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Title: Direct and indirect aggression: Does choice of strategy depend on gender?.
Creator: Lago, Tania, Florida Atlantic University, Richardson, Deborah R., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Research on aggression suggests that males are more likely to be directly aggressive, whereas females are more likely to be indirectly aggressive. The present study examined the relationship of gender of aggressor and gender of target to the expression of direct and indirect aggression. Behavioral and self-report measures of direct and indirect aggression were obtained from 112 undergraduate students. Participants made more indirect than direct responses under low levels of provocation and...
Show moreResearch on aggression suggests that males are more likely to be directly aggressive, whereas females are more likely to be indirectly aggressive. The present study examined the relationship of gender of aggressor and gender of target to the expression of direct and indirect aggression. Behavioral and self-report measures of direct and indirect aggression were obtained from 112 undergraduate students. Participants made more indirect than direct responses under low levels of provocation and more direct than indirect responses under high levels of provocation. Males were the target of more direct responses than indirect responses. Males reported engaging in more direct than indirect aggression with males than with females. Females reported engaging in more indirect aggression with females than with males. Explanations consider the effects of the situational context on aggressive responding.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/15257
Subject Headings: Aggressiveness, Sex differences (Psychology)
Format: Document (PDF)

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)

Title: The effect of perspective taking on male retaliatory aggression under high provocation.
Creator: Signo, Manuel., Florida Atlantic University, Richardson, Deborah R.
Abstract/Description: The study examined the effect of dispositional and situationally induced perspective taking on male retaliatory aggression under high provocation. Zillmann's (1988) cognitive-excitation model of impulsive aggression provided the theoretical rationale. After completing the Interpersonal Reactivity Index (IRI, Davis, 1983), subjects were informed that their scores revealed that they were either high or average perspective takers. They then participated in a competitive reaction-time task...
Show moreThe study examined the effect of dispositional and situationally induced perspective taking on male retaliatory aggression under high provocation. Zillmann's (1988) cognitive-excitation model of impulsive aggression provided the theoretical rationale. After completing the Interpersonal Reactivity Index (IRI, Davis, 1983), subjects were informed that their scores revealed that they were either high or average perspective takers. They then participated in a competitive reaction-time task designed to measure verbal aggression and completed a postexperimental questionnaire. A 2 (dispositional perspective taking) by 2 (perspective taking expectation) analysis revealed no significant effects for retaliative aggression. A similar 2 (dispositional empathic concern) by 2 (perspective taking expectation) analysis revealed that highly empathic males retaliated with less offensive messages than did less empathically concerned males. However, none of the analyses revealed significant effects of the manipulation. The results address empathic concern's inhibitory effects after prolonged exposure to provocation.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14910
Subject Headings: Aggressiveness, Violence, Impulsive personality
Format: Document (PDF)

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)

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)

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)

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)

Title: Emotional regulation and responses to provocation: Does agreeableness make a difference?.
Creator: Workman, Katie Ann, Florida Atlantic University, Jensen-Campbell, Lauri
Abstract/Description: The ability to regulate emotional expression serves as an important mechanism in the adaptation of an individual. One important individual difference related to emotional regulation is agreeableness. We examined two competing theories that link agreeableness to the ability to control emotional reactivity when involved in an aggressive situation. The person-environment fit hypothesis emphasizes social behavior as a product of how the individual and situation interact with each other. The...
Show moreThe ability to regulate emotional expression serves as an important mechanism in the adaptation of an individual. One important individual difference related to emotional regulation is agreeableness. We examined two competing theories that link agreeableness to the ability to control emotional reactivity when involved in an aggressive situation. The person-environment fit hypothesis emphasizes social behavior as a product of how the individual and situation interact with each other. The temperament hypothesis suggests that agreeableness is linked to temperamental bases of effortful control, specifically the regulation of anger. Female college students (N = 40) participated in a study that was designed to examine individual differences in emotional self-regulation in a simulated two person social interaction. Physiological responses to perceived aggression and observations of aggressive behavior were related to self-reports to examine hypotheses about links among personality and aggression. The patterns of results were different for high and low agreeable persons when they were targets of aggression.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/15785
Subject Headings: Aggressiveness, Self-control, Personality, Temperament
Format: Document (PDF)

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)

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)

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)

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)

Title: Balance of Power and Aggression: An Experiment in Simulation.
Creator: Tindell, James O., Vincent, Jack E., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Political Science
Abstract/Description: There are many theories in the field of international relations that relate the level of aggression in the international system to the distribution of power among nations. Unfortunately, most such propositions are difficult to validate or refute in the real world for which they were formulated. For this reason an experiment was devised which attempted to east two such conflicting positions, "balance of power", and "preponderance of power", into testable form. The experimental paradigm...
Show moreThere are many theories in the field of international relations that relate the level of aggression in the international system to the distribution of power among nations. Unfortunately, most such propositions are difficult to validate or refute in the real world for which they were formulated. For this reason an experiment was devised which attempted to east two such conflicting positions, "balance of power", and "preponderance of power", into testable form. The experimental paradigm employed was a modified version of the two person mixed-motive game developed at the Systems Analysis Corporation, Santa Monica, California. Fifty-four subjects participa ted in the experiment. Twenty-seven subjects were placed into each of three treatment conditions: "balance of power": "moderate-inequality of power"; and "preponderant-inequality of power". In the "balance of power" condition all subjects were allotted twenty shocks. In the "moderate- inequality of power condition" one subject received twenty- five shocks while his dyadic partner received fifteen shocks. In the "preponderant-inequality of power" one subject received thirty shocks while his dyadic partner received ten shocks. All subjects played a total of fifteen games. A count was made of each subjects responses on eight game-play variables which were viewed as indices of cooperative or aggressive behavior. Additional data were also gathered with respect to each subjects sex, academic aptttude and attitudinal attributes. The purpose of the additional data was to identify variables, other than the treatment condition, affecting game behavior. Thus, facilitating future experimentation. The results of this research indicate that balanced situations tend to produce more cooperative non-aggressive behavior, while imbalances of power tend to generate less cooperative and more aggressive behavi.or. In addition, a balanced situation, when compared to the imbalanced situations, was found to increase the likelihood of participants never employing shock capabilities. Both this experiment and a pilot experiment found de-escalation cycles diffficult to instigate and unlikely to develop from natural causes. Finally, attitudinal, sex, and SCAT data did not appear to be meaningful factors in explaining game play. However, post-experiment sample data indiciated these factors must receive continued attention in future research.
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Date Issued: 1968
PURL: http://purl.flvc.org/fau/fd/FA00012599
Subject Headings: Aggressiveness (Psychology), Balance of power, Psychology--Experiments
Format: Document (PDF)

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)

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)

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)

Title: Drug Elicitation of the Aggressive Display in Siamese Fighting Fish, Betta splendens.
Creator: Smith, Elaine A., Singer, Jav J., Florida Atlantic University
Abstract/Description: Experiment I tests the hypothesis that sympathomimetic amines serve to facilitate or trigger the aggressive display of the Siamese fighting fish. Three drugs were used to test this theory: amphetamine, norepinephrine and Dibenzyline. Amphetamine was administered to a group of six females while norepinephrine and Dibenzyline were given to males. Fish were all maintained in the laboratory for one week before any testing began. Each of the three parts of Experiment I was conducted in the same...
Show moreExperiment I tests the hypothesis that sympathomimetic amines serve to facilitate or trigger the aggressive display of the Siamese fighting fish. Three drugs were used to test this theory: amphetamine, norepinephrine and Dibenzyline. Amphetamine was administered to a group of six females while norepinephrine and Dibenzyline were given to males. Fish were all maintained in the laboratory for one week before any testing began. Each of the three parts of Experiment I was conducted in the same way. The Bettas were tested first with no drugs in their water to determine their baseline level of activity. Two to four days later, the fish were tested with either 40 mg of amphetamine, 70 mg of norepinephrine or 4.5 mg of Dibenzyline. Another control trial was run two to four days later and then another experimental trial after the same period of time. Results indicated that amphetamine increased fin flaring frequency and duration in female Bettas. The norepinephrine had the effect of increasing gill plate extension frequency and duration. Also the norepinephrine increased time to habituation. Dibenzyline was shown to influence fin flaring frequency and duration. A strong adrenergic blocking agent, Dibenzyline greatly decreased the aggressive display activities but did not significantly alter general activity. The measure of general activity used was latency to feeding. All fish were deprived of food for four days and considered to be hungry. In Experiment II, 16 female Bettas, eight experimental and eight control, received a 25-day treatment with either methyl testosterone dissolved in alcohol or plain alcohol. All fish were tested before any treatment was given and assigned to groups on the basis of the behavioral measure of fin flaring so as to match the experimental and control groups as closely as possible. The experimental fish then were given .2 cc of methyl testosterone (1mg/cc) and the controls were given .2 cc of alcohol. The treatment in all studies was added to the water of the living tank. After 25 days, all Ss were retested to determine what, if any, effects the testosterone had on the display activities being measured. The hypothesis that testosterone would cause an increase in growth rate and colorfulness was not supported by the data. There were, however, significant increases in fin flare frequency and duration and in the average length of a fin flaring response. There was some tendency toward an increase in gill plate extensions as well, but this was not large enough to gain statistical significance.
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Date Issued: 1969
PURL: http://purl.flvc.org/fau/fd/FA00000830
Subject Headings: Siamese fighting fish--Behavior, Aggressive behavior in animals, Siamese fighting fish--Physiology
Format: Document (PDF)

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)

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)

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)

Aggressiveness in children (14)	+ -
Aggressiveness (6)	+ -
Victims--Psychology (5)	+ -
Bullying in schools (4)	+ -
Social interaction in children (4)	+ -

Social perception in children (4)	+ -
Aggressive behavior in animals (2)	+ -
Behavior disorders in children (2)	+ -
Child psychopathology (2)	+ -
Children--Attitudes (2)	+ -
Children--Family relationships (2)	+ -
Interpersonal relations in children (2)	+ -
Narcissism (2)	+ -
Self-esteem in children (2)	+ -
Sex differences (Psychology) (2)	+ -
Violence (2)	+ -
Abused children--Attitudes (1)	+ -
Adjustment (Psychology) (1)	+ -
Adjustment (Psychology) in children (1)	+ -
Adolescent psychology (1)	+ -
Affect (Psychology) (1)	+ -
Aggression (1)	+ -
Aggressive behavior in animals. (1)	+ -
Aggressiveness (Psychology) (1)	+ -
Aggressiveness in adolescence (1)	+ -
Aggressiveness in children -- Evaluation (1)	+ -
Aggressiveness in children -- Prevention (1)	+ -
Aquatic mammals--Behavior. (1)	+ -
Atlantic spotted dolphin (1)	+ -
Atlantic spotted dolphin--Bahamas. (1)	+ -

Bahamas (1)	+ -
Little Bahama Bank (1)	+ -

Florida Atlantic University (22)	+ -
Charles E. Schmidt College of Science (11)	+ -
Department of Psychology (9)	+ -
Perry, David G. (9)	+ -
Aults, Christopher D. (2)	+ -

Department of Biological Sciences (2)	+ -
Richardson, Deborah R. (2)	+ -
Anderson, Chelsie. (1)	+ -
BOLDIZAR, JANET P. (1)	+ -
College of Education (1)	+ -
Cuksick, Jessica A. (1)	+ -
Department of Curriculum, Culture, and Educational Inquiry (1)	+ -
Department of Political Science (1)	+ -
Dorothy F. Schmidt College of Arts and Letters (1)	+ -
Egan, Susan K. (1)	+ -
Epstein, Adam Matthew (1)	+ -
Finnegan, Regina Ann (1)	+ -
Gagnon, Chantal M. (1)	+ -
Herzing, Denise L. (1)	+ -
Hodges, Ernest Van Every (1)	+ -
Hughes, Colin (1)	+ -
Hyslop-Margison, Emery (1)	+ -
Jensen-Campbell, Lauri (1)	+ -
KUSEL, SARA J. (1)	+ -
Kennedy, Elizabeth Carol (1)	+ -
Lago, Tania (1)	+ -
Laursen, Brett (1)	+ -
Malone, Maurice James (1)	+ -
Miller, Ashley M. (1)	+ -
Moosai, Vikaash (1)	+ -

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