"Social–Cognitive influences on change in aggression over time": Erratum.

Reports an error in the original article by S. K. Egan et al (Developmental Psychology, 1998 [Sep], Vol 34[5], 996–1006). On pages 1004–1005, the last sentence of the article should read as follows: "Given that we speculated that the effects of aversive treatment hinge crucially on factors such as timing and whether successful counterattacks occur, such observations, especially if supplemented with measures of social cognitions, might greatly enrich our understanding of how cognition and behavior jointly contribute to social development." The first line of text in the right-hand column on page 1005 should be deleted. (The following abstract of this article originally appeared in record 1998-10846-016.) This study examined whether social cognitions that have been assumed to influence aggression actually forecast change in aggressive habits over time. Participants were 189 3rd- through 7th-grade boys and girls; data on social cognitions and social behaviors were collected in the fall and spring of the school year. Aggression-encouraging cognitions assessed in the fall indeed promoted aggression over the school year, but such developments hinged critically on child sex and on initial (fall) levels of aggression and victimization. Results illustrate the principle that cognitions affect behavioral development mainly when the child's transactions with the social environment support the use of the cognitions as guides for behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changing the way children "think" about aggression: Social-cognitive effects of a preventive intervention.

The study reports social-cognitive outcomes of interventions in a cluster-randomized school-based aggression prevention trial in low and moderate resource urban communities. Targeted social cognitions were aggressive responses, aggressive/prosocial fantasy, and normative beliefs supporting aggression. Participants were 1,484 early elementary school-age children selected for aggression above school medians. Schools received no treatment, curriculum plus teacher consultation (Level A), or Level A plus small-group training (Level B) over 2 years. The Level A condition changed the social cognitions supporting aggression in the desired direction but only in the moderate resource communities. The small-group component did not appear to add to the effect of the Level A condition. Findings suggest that early prevention can modify children's social cognitions in moderate resource communities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interparental conflict, children's social cognitions, and child aggression: A test of a mediational model.

Although correlations between interparental conflict and child maladjustment are well-established, the processes connecting these 2 phenomena are less understood. The present study tested whether an aggressogenic cognitive style mediates the relationship between interparental conflict and child aggression. A multiethnic sample of 115 families with a child between the ages of 7 and 13 years participated. Questionnaires were used to assess parents' and children's perceptions of interparental conflict, children's social problem-solving strategies and beliefs about aggression, and parent and teacher reports of child aggression. Support was found for the mediating effect of aggressogenic cognitions on children's school aggression but not on children's aggression at home. Implications for understanding the associations among interparental conflict, children's social cognitions, and child aggression in different environmental contexts are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social dominance in preschool classrooms.

The authors examined preschoolers' aggressive and cooperative behaviors and their associations with social dominance. First and as predicted, directly observed aggressive interactions decreased across the school year, and same-sex aggression occurred more frequently than cross-sex aggression. Next, the authors examined the relation between aggression and reconciliation, cooperation, and social display variables. Teacher ratings of children's aggression related to observed aggression but not to observed "wins" of aggressive bouts. Instead, wins were related to cooperation and display variables. Finally, they examined the relative power of wins and cooperation in predicting 2 measures of social dominance. After age was controlled, wins alone predicted teacher-rated social dominance. Results are discussed in terms of different forms of competition and how school ethos affects these forms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A school-randomized clinical trial of an integrated social–emotional learning and literacy intervention: Impacts after 1 school year.

Objective: To report experimental impacts of a universal, integrated school-based intervention in social–emotional learning and literacy development on change over 1 school year in 3rd-grade children's social–emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.1% Black/African American, 4.7% non-Hispanic White, and 8.6% other racial/ethnic groups, including Asian, Pacific Islander, Native American) in 18 New York City public elementary schools. Data on children's social–cognitive processes (e.g., hostile attribution biases), behavioral symptomatology (e.g., conduct problems), and literacy skills and academic achievement (e.g., reading achievement) were collected in the fall and spring of 1 school year. Results: There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined. These include children's self-reports of hostile attributional biases (Cohen's d = 0.20) and depression (d = 0.24). As expected based on program and developmental theory, there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression (d = 0.32–0.59) on 4 other outcomes: children's self-reports of aggressive fantasies, teacher reports of academic skills, reading achievement scaled scores, and children's attendance. Conclusions: This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better understanding of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding. The first-year impacts, combined with our knowledge of sustained and expanded effects after a second year, provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program.

PeaceBuilders is a universal, elementary-school-based violence prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior. Eight matched schools (N > 4,000 students in Grades K-5) were randomly assigned to either immediate postbaseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, significant gains in teacher-reported social competence for students in Grades K-2, in child self-reported peace-building behavior in Grades K-5, and reductions in aggressive behavior in Grades 3-5 were found for PBI but not PBD schools. Differential effects in Year 1 were also observed for aggression and prosocial behavior. Most effects were maintained in Year 2 for PBI schools, including increases in child prosocial behavior in Grades K-2. Implications for early universal school-based prevention and challenges related to evaluating large-scale prevention trials are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automatic cognitions and teen dating violence.

Objective: The present research examined whether the level of aggression in automatic cognitions was positively associated with teen dating violence after accounting for more consciously controlled, self-reported attitudes about dating violence. Method: At baseline, 95 teens who had been remanded to the juvenile court system because of antisocial behavior completed a word-completion task designed to measure the level of aggression in their automatic cognitions. Teens also completed questionnaire measures of attitudes about dating violence and dating violence perpetration during the previous three months, and then provided data on dating violence perpetration every two weeks over a 3-month follow-up period. Results: The level of aggression in automatic cognitions was positively associated with dating violence perpetration after accounting for teens' self-reported attitudes about dating violence. This pattern of results emerged with both concurrent and prospective associations. It is noteworthy that aggression in automatic cognitions also predicted changes in dating violence perpetration over the 3-month follow-up period, even after controlling for baseline levels of the perpetration of dating violence and teens' self-reported attitudes about dating violence. Conclusions: These findings suggest that theoretical models of teen dating violence should consider the role of automatic as well as more consciously controlled cognitive processes in the perpetration of teen dating violence. In addition, clinical efforts to reduce teen dating violence might benefit from targeting automatic as well as more controlled cognitive processes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Predicting early adolescent disorder from childhood aggression and peer rejection.

Two large cohorts of Black 3rd-grade children from low-income families were followed into early adolescence. Adjustment at the end of the 1st year of middle school was assessed by teacher and parent ratings and by adolescent self-reports. Childhood peer social status predicted parent-reported externalized and internalized disorder and self-reported internalized disorder. Childhood aggression predicted self-reported externalized and internalized disorder and parent-reported externalized disorder. Teacher ratings of school adjustment were predicted by aggression, rejection, and sex of the child. Consensus judgments of poor adjustment were predicted by both aggression and peer rejection, with sex moderating the effect of peer rejection. Both childhood aggression and peer rejection appear to be significant predictors of adolescent disorder, with each making a predictive contribution uniquely its own. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School experiences predicting changes in self-esteem of sixth- and seventh-grade students.

The impact of school experiences on students' self-esteem was estimated using a longitudinal study of sixth- and seventh-grade students. Self-esteem was measured in the fall and spring of each year, at three levels—global, academic, and discipline specific. A multiple regression analysis assessed the impact of grades, school climate, teacher evaluations of work habits and social habits, awards and participation during the year, and student ratings of teachers on self-esteem changes from fall to spring. In all tests, school climate and evaluations by teachers had significant effects on self-esteem. Grades were more important for discipline-specific self-esteem than for global or academic self-esteem. The influences were not constant from year to year, which suggests the importance of specific teachers and specific experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's normative beliefs about aggression and aggressive behavior.

Normative beliefs have been defined as self-regulating beliefs about the appropriateness of social behaviors. In 2 studies the authors revised their scale for assessing normative beliefs about aggression, found that it is reliable and valid for use with elementary school children, and investigated the longitudinal relation between normative beliefs about aggression and aggressive behavior in a large sample of elementary school children living in poor urban neighborhoods. Using data obtained in 2 waves of observations 1 year apart, the authors found that children tended to approve more of aggression as they grew older and that this increase appeared to be correlated with increases in aggressive behavior. More important, although individual differences in aggressive behavior predicted subsequent differences in normative beliefs in younger children, individual differences in aggressive behavior were predicted by preceding differences in normative beliefs in older children. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The role of proactive and reactive aggression in the formation and development of boys' friendships.

This study tested the hypothesis that friends are more similar in proactive aggression than in reactive aggression. Interpersonal processes that may account for this similarity (i.e., selection and mutual influence) were also examined. In the fall and spring of the school year, the friendships of 185 4th-, 5th-, and 6th-grade boys were identified. Proactive and reactive aggressive behavior were assessed with a teacher-rating instrument for each boy. The results support the general hypothesis and suggest that proactively aggressive boys tend to select proactively aggressive peers as friends; however, mutual influence between stable friends does not appear to account for similarity. These findings are discussed within the framework of G. R. Patterson, J. B. Reid, and T. J. Dishion's (1992) theory of antisocial behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Desensitization to media violence: Links with habitual media violence exposure, aggressive cognitions, and aggressive behavior.

This study examined the links between desensitization to violent media stimuli and habitual media violence exposure as a predictor and aggressive cognitions and behavior as outcome variables. Two weeks after completing measures of habitual media violence exposure, trait aggression, trait arousability, and normative beliefs about aggression, undergraduates (N = 303) saw a violent film clip and a sad or a funny comparison clip. Skin conductance level (SCL) was measured continuously, and ratings of anxious and pleasant arousal were obtained after each clip. Following the clips, participants completed a lexical decision task to measure accessibility of aggressive cognitions and a competitive reaction time task to measure aggressive behavior. Habitual media violence exposure correlated negatively with SCL during violent clips and positively with pleasant arousal, response times for aggressive words, and trait aggression, but it was unrelated to anxious arousal and aggressive responding during the reaction time task. In path analyses controlling for trait aggression, normative beliefs, and trait arousability, habitual media violence exposure predicted faster accessibility of aggressive cognitions, partly mediated by higher pleasant arousal. Unprovoked aggression during the reaction time task was predicted by lower anxious arousal. Neither habitual media violence usage nor anxious or pleasant arousal predicted provoked aggression during the laboratory task, and SCL was unrelated to aggressive cognitions and behavior. No relations were found between habitual media violence viewing and arousal in response to the sad and funny film clips, and arousal in response to the sad and funny clips did not predict aggressive cognitions or aggressive behavior on the laboratory task. This suggests that the observed desensitization effects are specific to violent content. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Who is most at risk for school removal? A multilevel discrete-time survival analysis of individual- and context-level influences.

The focus of this study was to prospectively investigate the effect of aggressive behavior and of classroom behavioral context, as measured in the fall of 1st grade, on the timing of 1st school removal across Grades 1–7 in a sample of predominately urban minority youths from Baltimore, Maryland. Using a multilevel discrete-time survival framework, we found that demographic characteristics of the students as well as early individual- and classroom-level of aggression contribute to the onset of school removal. Although early individual aggression was positively associated with the risk of school removal, initially higher levels of classroom aggression corresponded to lower risk of school removal. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior.

The purpose of this longitudinal study was to identify subgroups of rejected boys with different developmental pathways of aggression and prosocial behavior across the elementary school years. Peer, teacher, and parent reports and behavior observations yielded composite scores for aggression and prosocial behavior at 3 measurement waves. A cluster analysis with these composites on 87 initially rejected boys identified 4 subgroups with different developmental pathways of prosocial behavior and aggression that were associated with different patterns of sociometric acceptance and rejection over time and with social emotional adjustment in the last measurement wave. Changes in acceptance and rejection tend to precede changes in aggression and prosocial behavior. Cluster differences on social emotional adjustment indicators converged into 1 moderately discriminating factor, Social Maladaptation in Peer-Oriented Behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does low self-regard invite victimization?

Two hypotheses were tested. The first was that low self-regard contributes over time to victimization by peers. The second was that behavioral vulnerabilities (e.g., physical weakness, manifest anxiety, poor social skills) are more likely to lead to victimization over time when children have low self-regard than when they are "self-protected" by healthy self-regard. Participants were 189 third-through 7th-grade boys and girls; data were collected in the fall and the spring of the school year. Both hypotheses were supported, especially when self-regard was assessed in terms of self-perceived peer social competence. In addition, the experience of being victimized led to diminished self-regard over time. Poor self-concept may play a central role in a vicious cycle that perpetuates and solidifies a child's status as a victim of peer abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental investigation of social aggression among children.

Social aggression consists of actions directed at damaging another's self-esteem, social status, or both, and includes behaviors such as facial expressions of disdain, cruel gossiping, and the manipulation of friendship patterns. In Study 1, 4th, 7th, and 10th graders completed the Social Behavior Questionnaire; only boys viewed physical aggression as more hurtful than social aggression, and girls rated social aggression as more hurtful than did boys. In the 1st phase of Study 2, girls participated in a laboratory task in which elements of social aggression were elicited and reliably coded. In the 2nd phase of Study 2, another sample of participants (elementary, middle, and high school boys and girls) viewed samples of socially aggressive behaviors from these sessions. Girls rated the aggressor as more angry than boys, and middle school and high school participants viewed the socially aggressive behaviors as indicating more dislike than elementary school children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sphingosine 1-phosphate is a blood constituent released from activated platelets, possibly playing a variety of physiological and pathophysiological roles

Two hypotheses were tested. The first was that low self-regard contributes over time to victimization by peers. The second was that behavioral vulnerabilities (e.g., physical weakness, manifest anxiety, poor social skills) are more likely to lead to victimization over time when children have low self-regard than when they are "self-protected" by healthy self-regard. Participants were 189 third-through 7th-grade boys and girls; data were collected in the fall and the spring of the school year. Both hypotheses were supported, especially when self-regard was assessed in terms of self-perceived peer social competence. In addition, the experience of being victimized led to diminished self-regard over time. Poor self-concept may play a central role in a vicious cycle that perpetuates and solidifies a child's status as a victim of peer abuse.     

Before children: Preparenthood cognitions of distressed and husband-to-wife aggressive couples.

Positive and negative cognitions about parenthood were assessed in a sample of recently married childless spouses who were in nondistressed, distressed, and husband-to-wife (H-to-W) aggressive marriages (328 husbands and 331 wives). As predicted, maritally distressed spouses held more negative cognitions about parenthood than did nondistressed spouses. Results indicated that spouses in H-to-W aggressive marriages expected parenthood to be a more unpredictable and difficult job than spouses in marriages not involving H-to-W aggression. Wives also reported more fears that having a child would result in a loss of freedom than did husbands. No distress, H-to-W aggression level, or gender differences were obtained for positive preparenthood cognitions. Finally, wives' but not husbands' positive and negative preparenthood cognitions at 6 months of marriage were able to predict parenthood status at 30 months of marriage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between classroom behavior and academic achievement.

To investigate the relationship between classroom behavior patterns and academic achievement, multiple regression procedures were carried out in which the frequencies of 12 behaviors were used to predict the achievement scores of 90 2nd graders. Ss, with an average IQ of 98.69, were observed for 5-min periods on each of 4 days during language arts in the fall of the school year and again in the spring. The final multiple R between fall behavior patterns and fall achievement was .63, and that between spring behavior patterns and spring achievement was .51. The final multiple R for predicting spring achievement from fall behavior was .60. Of particular interest was the finding that the predictive value of combinations of discrete behaviors compared favorably to that obtained from IQ tests (r = .70), and that the addition of behavioral information to test information provided a more accurate prediction of achievement over the school year than that obtained by either alone. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer experiences and social self-perceptions: A sequential model.

This study evaluated a social process model describing how aggression and withdrawal lead to negative social self-perceptions. The model posited both direct (i.e., cognitions associated with withdrawal) and indirect (i.e., mediations of negative peer status and peer experiences) influences. Eight- to 10-year-old children (n?=?793) completed peer assessment measures of aggression, withdrawal, peer status, victimization and affiliations, and self-reports of loneliness, perceived acceptance, and perceived behavior–conduct. As expected, the model was supported for social self-perceptions but not for perceived behavior–conduct. Withdrawn behavior uniquely predicted social self-perceptions. Both negative peer status and peer victimization successively mediated the impact of social behavior on loneliness and perceived acceptance. Classroom affiliations did not mediate social self-perceptions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)