Agonistic and sociable behaviors in the mound‐building mice,Mus spicilegus: A comparative study with Mus musculus domesticus

Present social organization and mating systems result from selective pressures and ecological conditions but also from proximate interactions between individuals. Many studies report on a polygynous mating system with a social group territoriality in commensal populations of Mus musculus domesticus. However, little is known about the social organization of other Mus species living in outdoor conditions, such as the mound‐building mouse Mus spicilegus. Comparative studies between M. m. domesticus and M. spicilegus have already shown behavioral differences in female sexual preferences and paternal care. To study agonistic and sociable interactions and gain insight into the social organization and the mating system of M. spicilegus, the present study compared intraspecific dyadic encounters between unfamiliar adults in these two species. Results demonstrated less tolerance between females and between the sexes in M. spicilegus than in M. m. domesticus unfamiliar mice. The consequences of those differences between M. spicilegus and M. m. domesticus on social organization and mating system are discussed. Aggr. Behav. 28:75–84, 2002. © 2002 Wiley‐Liss, Inc.     

Aggression and commensalism in house mouse: a comparative study across Europe and the near east

Species specific differences of house mouse social behavior compared to its closest relatives (aboriginal species Mus macedonicus, Mus spicilegus, and Mus spretus) have recently been suggested. However, substantial variation of behavioral traits between mouse populations has been also evidenced. Agonistic behavior of laboratory‐born house mice from five commensal populations (Mus musculus musculus: central Czech Republic, Mus musculus domesticus: Bulgaria, Greece, Turkey, and natural Mus m. musculus/domesticus hybrids from the Czech part of the hybrid zone) and five non‐commensal populations of M. m. domesticus (C. Syria, E. Syria, Jordan, Iran, Libya) was studied. Dyadic interactions in a neutral cage were performed and the effects of sex and population on time spent by agonistic behavior evaluated. In all studied populations, the male‐male interactions were more agonistic than the female‐female ones. Male‐male behavior gradually increased from the least agonistic population of M. m. musculus from Central Europe to the Near East populations of M. m. domesticus exhibiting the highest scores of agonistic behavior. Between‐population differences were even stronger when female‐female encounters were considered. While females of commensal populations belonging to both M. m. musculus and M. m. domesticus were tolerant of each other, those coming from non‐commensal populations of M. m. domesticus were highly agonistic, reaching even the level of aggression between the females of some aboriginal mouse species. This phenomenon may be attributed to increased competition for food in non‐commensal populations when compared to commensal ones supplied by superabundant resources. Social behavior of house mice, therefore, appears to be pliable rather than rigid and species specific. It can be changed rapidly according to ecological needs and such adaptability allows house mice to colonize various habitats. Aggr. Behav. 31:283–293, 2005. © 2005 Wiley‐Liss, Inc.     

Manipulations of vasopressin alter aggression differently across testing conditions in monogamous and non‐monogamous Peromyscus mice

Differences in the distribution of arginine vasopressin (AVP) and a subtype of AVP receptors, the V_1a receptor, may explain dissimilarities in social behavior of monogamous and non‐monogamous rodents. Intracerebroventricular infusions of AVP and a V_1a antagonist were used in sexually naive males of two mouse species, the monogamous and highly aggressive California mouse (Peromyscus californicus) and the non‐monogamous and less aggressive white‐footed mouse (P. leucopus), to begin testing the interaction between the social system of a species and the effects of AVP on aggression. Two testing conditions, the resident‐intruder aggression test (R‐I) and the neutral arena aggression test, were used because they may differ in function and underlying biological mechanisms. In the R‐I test, administration of the antagonist lengthened attack latencies in California mice. In contrast, blocking V_1a receptors did not alter attack latencies in the R‐I test in white‐footed mice or in the neutral arena aggression test in both species. AVP also did not alter aggression in either species in either behavioral test. Overall, these results suggest that AVP may be more likely to be associated with offensive aggression as measured in the R‐I test than with neutral arena aggression and that the effects of AVP manipulations may differ between monogamous and non‐monogamous rodents. Aggress. Behav. 31:000–000, 2005. © 2005 Wiley‐Liss, Inc.     

Perpetration of sibling aggression and sibling relationship quality in emerging adulthood

This study examined how emerging adults' perpetration of aggression toward a sibling closest in age was longitudinally associated with their sibling relationship quality. Emerging adults (N = 143; M_age = 19.62; 70% female) completed surveys online or by mail at two time points, 4 years apart. Of emerging adults, 25% perpetrated aggression against their closest‐in‐age sibling. Perpetration of sibling aggression was predictive 4 years later of less sibling warmth, involvement, and emotional help. None of the interactions with gender and sibling gender was significant. This study's findings demonstrate the importance of examining the consequences of perpetration of aggressive behavior toward a sibling for sibling relationship quality in emerging adulthood.     

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.     

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.     

A Cross-Cultural Investigation of Relational and Social Aggression in Female College Students from Puerto Rico and the United States

Researchers compared scores on a self-report measure of relational and social aggression using 2 groups, European American female university students (M = 20.23 years, SD = 3.88) from the mid-Atlantic region of the United States and Hispanic females from Puerto Rico (M = 19.34 years, SD = 1.26). Results indicate that cultural differences were evident in the use of relational and social aggression. The exclusively Hispanic Puerto Rican sample reported being more socially aggressive than the European American, mid-Atlantic sample. In contrast, the European American sample identified as being more relationally aggressive in their relationships than the Hispanic Puerto Rican sample. This distinction allows us to consider potential cultural differences in interpersonal relations in college-age females.     

Effects of task difficulty on sibling teaching in middle childhood

Teaching styles were investigated in 28 middle‐class sibling dyads (older sibling M age = 8.2 yrs; younger sibling M age =5.11 yrs) using two sets of block design tasks (five easy; five hard). Older siblings employed a greater number of strategies (i.e. physical demonstrations, scaffolding, corrective feedback) in the hard than in the easy tasks, thus demonstrating the ability to adjust teaching strategies according to task difficulty. Teachers also employed more frequent strategies when learners were younger indicating that they may be sensitive to developmental differences. In the hard tasks, learners responded positively to teacher guidance, but were also more likely to reject the teacher's help, perhaps demonstrating responsibility for their own learning. Findings are discussed in light of current social‐cognitive approaches highlighting the important roles of both teacher and learner during episodes of sibling teaching in middle childhood. Copyright © 2006 John Wiley & Sons, Ltd.     

Social Achievement Goals and Social Adjustment in Adolescence: A Multiple‐Goal Perspective

Adolescents approach social situations with different social achievement goals (i.e., social development goals, demonstration‐approach goals, and demonstration‐avoid goals). Applying a latent profile analysis (LPA), a person‐centered approach, this study identified four groups of adolescents with distinct social goal profiles: approach‐oriented, undifferentiated high, demonstration‐oriented, and undifferentiated low. Observed differences in various indicators of social adjustment, including social anxiety, friendship quality, prosocial behavior as well as aggressive behavior, indicated that the approach‐oriented and undifferentiated high profiles showed most adaptive outcomes, whereas the demonstration‐oriented and undifferentiated low profiles showed maladaptive patterns of social outcomes. Profiles with high levels of social development goals showed the most adaptive social outcomes regardless of the level of demonstration‐oriented goals (i.e., demonstration‐approach and demonstration‐avoid goals). These findings suggest that focusing on high‐quality relationships and developing social competence leads to adequately contending with social challenges, and it provides protection against the negative effects of demonstration‐oriented social goals.     

Individual Differences in Habitual Social Goals and Daily Well‐Being: The Role of Age and Relationship Closeness

There is a robust evidence that social approach goals (i.e. approach of positive social outcomes) have positive consequences and social avoidance goals (i.e. avoidance of negative social outcomes) have negative consequences for subjective well‐being in young adulthood. Little is known about individual differences in social goals in later life. The current diary study with young (n = 212), middle‐aged (n = 232), and older adults (n = 229) tested––and supported––the hypotheses that age (i) differentially predicts the strength of habitual approach and avoidance goals in close and peripheral relationships and (ii) moderates the relation of approach and avoidance goals in peripheral (but not close) relationships and daily outcomes (subjective well‐being, subjective health, and satisfaction with social encounters). Older adults compared to younger adults reported higher levels of avoidance goals in peripheral (but not close) relationships. Younger adults who reported high levels of approach goals and older adults who reported high levels of avoidance goals in peripheral relationships experienced the most positive daily outcomes. In addition, social goals moderated some of the associations between (positive and negative) daily interactions and daily outcomes. Results underscore the importance of the closeness of social partners for individual differences in social goals across adulthood. © 2019 European Association of Personality Psychology     

The watching eyes phenomenon: The role of a sense of being seen and public self‐awareness

In recent years, a growing number of researchers have examined the watching eyes phenomenon (i.e., increased prosocial and decreased antisocial behavior when subtle watching eyes are present in the environment). Somewhat surprisingly, the questions of how and under what conditions subtle cues of being watched operate have been unanswered so far. The present contribution addresses this research gap. In two studies, we document that (a) subtle cues of being watched induce a sense of being seen and (b) chronic public self‐awareness moderates the watching eyes phenomenon in that specifically individuals with strong chronic public self‐awareness show more prosocial behavior under conditions of watching eyes. The applicability of subtle cues of being watched in research on social presence is discussed.     

Social Dominance Orientation and John Henryism at the Intersection of Race and Class

Three studies were conducted to explore the relationship between social dominance orientation (SDO) and John Henryism (JH). Each study was framed using an intersectionality perspective which predicted that specific combinations of social identities would impact endorsement of SDO and JH in unique ways. We hypothesized that upper‐class non‐Whites would be higher in SDO and lower in JH than any other class/race identity combination. As predicted, a Class × Race interaction emerged for both SDO and JH in Study 1 (N = 387), with upper‐class non‐Whites displaying the highest levels of SDO and the lowest levels of JH. Study 2 (N = 340) replicated these findings and also explored the impact of context‐level class on SDO and JH. Using a qualitative method, in Study 3 (N = 23) we found that upper‐class non‐Whites described their social class positions in ways highly consistent with SDO, whereas middle/working‐class non‐Whites described their experiences in ways consistent with JH.     

Political involvement moderates the impact of worldviews and values on SDO and RWA

The Dual Process Model (DPM) of social attitudes and prejudice proposes that Social Dominance Orientation (SDO) and Right Wing Authoritarianism (RWA) reflect two distinct motivational processes. In two studies, we investigated how political involvement moderates the impact of social worldviews and value‐based dimensions on SDO and RWA. We proposed that political involvement constrains SDO, RWA and their antecedents into a tighter left–right ideological dimension, therefore transforming the double dissociation pattern of the DPM into a double additive pattern. As expected, for stronger political involvement, Study 1 (N = 237) showed that SDO and RWA were a function of both the competitive jungle and the dangerous world worldviews, whereas Study 2 (N = 143) pointed out that SDO and RWA were both connected with the value dimensions of self‐enhancement and conservation.     

Children's Theory of Mind,Self‐Perceptions,and Peer Relations: A Longitudinal Study

This longitudinal study explored Theory of Mind (ToM), self‐perceptions, and teacher ratings of peer relations of 91 children (52 females, ages 6–8 years) drawn from two schools situated in a mainly Euro‐Canadian, middle socioeconomic status, semi‐rural central Canadian context. ToM, self‐perceptions, and teacher ratings of peer relations were assessed at Time 1 (T1, M = 6 y 2 m) and 2 years later at Time 2 (T2, M = 8 y 5 m). Findings showed that ToM scores and perceptions of global self‐worth and physical appearance significantly increased with time across both genders. Positive longitudinal associations were found between teacher ratings of sociable peer relations at T1 and children's T2 moral self‐perceptions. A positive longitudinal correlation was found between T1 ToM and T2 teacher ratings of anxious/fearful peer relations. Individual variation in ToM at age 6 predicted teacher ratings of anxious and fearful behaviours in 8 year olds. In contrast, teacher ratings at age 6 did not predict ToM ability in 8 year olds. Educational implications for social and emotional competencies are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Social‐cognitive mediators of the relation of environmental and emotion regulation factors to children's aggression

Tested a theoretical model in which social cognitions about aggression partially mediated the relation of environmental and emotion regulation factors to children's aggressive behavior. An ethnically diverse sample of 778 children (57% girls) in grades 4–6 from both urban and suburban schools participated. Measures included exposure to aggression (seeing/hearing about aggression, victimization), emotion regulation (impulsivity, anger control), social cognitions about aggression (self‐evaluation, self‐efficacy, retaliation approval, aggressive fantasizing, caring about consequences), and aggressive behavior. Results supported the hypothesis that social cognitions mediate the relations of exposure to aggression and anger control to aggressive behavior. Also, social cognitions about direct and indirect aggression differentially predicted the respective behaviors with which they are associated. That is, social cognitions about direct aggression were mediators of direct aggressive behavior, whereas social cognitions about indirect aggression were mediators of indirect aggressive behavior. Finally, gender moderated the relations among the variables such that for girls, retaliation approval beliefs were a strong mediator, whereas for boys, self‐evaluation was more important. Aggr. Behav. 30:389–408, 2004. © 2004 Wiley‐Liss, Inc.     

An Initial Look at Sibling Reports on Children's Behavior: Comparisons with Children's Self-Reports and Relations with Siblings' Self-Reports and Sibling Relationships

The authors examined siblings' reports of children's depression, anxiety, and aggression, and their reports of the sibling relationship, and compared them with children's self-reports. In two samples, including 169 sibling pairs (age M = 9.98 years, SD = 1.51), no significant differences emerged in the levels of depression and anxiety found in siblings' reports of children's behavior and children's self-reports, although siblings reported children to have significantly higher levels of aggression than the children self-reported. Age, the difference in ages between siblings, sex, and sibling sex were not related to siblings' reports of children's behavior. The relations between children's and siblings' reports of children's behavior were significant, yet moderate (average r = .22). Both siblings' self-reports of internalizing behavior and their perceptions of aspects of the sibling relationship (affection, rivalry, hostility, and satisfaction with the sibling relationship) explained significant, and unique, variance in siblings' reports of children's internalizing behavior. The findings for aggressive behavior were similar, although siblings' perceptions of affection in the sibling relationship were not significantly related to their reports of children's aggression. The potential uses and benefits of sibling reports of children's behavior, and sibling and family relationships, are discussed.     

Development of a social emotional information processing assessment for adults (SEIP‐Q)

An expanded self‐report, vignette‐based, questionnaire was developed to assess five components in a social emotional information processing model (SEIP: attribution, emotional response, response valuation, outcome expectancy, response efficacy, and response enactment), first in a population‐based sample (n = 250) and, second in healthy control participants (n = 50) and in those with DSM‐5 Intermittent Explosive Disorder (IED: n = 50). SEIP‐Q vignettes depict, separately, both overtly aggressive and relationally aggressive as well as socially ambivalent scenarios. This expanded SEIP‐Q assessment demonstrated good internal reliability, as well as convergent and discriminant validity, for all five SEIP components. IED participants differed from healthy controls in all SEIP‐Q components. This expanded SEIP‐Q assessment is thus proposed as a reliable and valid method for studying the various stages of SEIP in adult human subjects. Aggr. Behav. 43:47–59, 2017. © 2016 Wiley Periodicals, Inc.     

Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates

Hintsanen, M., Alatupa, S., Pullmann, H., Hirstiö‐Snellman, P. & Keltikangas‐Järvinen, L. (2010). Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates. Scandinavian Journal of Psychology 51, 488–494. The present study examined the validity of self‐ and teacher‐reported social status and its relations to self‐esteem and temperament in a geographically representative cohort of Finnish adolescents (N = 3941, mean age 15.1 years). High agreement was found between self‐ and teacher‐rated social status (r = 0.42). Different aspects of self‐esteem were differently related to social status. When other temperament and self‐esteem variables were included in the analyses, strongest predictor for self‐rated social status in both genders was social self‐esteem (p < 0.01) and for teacher‐rated social status general self‐esteem (p < 0.01). The strongest temperamental predictors of social status were lower inhibition in girls (p < 0.01, self‐ and teacher‐rated) and higher impulsivity (p < 0.01, self‐rated) and activity (p < 0.01, teacher‐rated) in boys. The present findings are consistent with the view that social functioning and peer relations are associated with individual differences in self‐concept and temperament dimensions.