Antecedents and consequences of boys' depression and aggression: Family and school linkages.

This study, conducted with 246 mothers and sons, examined the influences of change in marital conflict and mother–son aggression on boys' aggression and depression and how boys' aggression and depression contributed to their being disliked by their peers. There was also interest in how boys' family and peer experiences contributed to their subsequent behavior. Boys who experienced increases in marital conflict were more depressed, whereas boys who experienced negative interactions with their mothers were more aggressive. Boys who were either depressed or aggressive were more disliked by their peers, and being disliked was associated with aggressive behavior subsequently. However, being depressed appeared to attenuate the negative effect of being disliked by one's peers. The association between boys' earlier aggression and their subsequent aggression with their peers was mediated by dislike by their peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of parenting as predictors of boys' sibling and peer relations

This study included 71 target boys (8 to 10 years), their siblings, and mothers to examine the relations among mothering, fathering, sibling aggression, and peer outcomes. Siblings whose mothers were known to be more rejecting were observed and reported to be more aggressive with one another than siblings whose mothers were less rejecting. Moreover, boys who experienced more aggressive sibling interactions were more likely to be nominated by their peers as being aggressive and were less accepted by their peers. Although fathering failed to evince a direct influence on sibling aggression, an indirect effect was evidenced in that less accepting fathering related to more rejecting mothering. It appeared that boys' aggressive experiences with their siblings mediated, in part, the association between maternal rejection and their peer aggression and that peer aggression was a mediating link between sibling aggression and boys' acceptance by their peers.     

Predicting boys' social acceptance and aggression: The role of mother–child interactions and boys' beliefs about peers.

Seven- to 9-year-old boys (N?=?177) and their mothers participated in this study in which the associations between boys' experiences with their mothers, their beliefs about familiar and unfamiliar peers, and their peer adjustment were examined across a 2-year period. Boys' negative behavior with mothers was associated with their having more negative beliefs about familiar and unfamiliar peers and with their being more aggressive and less well-liked. Beliefs about familiar peers predicted changes in boys' social acceptance, whereas negative beliefs about unfamiliar peers predicted changes in aggression. In addition, boys' beliefs about peers changed in response to their social experience. The implications of these findings for children's social development are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The dyadic nature of social information processing in boys' reactive and proactive aggression.

The correlation between boys' social cognitions and their aggressive behavior toward peers was examined as being actor driven, partner driven, or dyadic relationship driven. Eleven groups of 6 familiar boys each (N?=?165 dyads) met for 5 consecutive days to participate in play sessions and social-cognitive interviews. With a variance partitioning procedure, boys' social-cognitive processes were found to vary reliably across their dyadic relationships. Furthermore, mixed models regression analyses indicated that hostile attributional biases toward a particular peer were related to directly observed reactive aggression toward that peer even after controlling for actor and partner effects, suggesting that these phenomena are dyadic or relationship oriented. On the other hand, the relation between outcome expectancies for aggression and the display of proactive aggression appeared to be more actor driven and partner driven that dyadic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's relationships with peers: differential associations with aspects of the teacher-child relationship

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.     

Attributional Biases in Aggressive Children and Their Mothers.

To investigate if mothers and their aggressive children share the tendency to infer hostile motives from others' behavior in ambiguous social situations, 100 pairs of mothers and their clinic-referred or comparison children (50 boys and 50 girls) were asked to interpret hypothetical situations involving both overtly and relationally provocative scenarios. Results replicated previous findings of studies on social information processing of aggressive children and extended the findings to mothers of aggressive children. Findings were generally consistent with the hypothesis that mothers of aggressive children tend to view others' ambiguous actions as hostile, increasing the probability of responding with aggression and, in effect, modeling a hostile attributional bias for their children. Examinations of mothers' and their children's attributional and behavioral intentions suggested that mothers' and daughters' attributions and behavioral intentions were significantly correlated, whereas mothers' and sons' were not. Gender effects with regard to provocation type are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When syndromal similarity obscures functional dissimilarity: Distinctive evoked environments of externalizing and mixed syndrome boys.

This research examined how syndromal approaches to assessment can obscure differences between children in the quality of their social interactions. Mixed boys (high for externalizing and internalizing problems) showed heterogeneity in the responses they evoked from others: For one subgroup, aggression and withdrawal evoked aversive responses from others, and even prosocial behavior evoked hostile peer responses; for the other, aggression and withdrawal evoked positive peer responses. Externalizing boys also showed heterogeneity in the patterning of their evoked responses. Within-group heterogeneity was not explained by boys' syndrome scores but was linked to their reactions to specific antecedent events. The results illustrate how a contextualized analysis of behavior can reveal distinctive social interactional patterns that underlie similar overall rates of problem behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aggression toward female partners by at-risk young men: The contribution of male adolescent friendships.

Deviancy training was examined as a risk factor for physical and psychological aggression toward a female partner among boys and young men in the Oregon Youth Study. Hostile talk about women during videotaped male friendship interactions was hypothesized to indicate a process by which aggression toward women is reinforced within male peer networks. Both antisocial behavior and hostile talk were predicted to be associated with later aggression toward a female partner. Prospective developmental models were tested from 9–10 years of age through young adulthood. Findings indicated that the relation of deviant peer association in adolescence and later aggression toward a partner was mediated by antisocial behavior; observed hostile talk about women with male peers explained additional variance in aggression toward a partner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self- and peer perceptions and attributional biases of aggressive and nonaggressive boys in dyadic interactions.

This study assessed differences in self-perceptions, peer perceptions, and attributions of relative responsibility for 20 aggressive and 18 nonaggressive boys. Subjects completed semantic differential ratings of themselves and of their peer partners following a brief competitive dyadic discussion, and research assistants also rated videotapes of the interactions. The four experimental cells consisting of aggressive and nonaggressive subjects interacting with similar and opposite-status peers were found to be appropriately comparable on actual behavior during the interaction task. The results indicate that aggressive boys' perceptual and attributional biases do operate in actual social interactions. In comparison with nonaggressive boys, aggressive boys minimized their perceptions of their own aggressiveness and perceived their peer partners as more aggressive than they themselves were. An opposite pattern was found for nonaggressive boys. The differences in perceptions and attributions were significantly evident only in dyads of boys with different behavioral status. The implications of this attributional pattern for perceived responsibility are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

It takes two to fight: A test of relational factors and a method for assessing aggressive dyads.

Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When the social relations model was used, relationship effects accounted for equally as much of the variance in total aggression and proactive aggression as either actor or target effects. Mutually aggressive dyads displayed twice as much total aggression as randomly selected dyads. Members of mutually aggressive dyads attributed greater hostile intentions toward each other than did randomly selected dyads, which may serve to explain their greater aggression toward each other. The importance of studying relational factors, including social histories and social–cognitive processes, is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal attributions and perinatal depression.

85 1st-time mothers (18–35 yrs old) were followed from the 3rd trimester of pregnancy through the 2nd mo after childbirth. Initial attributional style was assessed (Attributional Style Questionnaire; ASQ) as well as causal attributions for a range of naturally occurring stressful events. Ss were assessed for level of depression with the Beck Depression Inventory and the Hamilton Rating Scale for Depression at 3 points. Pregnancy scores on the ASQ predicted level of postpartum depression among Ss who were not depressed during pregnancy. However, among Ss who were depressed during pregnancy, the ASQ was not a significant predictor of postpartum depression. Speed of recovery from postpartum depressive symptoms was significantly predicted by the ASQ. Other results indicate that the ASQ was not a good predictor of causal attributions for naturally occurring stressful events. Attributional style had a direct relationship to subsequent depression, rather than an indirect relationship mediated by causal attributions for actual stressful events. Unless findings can be attributed to problems in the measurement of attributions for actual events, modifications in the reformulated learned helplessness model may be indicated. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.

Direct and indirect precursors to parents' harsh discipline responses to hypothetical vignettes about child misbehavior were studied with data from 978 parents (59% mothers; 82% European American and 16% African American) of 585 kindergarten-aged children. SEM analyses showed that parents' beliefs about spanking and child aggression and family stress mediated a negative relation between socioeconomic status and discipline. In turn, perception of the child and cognitive-emotional processes (hostile attributions, emotional upset, worry about child's future, available alternative disciplinary strategies, and available preventive strategies) mediated the effect of stress on discipline. Similar relations between ethnicity and discipline were found (African Americans reported harsher discipline), especially among low-income parents. Societally based experiences may lead some parents to rely on accessible and coherent goals in their discipline, whereas others are more reactive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preventing problems with boys' noncompliance: Effects of a parent training intervention for divorcing mothers.

This study provided a randomized, experimental test of the efficacy of a parent training intervention on coercive discipline, positive parenting practices, and child noncompliance in a sample of 238 divorcing mothers and their sons in Grades 1–3. Intervention effects were evaluated 5 times from baseline to 30 months. The intervention produced enduring benefits to coercive discipline, positive parenting, and boys' noncompliance. These benefits followed a classic prevention effect: Mothers and sons in the experimental group maintained stable outcome trajectories, whereas those in the control group deteriorated. The intervention's impact on boys' noncompliance was mediated independently by its impact on coercive discipline and positive parenting. Change in positive parenting was more strongly associated with change in noncompliance than was change in coercive discipline, although each explained unique variance in change in noncompliance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stressful life events, psychological well-being, and parenting in African American mothers.

The association of stressful negative life events with mothers' psychological well-being and parenting was examined in 79 African American mothers living in 1 and 2-percent households. Findings reveal that family disruption and work problems were associated with lower maternal acceptance. Family disruption was also positively associated with mothers' firm control of behavior. Family disruption and work-related stress also were negatively associated with mothers' self-esteem. Health-related stress was positively related to mothers' psychological distress. Mothers' self-esteem was positively associated with mothers' acceptance and negatively related to firm control. Mothers' self-esteem mediated the association of family disruption and work-related stress with mothers' acceptance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affective predictors of preschoolers' aggression and peer acceptance: Direct and indirect effects.

Observational assessments were made of 51 preschoolers' (mean age?=?53.25 months) peer aggression and emotional displays outside of (baseline) and during aggressive interactions, and their emotion knowledge and peer acceptance were also assessed. Results indicated that the connections between children's affective dispositions and their aggression and peer acceptance varied as a function of both the emotion context (baseline vs. aggression related) and the particular emotion involved (happiness vs anger). Emotion knowledge and affective dispositions overlapped little with each other, and both made independent contributions to peer acceptance and aggression. Mediation analyses revealed, however, that the significant connections between children's emotional dispositions and knowledge and their peer acceptance were mostly mediated by aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Q-sort assessment of attachment security during the preschool years: Links from home to school.

This study investigated relations among preschoolers' secure-base behavior with mother at home, stressful family conditions, and qualities of developing relationships with peers and teachers in preschool. Preschool-age children (N?=?94; 51 boys and 43 girls) and their mothers were observed during multiple home visits, and their security of attachment was assessed with the Attachment Q-Set. Children in families with lower levels of stress had more secure attachment relationships with mothers. Both boys and girls who were less securely attached to their mothers expressed significantly more anger-aggression in preschool. For boys, higher levels of family stress were also significantly related to anger-aggression and to social competence in preschool. In addition. boys who were more securely attached to their mothers were more securely attached to their preschool teachers and were more popular with peers in preschool. (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)     

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)