Teacher–child conflict and aggressive behaviour in first grade: the intervening role of children's self‐esteem

High levels of teacher–child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self‐esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18 years) and their teachers from 35 classes in 19 schools who were followed longitudinally throughout first grade. Teacher–child conflict was measured during the first trimester (October to December), children's self‐esteem (three child interviews) during the second trimester (January to March) and children's aggressive behaviour during the first and third trimester (April to June). Teacher–child conflict had a significant indirect effect on changes in children's aggressive behaviour across first grade through its effect on children's self‐esteem. Copyright © 2011 John Wiley & Sons, Ltd.     

Convergent,discriminant, and predictive validity of aggressive driving inventories: they drive as they live

The authors hypothesized that aggressive driving is indicative of a more general trait that leads individuals to behave aggressively in different situations. This hypothesis was tested by having 85 male and 237 female undergraduates complete the Aggression Questionnaire, three measures of aggressive driving (the Driver Anger Scale, Driver Vengeance Questionnaire, and Driving Behavior Inventory), and questions about violating traffic laws. High correlations among the aggressive driving inventories provided evidence for the convergent validity, but a confirmatory factor analyses raised questions about the discriminant validity of aggressive driving inventories. The inventories did not attain significance in hierarchical analyses of traffic violations that controlled for gender, driving experience, and measures of trait aggression. It is concluded that there is little unique about aggressive driving and that individuals drive as they live. Aggr. Behav. 32:89–98, 2006. © 2006 Wiley‐Liss, Inc.     

大学生宽恕行为抑制机制的个体差异多因素系统模型的初步建构

为探讨神经质特质、大学生宽恕行为、焦虑型依恋及攻击型幽默风格之间的关系,选取550名大学生为被试,采用大五人格问卷、情景宽恕问卷、成人依恋问卷及幽默风格量表进行测试。结果表明：（1）神经质对大学生宽恕行为有显著的正向影响,并间接地通过焦虑型依恋对大学生宽恕行为产生作用;（2）攻击型幽默风格在神经质对大学生宽恕行为的影响中起显著的调节作用,具体而言,在高攻击型幽默风格水平下,神经质对大学生宽恕行为的预测更强。     

儿童攻击行为与"心理理论"关系的研究

本研究采用自然观察法评定177名3—4岁儿童的攻击行为。以攻击行为平均分为指标从被观察儿童中选取93名为被试．采用“意外转移”和“欺骗外表”两种实验任务,比较各类攻击儿童的心理理论。本研究得出主要结论：总体而言．攻击儿童与无攻击儿童的心理理论不存在显著差异。间接攻击儿童的心理理论显著高于身体攻击儿童。各类儿童的表征变化不存在显著差异。研究结果支持了我们提出的攻击行为“类型特殊性”假说。     

A taxonomic study of aggression in institutionalized delinquents

The taxonomy of aggressive behavior has been studied by many social scientists. In the present study this topic is approached empirically. A group of convicts were asked to quantify pairwise dissimilarity among aggressive social situations. The data obtained were processed by Multidimensional Scaling. The results show the necessity of taking into account 3 dimensions (justifiability, instrumentality and degree of involvement with the victim) in distinguishing among aggressive episodes. This finding is discussed in terms of cultural differences, and the usefulness of the perception of aggressive episodes as a basis for a taxonomic system is proposed.     

幼儿外倾性与攻击行为的关系:自我控制和母亲温暖教养的调节作用

本研究以上海市某幼儿园的237名3~6岁幼儿为被试,请母亲填写幼儿气质及教养方式问卷,幼儿园教师评定幼儿的攻击行为,探讨幼儿外倾性与攻击行为的关系,以及自我控制和母亲温暖教养方式在其中的保护作用。结果表明,自我控制和母亲温暖可以调节幼儿外倾性与攻击行为的关系。与较低的自我控制和母亲温暖的幼儿相比,幼儿较高的自我控制和母亲温暖,可以弱化外倾性与攻击行为的正向关联。结果揭示了自我控制和母亲温暖对幼儿外倾性具有保护作用,有助于减弱这些个体的攻击行为。     

The form of the soul ― on the body in Freud’s psychoanalysis

To formulate the problem of the relation between body and soul in terms of how one should understand the relation between consciousness and the brain, or in terms of explaining how mind can arise out of matter, is a modern and far from innocent tendency that has instigated the whole spectrum of theories and answers suggested by the philosophy of mind of the so-called Analytic tradition during the 20th century. During the last 5 decades, we have seen a number of attempts at incorporating Freud into this discussion about the relation between body and soul. In this article, the author develops an argument according to which the philosophy of mind of the Analytic tradition is not really an appropriate intellectual environment for Freud´s theory of the body and its constitutive rôle. Rather, we should turn to phenomenology and transcendental philosophy where the body is thematized, not in terms of matter taken to give rise to consciousness in an empirical sense, but rather in terms of the “lived body” that is taken, in a transcendental sense, to constitute the organization of meaning in our conscious and our unconscious psychological life. On the basis of an outline of this phenomenological theory, the author argues that Freud, most of all in his theory of psychosexual development, thematizes the body as the form of the soul.     

Media violence, physical aggression, and relational aggression in school age children: a short-term longitudinal study

Many studies have shown that media violence has an effect on children's subsequent aggression. This study expands upon previous research in three directions: (1) by examining several subtypes of aggression (verbal, relational, and physical), (2) by measuring media violence exposure (MVE) across three types of media, and (3) by measuring MVE and aggressive/prosocial behaviors at two points in time during the school year. In this study, 430 3rd-5th grade children, their peers, and their teachers were surveyed. Children's consumption of media violence early in the school year predicted higher verbally aggressive behavior, higher relationally aggressive behavior, higher physically aggressive behavior, and less prosocial behavior later in the school year. Additionally, these effects were mediated by hostile attribution bias. The findings are interpreted within the theoretical framework of the General Aggression Model.