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Inhibition of Emotions as a Moderator of the Relationship Between Victimization Experiences and Aggression in Preadolescence
Title
Inhibition of Emotions as a Moderator of the Relationship Between Victimization Experiences and Aggression in Preadolescence.
Creator
Aults, Christopher D., Pauletti, Rachel E., Cooper, Patrick J., Graduate College, Perry, David G.
Abstract/Description
Chronic victimization by peers sometimes fosters aggression in children (Dodge, 2011; Hodges & Perry, 1999). Recent data suggest that cross-gender victimization is more common in girls during middle childhood (Benbenishty, & Astor, 2005). That is, girls are picked on by boys at a proportionally higher rate than boys are picked on by girls. However, the possibility that enduring cognitive structures moderate effects of victimization on aggression—by serving as processing filters through which...
Show moreChronic victimization by peers sometimes fosters aggression in children (Dodge, 2011; Hodges & Perry, 1999). Recent data suggest that cross-gender victimization is more common in girls during middle childhood (Benbenishty, & Astor, 2005). That is, girls are picked on by boys at a proportionally higher rate than boys are picked on by girls. However, the possibility that enduring cognitive structures moderate effects of victimization on aggression—by serving as processing filters through which children perceive, interpret, and respond to the adverse experiences—remains unexplored. In this study, we assessed whether victimization experiences at the hands of the other sex increased aggression over the school year. We measured peer-nominated aggression toward the other sex and victimization by the other sex in 195 children (94 girls, 101 boys; M age 10.1 years). We also examined self-reported inhibition of emotions as a possible moderator. Results suggest that aggression did not increase over time if boys were victimized by other boys, but the more that boys were victimized by girls, the more their aggression increased girls’ aggression was unaffected by victimization by peers of either sex as a main effect. However, inhibition of emotions moderated the effect of victimization on aggression in both sexes. Thus, the experience of being victimized by the other sex led to an increase in aggression toward the other sex only when inhibition of emotions was high, rather than low. These findings highlight the importance of examining interactive models that contribute to aggression in children.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00005868
Format
Document (PDF)
Psychophysiological measures of aggression and victimization in early adolescence
Title
Psychophysiological measures of aggression and victimization in early adolescence.
Creator
Aults, Christopher D., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Many cardiovascular psychophysiological studies have found evidence of lower arousal states in aggressive individuals and hyper-arousal states in individuals exposed to chronic stress. However, most of these studies have relied on clinical diagnoses or self-reports to identify aggressive and victimized individuals. The present study used peer nominations to identify aggressive, victimized, and non-aggressive or victimized adolescents (mean age = 12.09 yrs.) to examine if any...
Show moreMany cardiovascular psychophysiological studies have found evidence of lower arousal states in aggressive individuals and hyper-arousal states in individuals exposed to chronic stress. However, most of these studies have relied on clinical diagnoses or self-reports to identify aggressive and victimized individuals. The present study used peer nominations to identify aggressive, victimized, and non-aggressive or victimized adolescents (mean age = 12.09 yrs.) to examine if any psychophysiological differences exist during resting and startle conditions. ANOVAs revealed that high aggressive/low victimized adolescents had a lower resting heart period/rate compared to high victimized/low aggressive adolescents. Further analyses revealed a statistical trend of lower resting heart period variability in high victimized/low aggressive individuals compared to non-aggressive non-victimized controls. Due to evidence suggesting that individuals with high self-reported empathy display less aggression, empathy as a moderator for aggression was investigated. Although gender differences w3ere found across measures, empathy ws not found to moderate aggression.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3358282
Subject Headings
Bullying in schools, Adolescent psychology, Conduct disorders in adolescence, Aggressiveness in adolescence, Child psychopathology
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)