Evaluative factors in social problem solving by aggressive boys

Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2– 3 and 5–6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a second-best solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as wouldn't care or as not unhappy. In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers.The authors would like to thank the staff of the Santa Barbara, City and County school districts for their cooperation.