Exposure to violent video games and aggression in German adolescents: a longitudinal analysis

The relationship between exposure to violent electronic games and aggressive cognitions and behavior was examined in a longitudinal study. A total of 295 German adolescents completed the measures of violent video game usage, endorsement of aggressive norms, hostile attribution bias, and physical as well as indirect/relational aggression cross‐sectionally, and a subsample of N=143 was measured again 30 months later. Cross‐sectional results at T1 showed a direct relationship between violent game usage and aggressive norms, and an indirect link to hostile attribution bias through aggressive norms. In combination, exposure to game violence, normative beliefs, and hostile attribution bias predicted physical and indirect/relational aggression. Longitudinal analyses using path analysis showed that violence exposure at T1 predicted physical (but not indirect/relational) aggression 30 months later, whereas aggression at T1 was unrelated to later video game use. Exposure to violent games at T1 influenced physical (but not indirect/relational) aggression at T2 via an increase of aggressive norms and hostile attribution bias. The findings are discussed in relation to social‐cognitive explanations of long‐term effects of media violence on aggression. Aggr. Behav. 35:75–89, 2009. © 2008 Wiley‐Liss, Inc.     

Agreeableness as a predictor of aggression in adolescence

This multi‐method research linked the Big Five personality dimensions to aggression in early adolescence. Agreeableness was the personality dimension of focus because this dimension is associated with motives to maintain positive interpersonal relations. In two studies, middle school children were assessed on the Big Five domains of personality. Study 1 showed that agreeableness was associated with both indirect and direct aggression. In addition, the link between agreeableness and aggression was strongest for direct strategies. Study 2 examined the hypotheses that agreeableness predicts social cognitions associated with aggression, peer reports of direct aggression, and teacher reports of adjustment. Agreeableness predicted peer reports of aggression and social cognitions associated with aggression. In addition, aggression mediated the link between agreeableness and adjustment. Results suggest that of the Big Five dimensions, Agreeableness is most closely associated with processes and outcomes related to aggression in adolescents. Aggr. Behav. 30:43–61, 2004. © 2004 Wiley‐Liss, Inc.     

The roles of trauma exposure,rejection sensitivity,and callous‐unemotional traits in the aggressive behavior of justice‐involved youth: A moderated mediation model

Research has demonstrated an association between childhood trauma exposure and adolescent aggression. This association may be explained by rejection sensitivity, defined as anger, or anxiety in the anticipation of rejection, which can be a consequence of trauma exposure. Callous‐unemotional (CU) traits also are associated with trauma exposure and aggressive behavior; however, research has not yet investigated the interactive roles that rejection sensitivity and CU traits play in the relation between trauma exposure and aggression. Therefore, this study sought to investigate the role of rejection sensitivity in the association between trauma exposure and aggression, and whether this indirect effect was moderated by CU traits. Participants included 380 detained youth (98 girls, 282 boys) who completed self‐report measures of trauma exposure, angry, and anxious rejection sensitivity, CU traits, and aggression. Results of moderated mediation demonstrated that the relation between trauma exposure and aggression exhibited an indirect effect through angry rejection sensitivity, but only at moderate or high levels of CU traits. This pattern was not found for anxious rejection sensitivity. Results suggest that interventions aimed to decrease aggressive behavior in traumatized adolescents may benefit from considering how youth respond to rejection, as well as whether youth endorse CU traits, as this may help to limit further involvement in the juvenile justice system after release.

     

The Role of Teacher Cognition and Behavior in Children’s Peer Relations

This study explored the role of the classroom teacher in peers’ evaluations of liking and disliking of their classmates. Teacher cognitions about children (teacher liking of students, teacher attributions for aggressive student behavior) and teacher behavior toward children (positive, corrective/negative) were examined as mediators in the link between children’s own behavior (aggression, prosocial behavior) and peer liking and disliking. Participants were 127 second-graders in 12 classrooms (64 males, 63 females). Data on child behavior were collected through peer and teacher report, data on teacher cognitions about children were collected through self report, data on teacher behavior toward children were collected through naturalistic classroom observations, and data on peer liking and disliking were collected through peer nominations. Data were analyzed using path analysis. Results indicated that teacher cognitions about children and corrective/negative teacher behavior toward children mediated the relations between aggressive and prosocial child behavior and peer disliking.     

初中生情绪反应、表达及其与攻击行为

运用自编的《中学生情绪评定问卷》和修订的Spielberger《状态——特质愤怒表达问卷》对833名普通中学初中生进行了测试,并用同伴提名的方法把学生分为普通组、身体攻击组和关系攻击组,探讨了初中生情绪反应、表达的特点和攻击行为学生情绪反应、表达的特点。研究结果表明:(1)初中女生报告的恐惧感、悲伤感高于男生,女生报告的愤怒表达也显著高于男生;但在特质愤怒方面,男生报告的特质愤怒水平显著高于女生。在情绪表达与反应的大多数方面不存在显著的年级差异,只在负性情绪表达方面初二女生报告了比初一、初三女生更高的负性情绪表达。(2)被同伴提名为身体攻击学生在状态愤怒、特质愤怒、愤怒表达方面显著高于普通学生,被同伴提名为关系攻击的学生在特质愤怒、愤怒表达方面也显著高于普通学生。攻击行为学生的愤怒情绪系统存在一定的缺陷。     

The Role of Anger in the Relationship Between Internalising Symptoms and Aggression in Adolescents

The purpose of this study was to examine the role of anger in the relationships between various internalising symptoms and direct and indirect aggression. A sample of 241 adolescents aged 12–17 years completed the Screen for Child Anxiety Related Emotional Disorders, Centre for Epidemiological Studies Depression scale (CES-D) and the Buss–Warren Aggression Questionnaire (AQ-15). Symptoms of panic disorder, generalised anxiety disorder and depression, but not social phobia, were positively correlated with anger, direct aggression and indirect aggression. When considered simultaneously in regression analyses, only symptoms of depression contributed to variance in the anger and aggression variables. However, using indirect effect modelling, no direct relationships were found between the internalising symptom variables and the aggression variables. Instead, the data suggested that the relationship between internalising symptoms and aggression is mediated by the emotion of anger. These findings suggest that the degree to which anger co-occurs with internalising symptoms may play an important role in an individual’s propensity to engage in aggressive behaviour.     

Emotion regulation and aggression

This review considers the impact of deliberate emotion regulation on aggression, by integrating findings from recent emotion regulation research with a contemporary model of aggressive behavior, the General Aggression Model. First, it considers how individuals who under-regulate anger and other emotions may be more likely to behave aggressively in an attempt to repair, terminate, or avoid uncomfortable emotional states. Second, it explores how over-regulation of emotion may lead to aggressive behavior by increasing negative affect, reducing inhibitions against aggression, compromising decision making processes, diminishing social networks, increasing physiological arousal and hindering the resolution of difficult situations. Finally, it reviews three skills thought to underlie deliberate emotion regulation: emotional awareness, emotional acceptance and proficiency in a variety of emotion regulation strategies. Treatment encompassing all of these skills may improve an individual's ability to regulate difficult emotion states more adaptively and thereby lessen aggressive behavior.     

教养方式、气质对青少年攻击的影响：独特、差别与中介效应检验

运用“多前因变量－多结果变量”框架, 探讨教养方式、气质对青少年直接和间接攻击有无独特效应与差别效应, 以及规范信念(认为攻击他人是正确和可接受的)在其中的中介作用。660名青少年(平均年龄14.14岁, 女生364人)报告了教养方式、气质特征、攻击信念和攻击行为的情况。多重和多元回归分析表明：(1)教养方式(权威、专制、纵容)对直接攻击独特效应不显著, 气质(意志控制、愤怒挫折、感觉寻求)对直接攻击有独特效应; 教养方式(权威、专制、纵容)和气质(意志控制、感觉寻求)对间接攻击有独特效应。(2)教养方式(权威、专制、纵容)与直接攻击的联系显著弱于其与间接攻击的联系, 而气质(愤怒挫折、感觉寻求)与直接攻击的联系则显著强于其与间接攻击的联系。(3)两类规范信念与两类攻击具有不完全的特异性联系, 而且直接规范在气质(意志控制、感觉寻求)与两类攻击之间具有中介作用, 间接规范在教养方式(权威)与间接攻击、气质(愤怒挫折)与两类攻击之间具有中介作用。因此, 教养方式和气质对不同形式攻击行为的影响不同, 且这种影响可以部分地由规范信念加以解释。     

Determinants of Parents' Sideline‐Rage Emotions and Behaviors at Youth Soccer Games1

The present research extended and tested a motivational model of anger and aggression, derived from self‐determination theory. It was hypothesized that control‐oriented parents would exhibit more ego defensiveness, feel more pressure, and thus report higher levels of sport parental anger and aggression. Conversely, autonomy‐oriented parents were predicted to experience less ego defensiveness, feel less pressure, and thus report lower levels of sport parent anger and aggression. Participants were 340 parents of youth soccer players (boys and girls ages 8–16). The majority of participants reported experiencing anger and responded with varying levels of aggression. The results provide strong support for the hypotheses and suggest that control orientation determines parents' ego defensiveness, which in turn leads to anger and aggressive spectator behavior.     

Social Identity and Youth Aggressive and Delinquent Behaviors in a Context of Political Violence

The goal of the current study was to examine the moderating role of in‐group social identity on relations between youth exposure to sectarian antisocial behavior in the community and aggressive behaviors. Participants included 770 mother‐child dyads living in interfaced neighborhoods of Belfast. Youth answered questions about aggressive and delinquent behaviors as well as the extent to which they targeted their behaviors toward members of the other group. Structural equation modeling results show that youth exposure to sectarian antisocial behavior is linked with increases in both general and sectarian aggression and delinquency over one year. Reflecting the positive and negative effects of social identity, in‐group social identity moderated this link, strengthening the relationship between exposure to sectarian antisocial behavior in the community and aggression and delinquency towards the out‐group. However, social identity weakened the effect for exposure to sectarian antisocial behavior in the community on general aggressive behaviors. Gender differences also emerged; the relation between exposure to sectarian antisocial behavior and sectarian aggression was stronger for boys. The results have implications for understanding the complex role of social identity in intergroup relations for youth in post‐accord societies.     

Desensitization to media violence: links with habitual media violence exposure, aggressive cognitions, and aggressive behavior

This study examined the links between desensitization to violent media stimuli and habitual media violence exposure as a predictor and aggressive cognitions and behavior as outcome variables. Two weeks after completing measures of habitual media violence exposure, trait aggression, trait arousability, and normative beliefs about aggression, undergraduates (N = 303) saw a violent film clip and a sad or a funny comparison clip. Skin conductance level (SCL) was measured continuously, and ratings of anxious and pleasant arousal were obtained after each clip. Following the clips, participants completed a lexical decision task to measure accessibility of aggressive cognitions and a competitive reaction time task to measure aggressive behavior. Habitual media violence exposure correlated negatively with SCL during violent clips and positively with pleasant arousal, response times for aggressive words, and trait aggression, but it was unrelated to anxious arousal and aggressive responding during the reaction time task. In path analyses controlling for trait aggression, normative beliefs, and trait arousability, habitual media violence exposure predicted faster accessibility of aggressive cognitions, partly mediated by higher pleasant arousal. Unprovoked aggression during the reaction time task was predicted by lower anxious arousal. Neither habitual media violence usage nor anxious or pleasant arousal predicted provoked aggression during the laboratory task, and SCL was unrelated to aggressive cognitions and behavior. No relations were found between habitual media violence viewing and arousal in response to the sad and funny film clips, and arousal in response to the sad and funny clips did not predict aggressive cognitions or aggressive behavior on the laboratory task. This suggests that the observed desensitization effects are specific to violent content.     

Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood

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.     

Effect of Children's Perceived Rejection on Physical Aggression

This study investigated whether the perception of self as socially rejected might contribute to increased physical aggression among elementary-school children. It was hypothesized that physically aggressive children would become more physically aggressive over time if they perceived that they were rejected and tended to blame peers for social failure experiences. Third-grade boys and girls (n = 941) were assessed in the Fall and Spring of the school year. Peer-report data on physical aggression and social preference were collected, along with self-report data on perceived rejection and attributions for social failure experiences. Results for boys were consistent with hypotheses, whereas the results for girls revealed a different pattern of relations. These results constitute prospective evidence that children's self-perceptions of social rejection can uniquely influence externalizing behavior. Results are discussed in terms of mechanisms that might mediate the relation between perceived rejection and physical aggression.     

Emotion regulation mediates relationships between mindfulness facets and aggression dimensions

Recent years have witnessed an increase of research on socio-affective factors that can explain individual differences in aggressive tendencies across community and offender populations. Specifically, mindfulness and emotion regulation have emerged as important factors, which could also constitute important prevention and treatment targets. Yet, recent studies have advanced the possibility that mindfulness may also have a “dark” side, being associated with increased levels of aggression-related variables, especially when accounting for the variance associated with emotion regulation. The present study sought to elucidate relationships among mindfulness, emotion regulation, and aggression dimensions (i.e., verbal and physical aggression, anger, and hostility) across violent offender (N = 397) and community (N = 324) samples. Results revealed expected associations between both mindfulness and emotion regulation and aggression dimensions, such that greater impairments in mindfulness and emotion regulation were related to increased levels of aggression across samples. Further, analyses of indirect effects revealed that a latent emotion dysregulation factor accounted for (i.e., mediated) relationships between mindfulness facets and aggression dimensions in both samples. Previously reported positive associations between the residual variance in mindfulness scales (i.e., controlling for emotion regulation) and aggression-related variables were not replicated in the current samples. Taken together, findings suggest that mindfulness and emotion regulation have unequivocal relations with lower levels of aggression, and should therefore be considered as relevant targets for prevention and treatment programs aimed at reducing aggressive tendencies.     

Modeling the Indirect Association of Combat Exposure With Anger and Aggression During Combat Deployment: The Moderating Role of Perceived Unit Morale

Anger and aggression are common combat-related behavioral health problems. The impact of combat on anger and aggression appears to be largely attributable to symptoms of posttraumatic stress disorder (PTSD). Factors that moderate the purported pathway from combat to anger and aggression are poorly understood. We examined the conditional direct and indirect associations of combat exposure with self-reported anger and aggression using survey data collected from 592 U.S. Soldiers during a combat deployment in Afghanistan. Unit morale was examined as a moderator between combat exposure and PSTD symptoms, as well as the indirect association of combat exposure with anger and aggression via PTSD symptoms, controlling for depression symptoms. Results indicated that unit morale was negatively correlated with PTSD symptoms and self-reported anger and aggressive behaviors. Perceptions of unit morale moderated the direct association of combat exposure with PTSD symptoms. Unit morale also moderated the indirect association of combat exposure with anger and aggression through PTSD symptoms. Unit morale moderated the association of combat exposure with anger and aggression during combat operations by putatively mitigating the deleterious effect of combat on stress-related symptoms. The impact of policy and leadership on soldier and unit morale should be carefully considered given its protective role during combat operations.     

Trauma-Related Cognitions and Cognitive Emotion Regulation as Mediators of PTSD Change Among Treatment-Seeking Active-Duty Military Personnel With PTSD

Trauma-related cognitions about the self and the world have been identified as a mediator of posttraumatic stress disorder (PTSD) change during prolonged exposure (PE) therapy. However, the extent to which negative cognitions mediate PTSD change in other PTSD treatments is unclear. In addition, previous studies have not tested alternate mediators of PTSD change during PE. In a sample of 216 treatment-seeking active-duty military personnel with PTSD, the present study examined the specificity of the negative cognition mediation effect in both PE and present-centered therapy (PCT). In addition, we examined another possible mediator, cognitive emotion regulation. Lagged mediational analyses indicated that negative cognitions about the self and world and the unhelpful cognitive emotion regulation strategy of catastrophizing each significantly mediated change in PTSD from baseline to 6-month follow-up. In a combined model, the mediating effect of catastrophizing was greater than negative cognitions about the world, and similar to negative cognitions about the self. Moderated mediation analyses revealed that the effect of catastrophizing was greater in PE than in PCT. Findings show that trauma-related cognitions and, to a greater degree, the emotion regulation strategy catastrophizing, both mediate PTSD change. Further research is needed to determine whether these mediating variables represent mechanisms of therapeutic change.     

心理宣泄究竟是有益还是有害?——宣泄的心理干预效果及潜在危害

宣泄经典理论认为, 发泄能够有效地缓解愤怒情绪和攻击冲动, 然而, 直接宣泄、间接宣泄及目标宣泄对攻击性影响的大量实验研究揭示了宣泄的潜在危害性及其作用机制, 宣泄不但不能降低愤怒反而会通过认知加工等因素提升攻击性。尽管如此, 大众仍青睐于宣泄这种看似便捷的情绪调节方式, 如宣泄设备已成为心理咨询机构的标准配置。这不仅反映了人们对心理宣泄的片面认知, 更折射出了目前我国社会心理服务体系建设缺乏科学化和规范化。未来研究应重视, 普遍使用宣泄设备作为现代心理干预手段可能存在的问题与解决路径。     

Anger and effortful control moderate aggressogenic thought–behaviour associations

The effects of anger and effortful control on aggressogenic thought–behaviour associations were investigated among a total of 311 Finnish fifth and sixth graders (mean age = 11.9 years). Self-reported aggressive cognitions (i.e., normative- and self-efficacy beliefs about aggression) were expected to be associated with higher peer-reported aggressive behaviour. Teacher reported anger and effortful control were hypothesised, and found, to moderate the effects of aggressive cognitions on aggression, such that the effects were strongest for children who were high in anger and low in effortful control, as compared to other conditions. Furthermore, under the conditions of high anger and high effortful control, self-efficacy was negatively related to aggression. Thus, aggression is a result of a complex, hierarchically organised motivational system, being jointly influenced by aggressive cognitions, anger and effortful control. The findings support the importance of examining cognitive and emotional structures jointly when predicting children’s aggressive behaviour.     

Help Giving and Aggression From an Attributional Perspective: Why and When We Help or Retaliate1

Two studies were conducted to test Weiner's (1995) theory of responsibility, both in the domains of prosocial (help giving) and antisocial behavior (aggression). Experiment 1 revealed that for both behavioral domains, a positive relation exists between perceived controllability and anger, whereas a negative relation was found between controllability and sympathy. In addition, help giving is promoted by feelings of sympathy and inhibited by feelings of anger, and the reverse is true for aggression. However, the present results also reveal that for aggression, there is a direct influence of cognitions (perceived controllability) on behavioral reactions, whereas for help giving, cognitions have an indirect effect on behavior, mediated by emotions. Thus, for help giving, thoughts determine what we feel, and feelings determine what we do. In contrast, for aggression, an additional influence of thoughts on actions is present. Experiment 2, in which different scenarios were used, replicated this pattern of results.