Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets

Autor/inn/en	Peets, Katlin; Hodges, Ernest V. E.; Salmivalli, Christina
Titel	Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets
Quelle	In: Social Development, 20 (2011) 2, S.233-250 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2010.00581.x
Schlagwörter	Aggression; Self Efficacy; Predictive Validity; Grade 5; Social Cognition; Intervals; Beliefs; Peer Relationship; Elementary School Students; Attribution Theory; Child Behavior + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; School year 05; 5. Schuljahr; Schuljahr 05; Soziale Kognition; Belief; Glaube; Peer-Beziehungen
Abstract	The 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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10