Suchergebnisse

AbstractCurrent theorists stress the context‐specificity of social behaviors and social cognitions. Although researchers have started to investigate the relationship as one context that might influence social cognitions, relatively little is known about the influence of relational context on the social goals endorsed by children and adolescents. The current study tested the hypothesis that pre‐adolescents' goals would vary between individuals as well as across relational contexts, and examined factors that might explain such variation. Participants (N = 102, 11–12 years) filled in questionnaires regarding their social goals and self‐ and peer‐perceptions when around each same‐sex classmate. Both goals and perceptions displayed significant variation between individuals, as well as between different relationship contexts. The goals pre‐adolescents pursued in different relationships were partly explained by varying perceptions of self and of the relationship partner in each relational context, as well as by the affective nature of the relationship. After accounting for the relationship‐specific variation, few associations were significant at the individual level. The results highlight the importance of studying contextual variance in social goals and social cognitions in general.

AbstractPhysical aggression in toddlerhood has received considerable attention in the past 20 years. The underlying theme has been that toddlers behave aggressively due to not yet being able to regulate their frustration. However, there is some evidence to suggest that early aggression can occur for other reasons. In this study, we tested the distinction between provoked and unprovoked aggression in toddlerhood, and examined whether different empathy‐related processes would show unique associations with each type of aggression. Participants were 200 mothers of children aged 15–21 months (Mage = 18.32 months, SD = 1.75) who completed measures of provoked and unprovoked aggression, and empathy‐related processes. We found that the two‐factor aggression model fit the data well. In addition, when controlling for the overlap between other‐oriented empathy and personal distress, other‐oriented empathy demonstrated a negative association with unprovoked aggression, and personal distress showed a positive link with provoked aggression. Our findings underscore the importance of studying early physical aggression in a more nuanced way to better understand different functions it may serve in toddlerhood.

AbstractOnly a handful of studies have focused on understanding how authenticity in close relationships may be related to individuals' well‐being. In this study we examined whether authenticity in a friendship was related to greater adjustment during adolescence. Participants were 318 sixth‐ and ninth‐grade students (155 boys; Mage = 13.46, SDage = 1.51). Our results show that adolescents who feel more authentic have more positive self‐views, are less lonely at school, and more satisfied with their relationship. Importantly, authenticity–adjustment associations remained significant after controlling for positive friendship quality and conflict. These findings suggest that authenticity should be more often incorporated into the study of different friendship processes.

AbstractThe basic premise that social cognitions guide behavior (aggression) was evaluated within relationships marked by dislike. At Time 1, a disliked target was identified for each participant (195 fifth‐grade children; 109 boys; 11–12 years old at Time 1) who then responded to questions about different aggression‐supporting social cognitions with regard to the chosen target. In addition, aggression directed at the identified peer (from the disliked child's perspective) was measured twice over a one‐year interval. Our results show that aggressogenic thought predicts increases in aggression only when the target is chronically disliked. Moreover, within chronically disliked relationships, the actualization of aggressogenic thought is maximized when children have high initial levels of reactive (in the case of hostile attributions) and proactive aggression (in the case of self‐efficacy beliefs), and when targets are initially high on reactive aggression. These findings suggest that social cognitions, assessed within a specific relationship context, can have more predictive validity than traditionally used decontextualized measures.

The purpose of the present study was to examine the impact of sex, verbal reasoning, and normative beliefs on direct and indirect forms of aggression. Three scales from the Peer Estimated Conflict Behavior Questionnaire, Verbal Reasoning tests, and an extended version of Normative Beliefs About Aggression Scale were administered to 663 Estonian students (289 boys and 374 girls; 150 fifth, 264 seventh, and 249 ninth graders; ages 11–16). Self‐ and same‐sex peer ratings were used to assess the frequency of aggression. Associations between study variables were examined using structural equation modeling. Results showed that boys had higher levels of physical and verbal aggression in all the grades and higher levels of indirect aggression in Grade 7. Verbal reasoning predicted negatively all the forms of aggression, except for indirect aggression in Grade 7. Normative beliefs had a positive effect on all three forms of aggression in Grade 7 and Grade 9.

AbstractUsing a normative US sample of 477 mothers of 6‐ to 24‐ month‐old children, we explored the relations among toddlers' physical aggression, child temper loss, and parent‐child conflict to gain a better understanding of how aggression develops from infancy to toddlerhood. An inventory of specific aggressive acts was subject to factor analysis to test whether the acts clustered as hypothesized. Consistent with our hypothesis, confirmatory factor analyses supported the distinction between the two types of aggression, directed and exploratory physical aggression. Although the two types were correlated, they showed differential associations with temper loss and parent‐child conflict consistent with theory. Directed aggression had a relatively stronger relation with child defiance and temper loss than did exploratory aggression. Moreover, the association between directed aggression and defiance was stronger for older children. The findings from this cross‐sectional study provide preliminary support for two forms of early aggression that may differ in trajectory and context.

AbstractWe examined whether attachment security moderates influences of two gender identity variables—felt gender typicality and felt pressure for gender differentiation—on preadolescents' well‐being. We tested two hypotheses. The first was that attachment security protects children from the distress that can stem from feeling gender atypical or from feeling pressure for gender conformity. The second was that secure children derive well‐being from believing they are similar to same‐gender peers whereas insecure children derive well‐being from believing it important to be different from other‐gender peers. We assessed children's attachment security, gender identity, and well‐being (self‐esteem, internalizing problems) in two successive years (N = 211, M initial age = 10.1 years). Results supported the second hypothesis. Attachment security may govern children's contingencies of well‐being.