Social-cognitive processes of severly violent, moderately aggressive, and nonaggressive boys.

Examined social–cognitive processes of aggressive and nonaggressive boys at preadolescent and early adolescent age levels. The social-cognitive variables included processing of cues, attributions, social problem solving, affect labeling, outcome expectations, and perceived competence and self-worth. Results indicated that a wide range of social-cognitive processes is distorted and deficient for violent and moderately aggressive children, and that different types of social cognition contribute unique variance in discriminating among groups. Severely violent boys at both age levels had difficulties with cue recall, attributions, social problem solving, general self-worth, and a pattern of endorsing unusually positive affects that they may experience in different settings. Moderately aggressive boys shared some of the social-cognitive difficulties demonstrated by severely violent boys, but they also displayed indications that their aggression may be more planfully aimed to achieve expected outcomes. When the moderately aggressive and the violent boys differed from the nonaggressive boys on attributional biases and low perceived self-worth, a continuum existed with violent boys displaying more extreme social-cognitive dysfunctions than the moderately aggressive boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Biased decision-making processes in aggressive boys.

Recent evidence has suggested that aggressive boys demonstrate a bias toward attributing hostility to peers in unwarranted circumstances. The present study explored 2 aspects of cognitive processing that might be related to attributional bias: speed of decision making and selective recall of hostile cues. 81 aggressive and nonaggressive boys at 3 age levels (kindergarten–2st grade, 2nd–3rd, and 4th–5th) participated in a detective game in which the task was to accumulate evidence to decide whether or not a peer had acted with benevolence or hostility. Aggressive boys were found to respond more quickly and with less attention to available social cues. They also overattributed hostility to peers in unwarranted circumstances, but only when they responded quickly. This restriction suggests that training aggressive boys to respond more slowly could lead to fewer biased attributions on their part. Selective recall was also related to biased attributions for both groups of boys. This suggests that training boys to recall all cues nonselectively could reduce the frequency of their biased attributions. Results are discussed in terms of a cognitive model of aggressive behavior. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of competitive reward structure and valence of outcome on children's achievement attributions.

Studied how success and failure outcomes occurring under competitive and noncompetitive reward structures influenced children's attributional and affective responses. 40 5th-grade boys solved sets of achievement-related puzzles, working in pairs in which one succeeded and one failed at the task. Results show that the reward structure of the performance setting was an important determinant of self- and interpersonal evaluations. Competitive conditions caused self-punitive behavior for failure outcomes and some ego-enhancing strategies for success outcomes. Failing Ss expressed strong negative affect and perceived themselves as less capable than their successful partners, while successful Ss perceived themselves as more deserving of reward than their failing partners. No differences in self-other attributions or affect were found in noncompetitive conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Heterogeneity of popular boys: Antisocial and prosocial configurations.

This study examined subtypes of popular 4th–6th grade boys (N?=?452). Popular-prosocial (model) and popular-antisocial (tough) configurations were identified by means of teacher ratings and compared with peer and self-assessments and social centrality measures. Peers perceived model boys as cool, athletic, leaders, cooperative, studious, not shy, and nonaggressive. Peers perceived tough boys as cool, athletic, and antisocial. Model boys saw themselves as nonaggressive and academically competent. Tough boys saw themselves as popular, aggressive, and physically competent. Tough boys were disproportionately African American, particularly when African Americans were a minority in their classrooms. Model and tough boys were overrepresented at nuclear social centrality levels. These findings suggest that highly aggressive boys can be among the most popular and socially connected children in elementary classrooms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deviant of diverse peer groups? The peer affiliations of aggressive elementary students.

This study examined peer affiliations of aggressive children in a sample of 948 students (496 girls, 452 boys) from 59 elementary classrooms (4th-6th grades). Groups were identified as zero aggressive, nonaggressive, aggressive, and mixed. The deviant peer group hypothesis was partially supported. Two thirds of aggressive boys and one half of aggressive girls were members of nonaggressive or mixed peer groups. Unpopular aggressive boys were most likely to be members of nonaggressive groups, whereas popular aggressive boys were most likely to be in aggressive and mixed groups. Aggressive and nonaggressive associates tended to he similar on key social characteristics (i.e., popularity, athleticism, leadership). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Outcome and attributional disagreements between students and their teachers.

Teachers' and students' outcome interpretations, attributions for the outcome, expectancies of future exam outcome, and perceptions concerning instrumental actions were compared after a math exam. One third of the students disagreed with their teacher about whether the exam outcome was a success or a failure; teachers evaluated the outcomes more positively than did students. When the students and the teachers agreed on the outcome interpretation, their mean attributional ratings did not apparently differ. However, ratings of teacher–student dyads revealed considerable attributional differences. After perceived failure, the dyadic attributional disagreements were related to disagreements concerning the instrumental actions needed for future success. Also, given failure, the more discrepant the dyad members' views of the stability of the attributions were, the more discrepant were their future expectations. Disagreements between students and teachers concerning outcome evaluation, causal perception, and future expectancy are discussed in terms of students' and teachers' biases. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth.

The authors proposed that reactively aggressive and proactively aggressive types of antisocial youth would differ in developmental histories, concurrent adjustment, and social information-processing patterns. In Study 1, 585 boys and girls classified into groups called reactive aggressive, proactive aggressive, pervasively aggressive (combined type), and nonaggressive revealed distinct profiles. Only the reactive aggressive groups demonstrated histories of physical abuse and early onset of problems, adjustment problems in peer relations, and inadequate encoding and problem-solving processing patterns. Only the proactive aggressive groups demonstrated a processing pattern of anticipating positive outcomes for aggressing. In Study 2, 50 psychiatrically impaired chronically violent boys classified as reactively violent or proactively violent demonstrated differences in age of onset of problem behavior, adjustment problems, and processing problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negative peer reactions from the perspective of the reactor.

Conducted 2 studies to examine negative social reactions from the perspective of rejecting peers. The purpose of Study 1 was to test an attributional model of negative peer reactions in which perceptions of responsibility and specific emotions mediate between deviant peer characteristics and negative social responses. The more children perceived atypical classmates to be responsible for their idiosyncrasies, the more anger and less sympathy they reported. Anger increased rejection and decreased social support, whereas sympathy facilitated social support. In Study 2, the effects of responsibility perceptions and affective reactions (annoyance) on social responses were tested with an experimental design. Perceived responsibility influenced liking and support, whereas annoyance affected sympathy, support, and rejection. The results are discussed with respect to intervention programs that would improve children's social acceptance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aggressive boys' hostile perceptual and response biases: the role of attention and impulsivity

The present study addressed whether (1) aggressive boys show hostile biases or general deficits in social perception, (2) aggressive boys' social perceptual difficulties also characterize isolate and isolate-aggressive children, (3) aggressive, isolate, and isolate-aggressive boys' social perceptual difficulties are attributable to inattention and impulsivity, and (4) aggressive and nonaggressive boys differ in the links between social perception and proposed behavioral responses. Aggressive boys demonstrated hostile biases, but not general deficits, in intention-cue detection relative to average-status boys. Isolate-aggressive boys resembled aggressive boys in social perception, whereas isolate boys showed mild deficits relative to average-status boys. Although isolates' general deficits were predominantly accounted for by inattention and impulsivity, aggressives' and isolate-aggressives' hostile biases remained after these problems were statistically controlled. The aggressive groups proposed aggressive responses much more frequently than the nonaggressive groups following intentions perceived as nonhostile. Measures corresponding to several stages of Dodge's social information processing model discriminated the aggressive from nonaggressive groups, thus providing support for this model.     

An attributional analysis of the development of excuse giving in aggressive and nonaggressive African American boys.

This study examined the effects of age and aggressive status on children's understanding and use of excuses. Younger (3rd–5th grade) and older (6th–8th grade) aggressive and nonaggressive African American boys were first instructed to imagine that they failed to fulfill a social obligation. The cause of the transgression was presented as controllable (e.g., choosing to do something else), and children indicated whether they would reveal that cause or make up an excuse. Next, 4 causes of the same transgression were manipulated to be either controllable or uncontrollable. Children inferred that they would be held more responsible for controllable causes of social misconduct, that these causes would elicit more anger, and that they would be more likely to withhold these causes (i.e., make up an excuse). The linkages between perceived responsibility, anticipated anger, and excuse giving were stronger among older than younger boys and among nonaggressive than aggressive boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguishing risk profiles among parent-only, partner-only, and dually perpetrating physical aggressors.

This study addressed whether and how men and women who are not physically aggressive, physically aggressive toward only their children or their partners, or aggressive toward both children and their partners differ in their risk profiles. Risk factors unrelated to the partner or parenting role (e.g., impulsivity) and specific to one of these roles (e.g., negative parenting attributions or negative partner attributions) were examined using profile analysis. Dually aggressive men and women had the highest overall risk across all types of risk factors; nonaggressive men and women had consistently low risk. Individuals who were aggressive toward only their partners or their children had distinct risk profiles, with highest levels of risk on the role-specific variable sets. With the exception of parent-aggressive-only men, singly aggressive individuals’ risk levels were significantly lower on role-independent and unrelated role-specific risk factors than they were on role-related risk factors. These results suggest theories of partner and parent aggression might gain precision if co-occurrence status were specifically taken into account. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's perceptions of their peer experiences: Attributions, loneliness, social anxiety, and social avoidance.

338 3rd and 5th graders completed a sociometric questionnaire and 3 instruments designed to assess their feelings of loneliness, social anxiety, social avoidance, and their attributions for social outcomes. Results show that children's feelings and attributions varied as a function of peer status, gender, and grade. For example, compared with peers, rejected children reported higher levels of loneliness and were more likely to attribute relationship failures to external causes. Children's feelings were also significantly related to their attributions about social events. Popular, average, and controversial status children who were socially distressed exhibited a non-self-serving attributional style, whereas distressed rejected children exhibited a self-serving attributional pattern. Neglected children who were distressed exhibited elements of both of these attributional styles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social-information-processing factors in reactive and proactive aggression in children's peer groups.

In Study 1, a teacher-rating instrument was developed to assess these behaviors in elementary school children (N?=?259). Reactive and proactive scales were found to be internally consistent, and factor analyses partially supported convergent and discriminant validities. In Study 2, behavioral correlates of these forms of aggression were examined through assessments by peers (N?=?339). Both types of aggression related to social rejection, but only proactively aggressive boys were also viewed as leaders and as having a sense of humor. In Study 3, we hypothesized that reactive aggression (but not proactive aggression) would occur as a function of hostile attributional biases and intention-cue detection deficits. Four groups of socially rejected boys (reactive aggressive, proactive aggressive, reactive-proactive aggressive, and nonaggressive) and a group of average boys were presented with a series of hypothetical videorecorded vignettes depicting provocations by peers and were asked to interpret the intentions of the provocateur (N?=?117). Only the two reactive-aggressive groups displayed biases and deficits in interpretations. In Study 4, attributional biases and deficits were found to be positively correlated with the rate of reactive aggression (but not proactive aggression) displayed in free play with peers (N?=?127). These studies supported the hypothesis that attributional biases and deficits are related to reactive aggression but not to proactive aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race, class, and the attributional process.

Two experiments examined the process and content of attributional thinking in Black and White children who differed in socioeconomic status (SES). In Exp I, 171 7th graders subdivided into middle-SES Black, middle-SES White, low-SES Black, and low-SES White groups imagined that they succeeded or failed at an examination, with the cause of the outcome specified. Their perceptions of the dimensional properties of causes (locus, stability, and controllability), expectancy for success, teacher evaluation, and affective reactions were reported. Similar judgments were made in Exp II, with 148 of the Ss from Exp I, in response to actual rather than hypothetical success and failure, and Ss' causal attributions for their performance were reported. Analyses revealed that Blacks did not display a less adaptive attributional pattern than did Whites following actual performance, and no differences existed in Ss' understanding of the meaning (dimensional placement) of causes. A linkage between the locus of causes and affect also was documented in all race?×?SES groups. In contrast, race and class differences occurred in Ss' perceptions of predicted stability–expectancy and controllability–evaluation causal linkages. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of match importance and gender on the team-serving attributional bias among interdependent sports team players.

This study examined the team-serving attributional bias (TSAB), and moderators of this bias, in sports team players. The authors predicted that, in line with a motivational explanation for TSABs, members of successful teams would make more internal, stable, and controllable attributions than would members of unsuccessful teams, but only after an important match. The authors also examined the impact of gender. After a competitive match, 528 athletes completed a Causal Dimension Scale for Teams and measures of perceived success and match importance. A series of hierarchical multiple regressions indicated that perceptions of success were positively associated with stable, internal, and externally controllable attributions. The authors also found that stability attributions were moderated by gender and match importance, with perceptions of success being positively associated with stable attributions for males regardless of match importance but positively associated with stable attributions only for those females who perceived the match to be important. The results, therefore, provide support for the use of TSABs within sports teams but also indicate that their use may be moderated by gender and match importance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An assessment of the gap between counseling theory and practice.

Used microcounseling procedures to assess differences between intended counseling behavior and actual practice among 43 graduate students in counselor education. A paradigm developed by D. H. Frey was used to divide counseling behavior into 4 types: rational-insight counseling, affective-insight counseling, affective-action counseling, and rational-action counseling. Ss met with 1 of 2 distinctly different coached clients in a 4-min videotaped microcounseling interview in which both self- and peer ratings were obtained. No significant differences were found between intended and actual behavior as perceived by the counselors themselves, but their intended behavior was significantly different from peer perceptions of interview behavior. Client type had no effect. Results indicate that beginning counselors have a need to see their counseling as being theoretically consistent, even when peer ratings indicate a gap between the beginning theoretical stance and actual practice. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A peek behind the fence: Naturalistic observations of aggressive children with remote audiovisual recording.

This article describes a methodology that is uniquely suited to study peer interactions, particularly those of aggressive children. To date, researchers have used laboratory and naturalistic observations to investigate children's aggressive interactions. To overcome difficulties such as the constraints of laboratory situations and reactivity to proximal observations, video cameras and wireless microphones were used in a study of the peer relations of aggressive and nonaggressive children. Details about the equipment and procedures are provided, along with logistical and ethical considerations. Remote audiovisual observations provide a unique opportunity to observe children's interactions that generally occur beyond adults' view. The primary strength of this observational methodology is its external validity. Children being observed are completely mobile on the school playground and are able to choose the activities and partners for their play. The effectiveness of this methodology is illustrated with results from our studies of children on school playgrounds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing teacher and peer perceptions of aggression: An ecological approach.

Teacher and peer perceptions of aggression were investigated in a sample of 899 students. Teachers rated their students in Grades 3–8 on an 8-item scale assessing peer-directed aggression. Students completed a questionnaire within classrooms that measured acceptance, rejection, and peer-directed aggression. Both teachers and peers reported higher levels of aggression in boys than in girls. Teacher and peer perceptions of aggressive behavior were more congruent for boys than for girls, but this congruence differed significantly as a function of ethnicity. Significant differences among individual classrooms also existed in both teacher and peer ratings, as well as in the relationships between the 2 measures. Findings of gender, grade level, ethnic, and classroom differences are compared with previous research, and issues relevant to the identification of highly aggressive youth are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)