Interactive Links between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

Autor/inn/en	Renouf, Annie; Brendgen, Mara; Seguin, Jean R.; Vitaro, Frank; Boivin, Michel; Dionne, Ginette; Tremblay, Richard E.; Perusse, Daniel
Titel	Interactive Links between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression
Quelle	In: Journal of Abnormal Child Psychology, 38 (2010) 8, S.1109-1123 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-010-9432-z
Schlagwörter	Aggression; Victims of Crime; Cognitive Processes; Bullying; Twins; Regression (Statistics); Longitudinal Studies; Correlation; Interpersonal Competence; Kindergarten; Preschool Children + Suchen Sie Ihr Suchwort? Victim; Victims; Crime; Opfer; Verbrechen; Cognitive process; Kognitiver Prozess; Mobbing; Twin; Zwilling; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression analyses revealed that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression. Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive behavior. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10