, including suicide, nonfatal suicide attempt, and suicide ideation. Results from the meta‐analysis indicated a consistent, medium‐sized association (k  = 7; N  = 4,693; rbar = .25). The narrative review and results of the preliminary meta‐analysis support the promise of pursuing future research on reactive aggression and suicide‐related behaviors in children and adolescents. A theoretical model is proposed to guide the development of future research.     

Does Dispositional Aggression Feed the Narcissistic Response? The Role of Narcissism and Aggression in the Prediction of Job Attitudes and Counterproductive Work Behaviors

Purpose

The purpose of this study was to extend the personality and work-related outcomes literature by examining: (1) the effects of narcissism on job satisfaction, organizational commitment, and counterproductive work behaviors and (2) the moderating effects of dispositional aggression on the narcissism–counterproductive work behaviors relationship.

Design/Methodology/Approach

Multi-wave data were collected from 381 workers employed in a variety of work settings within the United States.

Findings

Narcissism had consistent main effects on job satisfaction, organizational commitment, and counterproductive work behaviors after controlling for the personality characteristics agreeableness, conscientiousness, neuroticism, and aggression. Aggression moderated the relationship between narcissism and counterproductive work behaviors, such that the positive relationship between narcissism and counterproductive work behaviors was stronger when dispositional aggression was high.

Implications

This study provides greater clarity regarding the role of narcissism within job attitudes and behaviors, shows that dispositional aggression strengthens or amplifies the narcissistic response for counterproductive work behaviors, and provides a platform to further explore narcissism and aggression within the workplace.

Originality/Value

This study found that narcissism consistently predicted unique variance in work-related criteria after the effects of agreeableness, conscientiousness, neuroticism, and aggression were controlled. It also found evidence that aggression moderates the effects of narcissism on counterproductive work behaviors. This study is the first to directly examine these effects.     

Social validation of an objective measure of dominance in captive monkeys

The validity of a primate dominance hierarchy was examined in terms of its relationship to social interactions. Twelve social behaviors associated with dominance and aggression were recorded during 61 h of observation of six pigtail macaques (Macaca nemestrina). Of the 1,462 interactions recorded, 94.7% were oriented in the water dominance hierarchy in the direction that would be predicted on the basis of their ascribed functions.     

Friendship Selection and Influence Processes for Physical Aggression and Prosociality: Differences between Single-Sex and Mixed-Sex Contexts

The present study examined to what extent selection and influence processes for physical aggression and prosociality in friendship networks differed between sex-specific contexts (i.e., all-male, all-female, and mixed-sex classrooms), while controlling for perceived popularity. Whereas selection processes reflect how behaviors shape friendships, influence processes reveal the reversed pattern by indicating how friends affect individual behaviors. Data were derived from a longitudinal sample of early adolescents from Chile. Four all-male classrooms (n = 150 male adolescents), four all-female classrooms (n = 190 female adolescents), and eight mixed-sex classrooms (n = 272 students) were followed one year from grades 5 to 6 (M _age = 13). Analyses were conducted by means of stochastic-actor-based modeling as implemented in RSIENA. Although it was expected that selection and influence effects for physical aggression and prosociality would vary by context, these effects showed remarkably similar trends across all-male, all-female, and mixed-sex classrooms, with physical aggression reducing and with prosociality increasing the number of nominations received as best friend in all-male and particularly all-female classrooms. Further, perceived popularity increased the number of friendship nominations received in all contexts. Influence processes were only found for perceived popularity, but not for physical aggression and prosociality in any of the three contexts. Together, these findings highlight the importance of both behaviors for friendship selection independent of sex-specific contexts, attenuating the implications of these gendered behaviors for peer relations.     

Bidirectional associations between affective empathy and proactive and reactive aggression

Preliminary evidence indicates that affective empathy is differentially related to proactive and reactive functions of aggression. However, additional longitudinal research is needed to understand the potential reciprocal nature of these links. The current study examined the bidirectional associations between affective empathy and proactive and reactive aggression over a 6-month period during middle childhood, with attention to potential gender differences. Data were collected from 294 elementary school children (52% girls; M = 9.25 years; SD = 0.944 years) and their homeroom teachers. Affective empathy was assessed using self-reports, and teachers provided ratings of children's functions of aggression. Data were collected during the fall and spring of one academic year. Overall, results suggest some evidence that affective empathy and functions of aggression are reciprocally linked over time. As predicted, Time 1 empathy was inversely associated with Time 2 proactive aggression and Time 1 reactive aggression was inversely associated with Time 2 empathy. Contrary to expectations, Time 1 proactive aggression was marginally positively associated with Time 2 empathy, and Time 1 empathy was not significantly associated with Time 2 reactive aggression. These prospective links did not differ according to gender. Implications and directions for future research are discussed.     

A Multimethodological Study of Preschoolers' Preferences for Aggressive Television and Video Games

The association between aggressive media and related behavior is complicated, and the role of underlying genetics has not been adequately explored. A better understanding of the role of genetics on the relationship between aggressive media and behavior, especially in young children, is critical. Using a twin/triplets sample (N = 184 children), the authors investigated the association between preschoolers' preferred media choices and their aggressive behaviors. A multimeasure methodology was utilized, examining children's reports of their preferred media games and shows, observed child negativity and aggression in the lab, and parent reports of their own and their children's aggressive behaviors. The results demonstrated a significant relationship between maternal aggression and parent-reported child aggression, especially for boys. Genetic analyses demonstrated significant heritability for children's parent-reported aggressive behaviors, supporting the biological basis of aggression, but not for media aggression preferences. Controlling for genetics, the authors found that the association between media preferences and aggressive behavior may be genetic in origin. These results emphasize the importance of considering shared genetics underlying the relationship between children's aggressive behaviors and their media preferences, as well as environmental influences. By examining preschoolers, the present study provides insight into the importance of media influences in children younger than those previously studied.     

Teacher and Parent Perceptions of Relational and Physical Aggression During Early Childhood

Although links have been found between parents’ and teachers’ (caregivers’) attitudes about aggressive behavior, their responses to aggressive behaviour in children, and those children’s own use of aggressive behaviour, most research has focused on primary and secondary school contexts and has examined the influence of parents and teachers separately. The current study explored both parents’ and teachers’ beliefs and intervention strategies for relational and physical aggression in early childhood settings. Teachers (N?=?18; Mage?=?34.8 years) and parents (N?=?68; Mage?=?32.2 years) were presented with vignettes portraying relational and physical aggression. Following each vignette, their perceptions of the seriousness of the act, empathy for the victim, likelihood to intervene, and intervention strategies used to respond to each vignette were assessed. Teachers were also interviewed about examples of aggression that have been seen in preschool age children. Results indicated that caregivers viewed relational compared to physical aggression as more normative, and had less empathy for, and were less likely to intervene in instances of relationally aggressive behaviour. They also recommended more passive intervention strategies towards relationally aggressive children and more direct strategies towards physically aggressive children. Interview responses indicated that teachers perceived the primary cause of aggression to be related to developmental characteristics of the child. Implications for how these findings about adult–child interactions impact the development of relational and physical aggression are discussed.     

How provoking! what makes men and women angry?

This study looked at differences in anger-provoking behaviors and in verbal insults as a function of the gender of the aggressor and the target of the provocation. Responses of 416 college students revealed that males were more likely to consider a female exhibiting physical aggression or a male hurting another person as anger-provoking, whereas females were more likely to mention condescending or insensitive behaviors from either sex, verbal aggression from a female, and physical aggression from a male. Physical aggression and hurting another provoked more anger when they came from a male, whereas dishonesty from a female evoked more anger. Females also felt that insensitive and condescending behaviors were worse when they came from a male. Most of the verbal insults were sexual in nature, with few sex of subject differences. However, it was considered worse for women to be called promiscuous; for men to be called sexually inadequate, worthless, or cowardly; for women to call men an obscene name; and for people to be called homosexual by a same sex speaker. These results are consistent both with previous research and with traditional gender role beliefs suggesting that women are more upset by condescending behaviors and that women's promiscuity, as well as men's aggression toward women, hurting another, sexual inadequacy, and cowardice, are viewed particularly negatively. © 1993 Wiley-Liss, Inc.