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VICTIMIZATION: ASSESSMENT, DEVELOPMENTAL TRENDS, AND RELATION TO SOCIOMETRIC STATUS AND AGGRESSION
Title
VICTIMIZATION: ASSESSMENT, DEVELOPMENTAL TRENDS, AND RELATION TO SOCIOMETRIC STATUS AND AGGRESSION.
Creator
KUSEL, SARA J., Florida Atlantic University
Abstract/Description
The objective of this study was to develop a peer nominating instrument for identifying children victimized by their peers. Results supported the reliability and validity of the Children's Aggression and Victimization Inventory (CAVI). Test items were highly intercorrelated; test-retest stability was high; consensus among peers on victim nominations was strong. A secondary goal was to assess developmental trends in victimization. Between the third and sixth grades, physical victimization...
Show moreThe objective of this study was to develop a peer nominating instrument for identifying children victimized by their peers. Results supported the reliability and validity of the Children's Aggression and Victimization Inventory (CAVI). Test items were highly intercorrelated; test-retest stability was high; consensus among peers on victim nominations was strong. A secondary goal was to assess developmental trends in victimization. Between the third and sixth grades, physical victimization decreased while verbal victimization remained level. Rates of victimization were greater for boys than for girls. A final aim was to search for links between the CAVI victim scale and aggression, intelligence and sociometric status. Aggression and victimization were independent of one another but both contributed significantly to children's rejection by peers. Implications of the research and suggestions for future uses of the CAVI are discussed.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/14391
Subject Headings
Aggressiveness in children
Format
Document (PDF)
Cognitive mediation and response generation in victimized children
Title
Cognitive mediation and response generation in victimized children.
Creator
Williard, Jean Carlisle, Florida Atlantic University
Abstract/Description
It was hypothesized that victimized children are less able than other children to think of competent responses when in danger of being attacked by a peer. Two other factors hypothesized to influence the ability to generate competent responses were the subject's level of aggressiveness and the subject's sex. Subjects were 48 third through sixth graders. Children were read four scenarios describing provocative behavior toward them by a peer and asked to state all the things a child might do if...
Show moreIt was hypothesized that victimized children are less able than other children to think of competent responses when in danger of being attacked by a peer. Two other factors hypothesized to influence the ability to generate competent responses were the subject's level of aggressiveness and the subject's sex. Subjects were 48 third through sixth graders. Children were read four scenarios describing provocative behavior toward them by a peer and asked to state all the things a child might do if the situation really happened. Results indicated that victim girls generated more incompetent responses than control girls (when controlled for redundancy), but victim status did not influence boy's data. Deficits were also found for high aggressive children and boys in their greater production (uncorrected for redundancies) of incompetent responses that were aggressive. It was concluded that victimized girls, but not boys may have cognitive deficits in response generation processes.
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Date Issued
1988
PURL
http://purl.flvc.org/fcla/dt/14483
Subject Headings
Social perception in children, Aggressiveness in children
Format
Document (PDF)
Stability of victimization in elementary school children
Title
Stability of victimization in elementary school children.
Creator
Epstein, Adam Matthew, Florida Atlantic University, Perry, David G.
Abstract/Description
The stability of victimization (and of related variables, such as aggression and rejection) was explored over a two-year period. Subjects were 135 elementary school children (third through sixth graders) who were given the Victimization and Aggression Inventory (VAI) as well as a sociometric status measure. Two years later the measures were readministered. All three variables (victimization, aggression, and rejection) were found to be moderately stable over the two-year period, but stability...
Show moreThe stability of victimization (and of related variables, such as aggression and rejection) was explored over a two-year period. Subjects were 135 elementary school children (third through sixth graders) who were given the Victimization and Aggression Inventory (VAI) as well as a sociometric status measure. Two years later the measures were readministered. All three variables (victimization, aggression, and rejection) were found to be moderately stable over the two-year period, but stability varied with measure and with cohort (grade of child at first testing). Aggression was stable for all four cohorts whereas victimization was stable only for the older cohorts. Partial correlations revealed that the stability of victimization, but not aggression, was dependent to a large degree on children's rejection scores. Hierarchical regression analyses yielded evidence consistent with the hypothesis that rejection causes victimization.
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Date Issued
1990
PURL
http://purl.flvc.org/fcla/dt/14596
Subject Headings
Aggressiveness in children, Social perception in children
Format
Document (PDF)
AGGRESSIVE AND NONAGGRESSIVE BOYS' AND GIRLS' VALUATIONS OF THE OUTCOMES OF AGGRESSION
Title
AGGRESSIVE AND NONAGGRESSIVE BOYS' AND GIRLS' VALUATIONS OF THE OUTCOMES OF AGGRESSION.
Creator
BOLDIZAR, JANET P., Florida Atlantic University
Abstract/Description
This research was designed to test the hypothesis that, compared to nonaggressive children and girls, aggressive children and boys would assign more value to the beneficial outcomes of aggression and less value to the detrimental outcomes of aggression. A secondary goal of the research was to orthogonally examine the effects of subject sex and target sex on children's cognitions about the outcomes of aggression, as these two factors have been confounded in previous studies by asking children...
Show moreThis research was designed to test the hypothesis that, compared to nonaggressive children and girls, aggressive children and boys would assign more value to the beneficial outcomes of aggression and less value to the detrimental outcomes of aggression. A secondary goal of the research was to orthogonally examine the effects of subject sex and target sex on children's cognitions about the outcomes of aggression, as these two factors have been confounded in previous studies by asking children to report cognitions about aggressing against a same-sex target. Eighty-eight subjects were selected from the third through sixth grades to represent equal numbers of aggressive and nonaggressive boys and girls. The valuation questionnaire to which children responded consisted of six domains of consequences presented in vignettes in which the child is asked to imagine that s/he has been provoked by a classmate and is thinking about aggressing against that peer. The outcome domains were derived from social learning theory and included tangible rewards, status concerns, retaliation concerns, victim suffering, peer disapproval, and negative self-evaluation. Results confirmed the hypotheses that, compared to nonaggressive children and girls, aggressive children and boys cared more about the beneficial status gains of aggression and less about retaliation, victim suffering, peer disapproval, and negative self-evaluations. In addition, subject sex effects were not diminished by the orthogonal manipulation of target sex, although male targets did elicit greater concerns about retaliation and tangible rewards. A subject sex by target sex interaction suggested, however, that concerns about aggressive outcomes were more pronounced with same-sex targets, especially for boys. Finally, a second, shorter questionnaire explored possible relationships between outcome valuations and expectations by asking children to rate both the importance and likelihood of each of the six domains of consequences in four additional vignettes. Results indicated some differences among aggressive and nonaggressive boys and girls in the extent to which the ratings were correlated, suggesting that a more complete understanding of the social cognitive mediators of aggression in children might be gained from independent assessment of both outcome valuations and expectations.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/11900
Subject Headings
Aggressiveness in children, Child psychology
Format
Document (PDF)
ROLE OF PERCEIVED SELF-EFFICACY AND OUTCOME-EXPECTANCIES IN THE MEDIATION OF AGGRESSIVE BEHAVIOR
Title
ROLE OF PERCEIVED SELF-EFFICACY AND OUTCOME-EXPECTANCIES IN THE MEDIATION OF AGGRESSIVE BEHAVIOR.
Creator
RASMUSSEN, PAUL RONALD., Florida Atlantic University
Abstract/Description
This thesis explored relationships between aggression in elementary school children and two classes of social cognitions that might influence children's decisions about whether to behave aggressively. A first study compared aggressive and nonaggressive children's perceptions of their abilities to perform aggression and related behaviors (or their "perceptions of self-efficacy" for the.:se behaviors). Compared to nonaggressive children, aggressive subjects reported that it is easier to perform...
Show moreThis thesis explored relationships between aggression in elementary school children and two classes of social cognitions that might influence children's decisions about whether to behave aggressively. A first study compared aggressive and nonaggressive children's perceptions of their abilities to perform aggression and related behaviors (or their "perceptions of self-efficacy" for the.:se behaviors). Compared to nonaggressive children, aggressive subjects reported that it is easier to perform aggression and more difficult to inhibit aggression, but they did not differ in reported ease of performing prosocial behavior or engaging in verbal persuasion. A second study compared aggressive and nonaggressive children's beliefs about the reinforcing and punishing consequences of aggression (or their "response-outcome expectations"). Aggressive children were more confident that aggression would produce tangible rewards and reduce aversive treatment. It was suggested that cognitive models of aggression, such as that proposed by Dodge, may profit from inclusion of concepts from cognitive social learning theory.
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Date Issued
1985
PURL
http://purl.flvc.org/fcla/dt/14265
Subject Headings
Aggressiveness in children, Children--Attitudes
Format
Document (PDF)
DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY
Title
DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY.
Creator
Valdés, Olivia, Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description
Behavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression and internalizing symptoms. The model postulates that aggression leads to increases in peer rejection, which, in turn, contributes to internalizing symptoms. This study tests pathways posited by the failure model, examining direct and indirect longitudinal effects. Direct effects models examined...
Show moreBehavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression and internalizing symptoms. The model postulates that aggression leads to increases in peer rejection, which, in turn, contributes to internalizing symptoms. This study tests pathways posited by the failure model, examining direct and indirect longitudinal effects. Direct effects models examined associations between reactive aggression and internalizing problems, reactive aggression and peer rejection, and peer rejection and internalizing symptoms. A mediation model examined the indirect effect of reactive aggression to internalizing symptoms, via peer rejection. Because distinct components of the failure model are presumed to share genetic influences, removing potential genetic contributions is important when examining the environmental influences over developmental pathways posited by the model. To this end, longitudinal tests were conducted with traditional (non-genetically controlled) and MZ twin difference (genetically controlled) designs. The latter disentangled nonshared environment effects from those for genetic factors from environmental factors.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013578
Subject Headings
Behavior disorders in children, Aggression, Behavior genetics
Format
Document (PDF)
The behavioral attributes of victimized children
Title
The behavioral attributes of victimized children.
Creator
Pierce, Sharon Louise., Florida Atlantic University, Perry, David G.
Abstract/Description
Based on a peer nomination device measuring victimization and aggression (VAI), 172 children from grades four through seven were classified into four subgroups: aggressive victims, nonaggressive victims, aggressive nonvictims, and nonaggressive nonvictims. Another peer nomination inventory measuring 13 behavioral attributes (BAI) was used to assess behaviors correlated with the subject classifications. Distinctive behavioral profiles for the four subgroups were found. Of particular importance...
Show moreBased on a peer nomination device measuring victimization and aggression (VAI), 172 children from grades four through seven were classified into four subgroups: aggressive victims, nonaggressive victims, aggressive nonvictims, and nonaggressive nonvictims. Another peer nomination inventory measuring 13 behavioral attributes (BAI) was used to assess behaviors correlated with the subject classifications. Distinctive behavioral profiles for the four subgroups were found. Of particular importance were findings supporting the hypothesis that two distinct types of victims exist: aggressive or "provocative" victims and nonaggressive or "passive" victims. Both types of victims lack prosocial skills and reinforce aggressive attacks by crying, but the two types of victims differ in how they elicit aggression. The provocative victim evidences disruptive behavior, blames others, has difficulty managing conflict, and is perceived as dishonest. The passive victim is withdrawn but expresses anxiety and depression, signalling vulnerability. Implications for conceptualization of peer problem behavior and for intervention are discussed.
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Date Issued
1990
PURL
http://purl.flvc.org/fcla/dt/14593
Subject Headings
Victims--Psychology, Aggressiveness in children
Format
Document (PDF)
SEX DIFFERENCES IN THE WAY CHILDREN PERCEIVE THE CONSEQUENCES OF AGGRESSION
Title
SEX DIFFERENCES IN THE WAY CHILDREN PERCEIVE THE CONSEQUENCES OF AGGRESSION.
Creator
WEISS, ROBERT JAY, Florida Atlantic University
Abstract/Description
In the present study, 120 children participated in an experiment designed to investigate sex differences in the way children perceive the consequences of aggression. Subjects were given a 48 item questionnaire designed to measure their expectations about the consequences for aggressive behavior. Separate questionnaire Items assessed expectations for five categories of consequences which according to Bandura (1973, 1979) may play a role in maintaining aggressive behavior. These categories...
Show moreIn the present study, 120 children participated in an experiment designed to investigate sex differences in the way children perceive the consequences of aggression. Subjects were given a 48 item questionnaire designed to measure their expectations about the consequences for aggressive behavior. Separate questionnaire Items assessed expectations for five categories of consequences which according to Bandura (1973, 1979) may play a role in maintaining aggressive behavior. These categories included self-rewards, tangible rewards, victim suffering, peer approval, and parental approval. Results indicated boys expect greater self-rewards than girls for aggressive behavior. Sex of the target of aggression was also found to be an important variable in determining the perceived consequences of aggressive behavior. Children anticipated greater self-rewards and greater tangible rewards for aggressing towards female targets. They also expected greater parental disapproval and greater victim suffering for female targets. Implications for social learning theory were discussed.
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Date Issued
1986
PURL
http://purl.flvc.org/fcla/dt/14283
Subject Headings
Sex differences (Psychology) in children, Aggressiveness
Format
Document (PDF)
Children's cognitive representations of parent-child interaction as determinants of victimization and aggression in the peer group
Title
Children's cognitive representations of parent-child interaction as determinants of victimization and aggression in the peer group.
Creator
Yunger, Jennifer Lynn, Florida Atlantic University, Perry, David G.
Abstract/Description
Victimized children display debilitating thoughts, feelings and behaviors that may originate in family interactions and generalize to the peer group, causing children to be victimized by aggressive peers. This study tested the hypothesis that children's mental representations of their family experiences cause them to have reactions during peer interactions that lead to their victimization by peers. It was suggested that a perception of the self as helpless and a perception of the parent as...
Show moreVictimized children display debilitating thoughts, feelings and behaviors that may originate in family interactions and generalize to the peer group, causing children to be victimized by aggressive peers. This study tested the hypothesis that children's mental representations of their family experiences cause them to have reactions during peer interactions that lead to their victimization by peers. It was suggested that a perception of the self as helpless and a perception of the parent as controlling or threatening causes children to exhibit debilitated behavior among peers that contributes to their victimization. Also, certain perceptions of self and parent may contribute to aggression toward peers. Results for boys were in accord with hypotheses, in that both victimization and aggression were predicted by interactions of perceptions-of-self with perceptions-of-parent. Results for girls were less predictable from the formulation.
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Date Issued
2000
PURL
http://purl.flvc.org/fcla/dt/12728
Subject Headings
Parent and child, Perception in children, Aggressiveness in children
Format
Document (PDF)
Social-cognitive correlates of aggression and victimization in childhood
Title
Social-cognitive correlates of aggression and victimization in childhood.
Creator
Kennedy, Elizabeth Carol, Florida Atlantic University, Perry, David G., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study explored the social-cognitive functioning of aggressive and victimized elementary school children. Fourth- through seventh-grade male and female children (mean age 11.8 years) responded to four self-report questionnaires which assessed: (a) hostile attributional bias; (b) outcome expectancies for aggressive behavior; (c) outcome values for aggressive behavior; and (d) self-perceived efficacy for regulating three states of emotional arousal (anger, fear, and euphoria). Aggressive...
Show moreThis study explored the social-cognitive functioning of aggressive and victimized elementary school children. Fourth- through seventh-grade male and female children (mean age 11.8 years) responded to four self-report questionnaires which assessed: (a) hostile attributional bias; (b) outcome expectancies for aggressive behavior; (c) outcome values for aggressive behavior; and (d) self-perceived efficacy for regulating three states of emotional arousal (anger, fear, and euphoria). Aggressive children, compared to nonaggressive children, expected aggression to result in control over their victims, did not expect retaliation from their victims, and did not care whether their victims tried to retaliate or not. Victimized children were more likely to expect retaliation for aggressing.
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Date Issued
1993
PURL
http://purl.flvc.org/fcla/dt/14917
Subject Headings
Social perception in children, Aggressiveness in children, Victims--Psychology
Format
Document (PDF)
Social networks and behavioral characteristics of aggressive and victimized children
Title
Social networks and behavioral characteristics of aggressive and victimized children.
Creator
Malone, Maurice James, Florida Atlantic University, Perry, David G.
Abstract/Description
Children nominated same-sex, same-grade peers on aggression, victimization, friendship, and behavioral characteristics. Results showed that aggressive children did not have fewer friends, but did have more enemies than nonaggressive children. Victimized children had fewer friends and more enemies than nonvictimized children. It was also shown that aggressive children's friends are also aggressive and victimized children's friends are other victims. Children who were both aggressive and...
Show moreChildren nominated same-sex, same-grade peers on aggression, victimization, friendship, and behavioral characteristics. Results showed that aggressive children did not have fewer friends, but did have more enemies than nonaggressive children. Victimized children had fewer friends and more enemies than nonvictimized children. It was also shown that aggressive children's friends are also aggressive and victimized children's friends are other victims. Children who were both aggressive and victimized were perceived as the most disruptive and least liked of all children. It was found that children's friends are indeed similar to them while their enemies are dissimilar.
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Date Issued
1994
PURL
http://purl.flvc.org/fcla/dt/15004
Subject Headings
Aggressiveness in children, Social interaction in children, Children--Attitudes, Abused children--Attitudes
Format
Document (PDF)
Attachment styles and aggressor-victim relationships in preadolescence
Title
Attachment styles and aggressor-victim relationships in preadolescence.
Creator
Miller, Ashley M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low...
Show moreThe current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3358753
Subject Headings
Bullying in schools, Aggressiveness in children, Interpersonal conflict in children, Social interaction in children, Interaction analysis in education
Format
Document (PDF)
Aggression and victimization as a function of children's attachment strategies with parents and best friends
Title
Aggression and victimization as a function of children's attachment strategies with parents and best friends.
Creator
Hodges, Ernest Van Every, Florida Atlantic University, Perry, David G.
Abstract/Description
One hundred ninety-four children in the fourth through eighth grades were administered self-report questionnaires to measure hyperactivating and deactivating coping strategies with their parents and best friends. Subjects also completed a peer nomination inventory designed to assess the degree to which peers are aggressive and/or victimized. It was hypothesized that children who scored higher on hyperactivating strategies would be rated as higher in victimization and that children who scored...
Show moreOne hundred ninety-four children in the fourth through eighth grades were administered self-report questionnaires to measure hyperactivating and deactivating coping strategies with their parents and best friends. Subjects also completed a peer nomination inventory designed to assess the degree to which peers are aggressive and/or victimized. It was hypothesized that children who scored higher on hyperactivating strategies would be rated as higher in victimization and that children who scored higher on deactivating strategies would be rated as higher in aggression. It was also hypothesized that as children get older, other relationships besides that with the mother begin to play a major role in predicting children's behavior with peers. Results confirmed these hypotheses.
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Date Issued
1993
PURL
http://purl.flvc.org/fcla/dt/14935
Subject Headings
Aggressiveness in children, Social interaction in children, Victims--Psychology, Children--Family relationships
Format
Document (PDF)
Poor self-concept and victimization by peers: Untangling the direction of influence
Title
Poor self-concept and victimization by peers: Untangling the direction of influence.
Creator
Egan, Susan K., Florida Atlantic University, Perry, David G.
Abstract/Description
The present study examines whether one aspect of problematic adjustment--poor self-concept--contributes to victimization, is a consequence of victimization, or both. A sample of 187 third- through seventh-grade children were tested in both the fall and spring of the academic year on four self-report, self-concept measures: (a) global self-esteem, (b) social self-esteem, (c) self-efficacy for assertion, and (d) self-efficacy for aggression. At both times of testing, children also reported...
Show moreThe present study examines whether one aspect of problematic adjustment--poor self-concept--contributes to victimization, is a consequence of victimization, or both. A sample of 187 third- through seventh-grade children were tested in both the fall and spring of the academic year on four self-report, self-concept measures: (a) global self-esteem, (b) social self-esteem, (c) self-efficacy for assertion, and (d) self-efficacy for aggression. At both times of testing, children also reported classmates who manifested both victimized and aggressive behaviors. Results indicated that social self-esteem and self-efficacy were both antecedents of victimization even after controlling for T1 levels of victimization. Social self-esteem was also an outcome of victimization after controlling for T1 levels of social self-esteem. A secondary consideration of the research was to investigate whether poor self-concept is predictive or an outcome of aggression, and results are discussed. Theoretical explanations for the specific relations found are advanced.
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Date Issued
1996
PURL
http://purl.flvc.org/fcla/dt/15336
Subject Headings
Aggressiveness in children, Victims--Psychology, Self-esteem in children, Self-perception in children, Self-efficacy
Format
Document (PDF)
Demonstration Motivation Encourages Aggressive Reactions To Peer Rejection and Victimization
Title
Demonstration Motivation Encourages Aggressive Reactions To Peer Rejection and Victimization.
Creator
Aults, Christopher D., Perry, David G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by...
Show moreSome, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004646
Subject Headings
Aggressiveness in children -- Evaluation, Behavior disorders in children, Bullying in schools, Child psychopathology, Conduct disorders in children, Interpersonal relations -- Psychological aspects, Rejection (Psychology) in children
Format
Document (PDF)
Mother-child interaction and victimization by peers during middle childhood
Title
Mother-child interaction and victimization by peers during middle childhood.
Creator
Finnegan, Regina Ann, Florida Atlantic University, Perry, David G.
Abstract/Description
Mother-child interactions that might predict peer victimization for children during middle childhood were examined. 184 middle class boys and girls in the 4th through 7th grades participated in the study. Child report measures of 6 dimensions of maternal parenting style and 7 types of child coping during mother-child conflict were developed. These family variables were reduced to a smaller set of variables and related to peer reports of children's victimization by peers, internalizing...
Show moreMother-child interactions that might predict peer victimization for children during middle childhood were examined. 184 middle class boys and girls in the 4th through 7th grades participated in the study. Child report measures of 6 dimensions of maternal parenting style and 7 types of child coping during mother-child conflict were developed. These family variables were reduced to a smaller set of variables and related to peer reports of children's victimization by peers, internalizing problems with peers, and externalizing problems with peers. Results indicate that, for boys, maternal overprotectiveness is associated with peer victimization for boys who use fearful or submissive coping during mother-child conflicts. Maternal overprotectiveness also predicts boys' internalizing problems with peers. Moreover, boys' internalizing problems with peers mediate the relation between maternal overprotectiveness and peer victimization. For girls, maternal hostility is associated with peer victimization for girls who are physically weak, and maternal hostility predicts internalizing problems with peers. As is the case with boys, internalizing problems with peers mediate the link between maternal hostility and victimization by peers. For both boys and girls, maternal hostility predicted externalizing problems with peers. A theory that explains gender differences in relations between maternal behaviors and peer victimization was advanced.
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Date Issued
1996
PURL
http://purl.flvc.org/fcla/dt/12456
Subject Headings
Mother and child, Children--Family relationships, Victims--Psychology, Aggressiveness in children, Social perception in children
Format
Document (PDF)
Narcissism, perceptions of peer relationships, and target-specific aggression in middle childhood
Title
Narcissism, perceptions of peer relationships, and target-specific aggression in middle childhood.
Creator
Anderson, Chelsie., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study examined how narcissism affects preadolescent children's choices of peer targets for aggression. Based on the idea that narcissists have a grandiose sense of self that requires nourishment, we hypothesized that narcissistic children are especially likely to attack peers who threaten, or fail to nourish, their grandiose self. We assessed narcissism and the degree to which each child's aggression toward peers depended on (a) the child's perceived liking by each peer, (b) the child's...
Show moreThis study examined how narcissism affects preadolescent children's choices of peer targets for aggression. Based on the idea that narcissists have a grandiose sense of self that requires nourishment, we hypothesized that narcissistic children are especially likely to attack peers who threaten, or fail to nourish, their grandiose self. We assessed narcissism and the degree to which each child's aggression toward peers depended on (a) the child's perceived liking by each peer, (b) the child's liking of each peer, (c) each peer's actual liking of the child, and (d) the child's perceived similarity to each peer. Participants were 197 children in the fourth through eighth grades at a university school. Narcissism predicted the four types of target-specific aggression in disparate ways for boys and girls. Narcissistic boys were especially likely to direct aggression toward male peers whom (a) they perceived as disliking them, (b) they disliked, and (c) they perceived as dissimilar to themselves. Narcissistic girls were especially likely to attack female peers whom they perceived as similar to themselves. Narcissism may enhance different motives for boys and girls in same-sex peer relatinships. We propose that narcissism enhances investment in status and rivalry amoung girls while enhancing the motive to attack dissimilar peers among boys.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3356886
Subject Headings
Identity (Psychology) in children, Adjustment (Psychology), Sex differences (Psychology), Affect (Psychology), Aggressiveness, Narcissism, Philosophy, Interpersonal relations in children, Social interaction in children, Self-esteem in children
Format
Document (PDF)
Narcissism, adjustment, and target-specific aggression in preadolescence
Title
Narcissism, adjustment, and target-specific aggression in preadolescence: a test of the self-image failure hypothesis.
Creator
Pauletti, Rachel E., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study examined the consequences of self-image failure among narcissistic children. It was hypothesized that narcissistic children who perceive themselves as falling short of their hoped-for grandiose self (e.g., whose self-esteem is low) would not only increase over time in general aggression and decrease prosocial behavior, but also increase in the tendency to direct aggression specifically toward more socially successful peers (i.e., their putative rivals for social status)....
Show moreThis study examined the consequences of self-image failure among narcissistic children. It was hypothesized that narcissistic children who perceive themselves as falling short of their hoped-for grandiose self (e.g., whose self-esteem is low) would not only increase over time in general aggression and decrease prosocial behavior, but also increase in the tendency to direct aggression specifically toward more socially successful peers (i.e., their putative rivals for social status). Participants were 195 (101 boys) fourth through seventh-graders who were tested in both the fall and the spring of a school year. Results yielded some support for the hypotheses. Narcissism combined with low self-appraisals of the real self to predict decreases in prosocial behavior and increased aggression toward popular and attractive peers. These findings not only provide longitudinal evidence for the self-image failure hypothesis but also underscore the importance of a target-specific approach to investigating children's aggression.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362564
Subject Headings
Adjustment (Psychology) in children, Interpersonal relations in children, Narcissism, Aggressiveness, Identity (Psychology) in adolescence, Self-esteem in adolescence, Social interaction in adolescence
Format
Document (PDF)
Bullying in schools
Title
Bullying in schools: the role of empathy, temperament, and emotion regulation.
Creator
Gagnon, Chantal M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Peer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion...
Show morePeer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion regulation to conduct disorders. Thus, if these factors can predict behaviors towards peers, they may also predict (independently and in combination) involvement in bullying, specifically the roles assumed in those interactions - that is: bully, victim, bully-victim (a child who is both bully and victim), or defender/protector. The present study tested 226 middle school students on a measure of empathy (Interpersonal Reactivity Index), and a measure of temperament (BIS/BAS Scales). The students also completed a Peer Nomination Inventory to identify children who were aggressive toward others, victimized by peers, and/or protected peers from bullies. Although not all predictions were supported, results showed that certain sub-components of empathy, such as empathic concern (affective empathy) and personal distress (a measure of emotion regulation) predicted the behavior of "pure bullies" (bullies who are not themselves victimized), but not of other aggressive children such as bully-victims. High BAS drive and low BIS were significant predictors of aggressive behavior, and BAS reward responsiveness predicted protective behavior. Victimized children had higher fantasy (ability to identify with fictional characters) and lower perspective-taking (cognitive empathy) skills, and tended not to have overlapping characteristics and behaviors with protective children., These characteristics did not interact significantly with each other or with age, gender, ethnicity, or SES of students. It was concluded that pure bullies lack affective empathy, and victims lack cognitive empathy. That is, empathy is multidimensional and empathy deficits vary in type, but all lead to some form of socioemotional impairment. Furthermore, aggressive victims are a unique sub-group of children with unique characteristics.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3342106
Subject Headings
Bullying in schools, Prevention, Bullying, Prevention, School violence, Prevention, Aggressiveness in children, Violence, Psychological aspects, Violence, Social aspects
Format
Document (PDF)
Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study
Title
Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study.
Creator
Moosai, Vikaash, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and...
Show moreNumerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curriculua) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004310
Subject Headings
Aggressiveness in children -- Prevention, Bullying in schools -- Prevention -- Case studies, Curriculum planning, School violence -- Study and teaching (Elementary)
Format
Document (PDF)