Julie Hubbard - Academia.edu (original) (raw)
Papers by Julie Hubbard
Aggressive Behavior, 2018
The goal of the current study was to examine the link between children's psychophysiology and... more The goal of the current study was to examine the link between children's psychophysiology and aggression when both constructs were assessed simultaneously in scenarios designed to provide the opportunity to aggress for either a reactive reason or a proactive reason. Both sympathetic nervous system (SNS) activity (skin conductance) and parasympathetic nervous system (PNS) activity (respiratory sinus arrhythmia or RSA), as well as their interaction, were included as physiological measures. Participants were 35 5th‐grade children who were placed in two virtual‐peer scenarios; one scenario provided the opportunity to aggress in response to peer provocation (i.e., reactive aggression) and the other scenario provided the opportunity to aggress for instrumental gain (i.e., proactive aggression). Both skin conductance and RSA were assessed at the time that children were given the opportunity to aggress; this simultaneous assessment of psychophysiology and aggression allowed for an exami...
Child development, Jan 31, 2018
This study examined infant attachment as a predictor of social information processing (SIP) in mi... more This study examined infant attachment as a predictor of social information processing (SIP) in middle childhood (n = 82) while controlling for parental sensitivity in middle childhood. Attachment quality was assessed using the Strange Situation. Although attachment insecurity did not predict SIP, attachment disorganization positively predicted the early SIP steps of hostile attributional bias and aggressive goals. Children with disorganized attachments interpreted ambiguous provocations more negatively (as indicating more hostility, rejection, and disrespect and as resulting in more anger) and endorsed significantly more revenge and dominance goals than children with organized attachments. In contrast, parental sensitivity negatively predicted the later SIP step of positive expectations for aggressive responses. Results further our understanding of the adverse outcomes associated with attachment disorganization.
Merrill-Palmer quarterly (Wayne State University. Press)
Discusses the role of emotional functioning in the social competence of children, with a particul... more Discusses the role of emotional functioning in the social competence of children, with a particular focus on children's peer relations. Research providing connections between the constructs of emotional functioning and social competence is examined. Although there is evidence that accuracy in reading the emotions of others is related to children's social status, there is no research on the relationship between social competence and the ability to monitor one's own emotions. There is some support that high social status is related to the ability to regulate strong feelings effectively, and only few data exist on the relation of emotional display rules and sympathetic responding to social competence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research on Child and Adolescent Psychopathology, 2021
The present study examined whether there are distinct groups of children with reactive versus pro... more The present study examined whether there are distinct groups of children with reactive versus proactive motives for their aggressive behavior. We extended previous research by using a person-based analytical approach on data from a questionnaire assessing children’s motives independently from the severity of their aggression. Two competing hypotheses were tested. The both subtypes hypothesis holds that both reactive and proactive subtypes exist, as well as a mixed subtype. The reactive only hypothesis holds that only reactive and mixed subtypes exist. Hypotheses were tested on existing data from a community sample of children displaying aggression (Study 1: n = 228, ages 10–13, 54% boys), and two clinical samples of children with aggressive behavior problems (Study 2: n = 115, ages 8–13, 100% boys; Study 3: n = 123, ages 6–8, 78% boys). Teachers reported on children’s reactive and proactive motives. We selected measures available from peers, parents, teachers, and children themselve...
Development and Psychopathology
The current study investigated in-the-moment links between adolescents’ autonomic nervous system ... more The current study investigated in-the-moment links between adolescents’ autonomic nervous system activity and susceptibility to three types of peer influence (indirect, direct, continuing) on two types of behavior (antisocial, prosocial). The sample included 144 racially ethnically diverse adolescents (46% male, 53% female, 1% other; M age = 16.02 years). We assessed susceptibility to peer influence behaviorally using the Public Goods Game (PGG) while measuring adolescents’ mean heart rate (MHR) and pre-ejection period (PEP). Three key findings emerged from bivariate dual latent change score modeling: (1) adolescents whose MHR increased more as they transitioned from playing the PGG alone (pre-influence) to playing while simply observed by peers (indirect influence) displayed more prosocial behavior; (2) adolescents whose PEP activity increased more (greater PEP activity = shorter PEP latency) as they transitioned from indirect influence to being encouraged by peers to engage in an...
Research on Child and Adolescent Psychopathology, 2021
The goal of the current longitudinal study was to investigate the role of adolescents' peer victi... more The goal of the current longitudinal study was to investigate the role of adolescents' peer victimization and aggression prior to COVID-19 on the change in their depressive and anxious symptoms from pre-to mid-pandemic. We hypothesized that, although adolescents overall would display an increase in internalizing symptoms from pre-to mid-pandemic, this response would be weakened or perhaps even reversed when adolescents experienced high levels of victimization or aggression prior to the pandemic. Participants included 96 racially/ethnically diverse adolescents (42 males, 53 females; 1 other) with an average age of 16.79 years (SD = 0.60). At Time 1 (T1; June 2019 through February 2020; pre-pandemic), adolescents completed self-report measures of their peer relations (aggression, victimization) and internalizing symptoms (depressive, anxious). At Time 2 (T2; May through July 2020; mid-pandemic), adolescents completed self-report measures of their internalizing symptoms (depressive, anxious). On average, adolescents' anxious and depressive symptoms increased from T1 to T2, although they exhibited substantial variability, with reports ranging from decreasing symptoms to increasing symptoms. Although on average adolescents reported increases in anxious symptoms from T1 to T2, adolescents with higher T1 peer victimization reported less positive change in anxious symptoms. Similarly, although on average adolescents reported increases in depressive symptoms from T1 to T2, adolescents with higher levels of T1 aggression reported less positive change in depressive symptoms from T1 to T2. Discussion focused on restrictions on in-person peer interactions necessitated by COVID-19 that may reduce adolescents' distress when their pre-pandemic daily lives were characterized by negative peer relations.
Personality and Social Psychology Bulletin, 2007
Journal of Abnormal Child Psychology, 2003
The first goal of this study was to investigate sociometric status, aggression, and gender differ... more The first goal of this study was to investigate sociometric status, aggression, and gender differences in children's verbalizations and cheating behavior during game playing using a fine-grained observational coding system. The second goal was to control for the effects of differential peer treatment and bias on children's behavior by observing children in a standardized procedure with unfamiliar peer confederates. Participants
Journal of Abnormal Child Psychology - J ABNORMAL CHILD PSYCHOL, 1998
A contrived play group procedure was utilized to examine the behavioral and social-cognitive corr... more A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were conducted following the second and fourth sessions. Play group interactions were videotaped and examined by trained observers. High rates of proactive aggression were associated with positive outcome expectancies for aggression/assertion, frequent displays of assertive social behavior, and low rates of submissive behavior. Reactive aggression was associated with hostile attributional tendencies and frequent victimization by peers. Victimization was associated with submissive behavior, hostile attributional bias, reactive aggression, and negative outcome expectations for aggression/assertion. These results demonstrate that there is a ...
Personality and Social Psychology Bulletin, 2007
Perceivers are both accurate and biased in their understanding of others. Past research has disti... more Perceivers are both accurate and biased in their understanding of others. Past research has distinguished between three types of accuracy: generalized accuracy, a perceiver's accuracy about how a target interacts with others in general; perceiver accuracy, a perceiver's view of others corresponding with how the perceiver is treated by others in general; and dyadic accuracy, a perceiver's accuracy about a target when interacting with that target. Researchers have proposed that there should be more dyadic than other forms of accuracy among well-acquainted individuals because of the pragmatic utility of forecasting the behavior of interaction partners. We examined behavioral aggression among well-acquainted peers. A total of 116 9-year-old boys rated how aggressive their classmates were toward other classmates. Subsequently, 11 groups of 6 boys each interacted in play groups, during which observations of aggression were made. Analyses indicated strong generalized accuracy y...
Journal of Clinical Child & Adolescent Psychology, 2013
Objective-The goal of this paper was to validate the existence and qualities of a peer-rejected g... more Objective-The goal of this paper was to validate the existence and qualities of a peer-rejected group of children using latent profile analysis (LPA). Method-Two separate racially/ethnically diverse samples (Study 1: N = 2052 second-graders; Study 2: N = 594 fourth-and fifth-graders) completed peer nominations of liking and disliking, from which we calculated Social Preference and Social Impact scores. These scores served as indicators in the LPAs to form LPA Groups. In addition, we collected self-, teacher-, and peerreport report data on aggression, depressive symptoms, peer victimization, and social competence. Results-In each sample, an LPA Group emerged in which most children were classified as rejected using the Coie, Dodge, and Coppotelli (1982; CDC) approach (Study 1: 95%; Study 2: 86%). However, in both samples, only a minority of children classified as rejected using the CDC approach fell into this LPA Group (Study 1: 46%; Study 2: 36%). The LPA Group that mirrored the CDC rejected Group received more maladjusted scores than all other LPA Groups on aggression, depressive symptoms, peer victimization, and social competence. Furthermore, when compared to children classified as rejected using only the CDC approach, children classified as rejected under both the LPA and CDC approaches were more maladjusted in terms of all sociometric and socio-emotional variables. Conclusions-LPA analyses across two developmental levels validated the existence of an empirically-derived group of children who overlapped closely with the CDC rejected group. However, this group was considerably smaller and more maladjusted than the CDC rejected group.
Journal of Abnormal Child Psychology, 2014
The simultaneous assessment of and relations between children's sympathetic and parasympathetic p... more The simultaneous assessment of and relations between children's sympathetic and parasympathetic psychophysiology and their reactive and proactive aggression. Aggressive Behavior, 44, 614-623.
Journal of Abnormal Child Psychology, 2009
This study explored the role of the classroom teacher in peers' evaluations of liking and disliki... more This study explored the role of the classroom teacher in peers' evaluations of liking and disliking of their classmates. Teacher cognitions about children (teacher liking of students, teacher attributions for aggressive student behavior) and teacher behavior toward children (positive, corrective/negative) were examined as mediators in the link between children's own behavior (aggression, prosocial behavior) and peer liking and disliking. Participants were 127 second-graders in 12 classrooms (64 males, 63 females). Data on child behavior were collected through peer and teacher report, data on teacher cognitions about children were collected through self report, data on teacher behavior toward children were collected through naturalistic classroom observations, and data on peer liking and disliking were collected through peer nominations. Data were analyzed using path analysis. Results indicated that teacher cognitions about children and corrective/negative teacher behavior toward children mediated the relations between aggressive and prosocial child behavior and peer disliking.
Journal of Abnormal Child Psychology, 1989
International Journal of Behavioral Development, 2006
The goals of the current study were to investigate whether peer rejection mediated the relation b... more The goals of the current study were to investigate whether peer rejection mediated the relation between aggression and depressive symptoms in childhood, and if so, whether this mediational pathway was specific to the reactive subtype of aggression. Participants were 57 second-grade children (22 girls and 35 boys). Data on reactive aggression, proactive aggression, depressive symptoms, and peer rejection were collected from four sources (parents, teachers, peers, and self). Results revealed that reactive aggression, but not proactive aggression, was positively related to depressive symptoms. Furthermore, peer rejection partially mediated the relation between reactive aggression and depressive symptoms.
Ethics & Behavior, 2005
Ecologically valid procedures for eliciting and measuring children's anger are needed to enhance ... more Ecologically valid procedures for eliciting and measuring children's anger are needed to enhance researchers' theories of children's emotional competence and to guide intervention efforts aimed at reactive aggression. The purpose of this article is to describe a laboratory-based game-playing procedure that has been used successfully to elicit and measure children's anger across observational, physiological, and self-report channels. Steps taken to ensure that participants are treated ethically and fairly are discussed. The article highlights recently published data that emphasize the importance of provoking and assessing children's anger across multiple channels using laboratory-based procedures. Finally, it presents preliminary data that suggest that the safeguards taken to protect children were successful in making both children and their parents feel well treated and comfortable.
Developmental Psychology, 1999
Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the... more Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When the social relations model was used, relationship effects accounted for equally as much of the variance in total aggression and proactive aggression as either actor or target effects. Mutually aggressive dyads displayed twice as much total aggression as randomly selected dyads. Members of mutually aggressive dyads attributed greater hostile intentions toward each other than did randomly selected dyads, which may serve to explain their greater aggression toward each other. The importance of studying relational factors, including social histories and social-cognitive processes, is discussed. The study of human aggression has usually been dominated by a focus on individual aggressiveness, without adequate recognition of the significance of interpersonal relationships in the occurrence of aggression. This may in part be due to the exceptional stability and cross-situational consistency of individual aggressiveness. The estimates of stability calculated in Olweus's (1978) review of this literature are as high as for any other individual characteristic (r = .76 for 1-year and .60 for 10-year intervals). Huesmann, Eron,
Child Development, 2001
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears... more Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
Aggressive Behavior, 2018
The goal of the current study was to examine the link between children's psychophysiology and... more The goal of the current study was to examine the link between children's psychophysiology and aggression when both constructs were assessed simultaneously in scenarios designed to provide the opportunity to aggress for either a reactive reason or a proactive reason. Both sympathetic nervous system (SNS) activity (skin conductance) and parasympathetic nervous system (PNS) activity (respiratory sinus arrhythmia or RSA), as well as their interaction, were included as physiological measures. Participants were 35 5th‐grade children who were placed in two virtual‐peer scenarios; one scenario provided the opportunity to aggress in response to peer provocation (i.e., reactive aggression) and the other scenario provided the opportunity to aggress for instrumental gain (i.e., proactive aggression). Both skin conductance and RSA were assessed at the time that children were given the opportunity to aggress; this simultaneous assessment of psychophysiology and aggression allowed for an exami...
Child development, Jan 31, 2018
This study examined infant attachment as a predictor of social information processing (SIP) in mi... more This study examined infant attachment as a predictor of social information processing (SIP) in middle childhood (n = 82) while controlling for parental sensitivity in middle childhood. Attachment quality was assessed using the Strange Situation. Although attachment insecurity did not predict SIP, attachment disorganization positively predicted the early SIP steps of hostile attributional bias and aggressive goals. Children with disorganized attachments interpreted ambiguous provocations more negatively (as indicating more hostility, rejection, and disrespect and as resulting in more anger) and endorsed significantly more revenge and dominance goals than children with organized attachments. In contrast, parental sensitivity negatively predicted the later SIP step of positive expectations for aggressive responses. Results further our understanding of the adverse outcomes associated with attachment disorganization.
Merrill-Palmer quarterly (Wayne State University. Press)
Discusses the role of emotional functioning in the social competence of children, with a particul... more Discusses the role of emotional functioning in the social competence of children, with a particular focus on children's peer relations. Research providing connections between the constructs of emotional functioning and social competence is examined. Although there is evidence that accuracy in reading the emotions of others is related to children's social status, there is no research on the relationship between social competence and the ability to monitor one's own emotions. There is some support that high social status is related to the ability to regulate strong feelings effectively, and only few data exist on the relation of emotional display rules and sympathetic responding to social competence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research on Child and Adolescent Psychopathology, 2021
The present study examined whether there are distinct groups of children with reactive versus pro... more The present study examined whether there are distinct groups of children with reactive versus proactive motives for their aggressive behavior. We extended previous research by using a person-based analytical approach on data from a questionnaire assessing children’s motives independently from the severity of their aggression. Two competing hypotheses were tested. The both subtypes hypothesis holds that both reactive and proactive subtypes exist, as well as a mixed subtype. The reactive only hypothesis holds that only reactive and mixed subtypes exist. Hypotheses were tested on existing data from a community sample of children displaying aggression (Study 1: n = 228, ages 10–13, 54% boys), and two clinical samples of children with aggressive behavior problems (Study 2: n = 115, ages 8–13, 100% boys; Study 3: n = 123, ages 6–8, 78% boys). Teachers reported on children’s reactive and proactive motives. We selected measures available from peers, parents, teachers, and children themselve...
Development and Psychopathology
The current study investigated in-the-moment links between adolescents’ autonomic nervous system ... more The current study investigated in-the-moment links between adolescents’ autonomic nervous system activity and susceptibility to three types of peer influence (indirect, direct, continuing) on two types of behavior (antisocial, prosocial). The sample included 144 racially ethnically diverse adolescents (46% male, 53% female, 1% other; M age = 16.02 years). We assessed susceptibility to peer influence behaviorally using the Public Goods Game (PGG) while measuring adolescents’ mean heart rate (MHR) and pre-ejection period (PEP). Three key findings emerged from bivariate dual latent change score modeling: (1) adolescents whose MHR increased more as they transitioned from playing the PGG alone (pre-influence) to playing while simply observed by peers (indirect influence) displayed more prosocial behavior; (2) adolescents whose PEP activity increased more (greater PEP activity = shorter PEP latency) as they transitioned from indirect influence to being encouraged by peers to engage in an...
Research on Child and Adolescent Psychopathology, 2021
The goal of the current longitudinal study was to investigate the role of adolescents' peer victi... more The goal of the current longitudinal study was to investigate the role of adolescents' peer victimization and aggression prior to COVID-19 on the change in their depressive and anxious symptoms from pre-to mid-pandemic. We hypothesized that, although adolescents overall would display an increase in internalizing symptoms from pre-to mid-pandemic, this response would be weakened or perhaps even reversed when adolescents experienced high levels of victimization or aggression prior to the pandemic. Participants included 96 racially/ethnically diverse adolescents (42 males, 53 females; 1 other) with an average age of 16.79 years (SD = 0.60). At Time 1 (T1; June 2019 through February 2020; pre-pandemic), adolescents completed self-report measures of their peer relations (aggression, victimization) and internalizing symptoms (depressive, anxious). At Time 2 (T2; May through July 2020; mid-pandemic), adolescents completed self-report measures of their internalizing symptoms (depressive, anxious). On average, adolescents' anxious and depressive symptoms increased from T1 to T2, although they exhibited substantial variability, with reports ranging from decreasing symptoms to increasing symptoms. Although on average adolescents reported increases in anxious symptoms from T1 to T2, adolescents with higher T1 peer victimization reported less positive change in anxious symptoms. Similarly, although on average adolescents reported increases in depressive symptoms from T1 to T2, adolescents with higher levels of T1 aggression reported less positive change in depressive symptoms from T1 to T2. Discussion focused on restrictions on in-person peer interactions necessitated by COVID-19 that may reduce adolescents' distress when their pre-pandemic daily lives were characterized by negative peer relations.
Personality and Social Psychology Bulletin, 2007
Journal of Abnormal Child Psychology, 2003
The first goal of this study was to investigate sociometric status, aggression, and gender differ... more The first goal of this study was to investigate sociometric status, aggression, and gender differences in children's verbalizations and cheating behavior during game playing using a fine-grained observational coding system. The second goal was to control for the effects of differential peer treatment and bias on children's behavior by observing children in a standardized procedure with unfamiliar peer confederates. Participants
Journal of Abnormal Child Psychology - J ABNORMAL CHILD PSYCHOL, 1998
A contrived play group procedure was utilized to examine the behavioral and social-cognitive corr... more A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were conducted following the second and fourth sessions. Play group interactions were videotaped and examined by trained observers. High rates of proactive aggression were associated with positive outcome expectancies for aggression/assertion, frequent displays of assertive social behavior, and low rates of submissive behavior. Reactive aggression was associated with hostile attributional tendencies and frequent victimization by peers. Victimization was associated with submissive behavior, hostile attributional bias, reactive aggression, and negative outcome expectations for aggression/assertion. These results demonstrate that there is a ...
Personality and Social Psychology Bulletin, 2007
Perceivers are both accurate and biased in their understanding of others. Past research has disti... more Perceivers are both accurate and biased in their understanding of others. Past research has distinguished between three types of accuracy: generalized accuracy, a perceiver's accuracy about how a target interacts with others in general; perceiver accuracy, a perceiver's view of others corresponding with how the perceiver is treated by others in general; and dyadic accuracy, a perceiver's accuracy about a target when interacting with that target. Researchers have proposed that there should be more dyadic than other forms of accuracy among well-acquainted individuals because of the pragmatic utility of forecasting the behavior of interaction partners. We examined behavioral aggression among well-acquainted peers. A total of 116 9-year-old boys rated how aggressive their classmates were toward other classmates. Subsequently, 11 groups of 6 boys each interacted in play groups, during which observations of aggression were made. Analyses indicated strong generalized accuracy y...
Journal of Clinical Child & Adolescent Psychology, 2013
Objective-The goal of this paper was to validate the existence and qualities of a peer-rejected g... more Objective-The goal of this paper was to validate the existence and qualities of a peer-rejected group of children using latent profile analysis (LPA). Method-Two separate racially/ethnically diverse samples (Study 1: N = 2052 second-graders; Study 2: N = 594 fourth-and fifth-graders) completed peer nominations of liking and disliking, from which we calculated Social Preference and Social Impact scores. These scores served as indicators in the LPAs to form LPA Groups. In addition, we collected self-, teacher-, and peerreport report data on aggression, depressive symptoms, peer victimization, and social competence. Results-In each sample, an LPA Group emerged in which most children were classified as rejected using the Coie, Dodge, and Coppotelli (1982; CDC) approach (Study 1: 95%; Study 2: 86%). However, in both samples, only a minority of children classified as rejected using the CDC approach fell into this LPA Group (Study 1: 46%; Study 2: 36%). The LPA Group that mirrored the CDC rejected Group received more maladjusted scores than all other LPA Groups on aggression, depressive symptoms, peer victimization, and social competence. Furthermore, when compared to children classified as rejected using only the CDC approach, children classified as rejected under both the LPA and CDC approaches were more maladjusted in terms of all sociometric and socio-emotional variables. Conclusions-LPA analyses across two developmental levels validated the existence of an empirically-derived group of children who overlapped closely with the CDC rejected group. However, this group was considerably smaller and more maladjusted than the CDC rejected group.
Journal of Abnormal Child Psychology, 2014
The simultaneous assessment of and relations between children's sympathetic and parasympathetic p... more The simultaneous assessment of and relations between children's sympathetic and parasympathetic psychophysiology and their reactive and proactive aggression. Aggressive Behavior, 44, 614-623.
Journal of Abnormal Child Psychology, 2009
This study explored the role of the classroom teacher in peers' evaluations of liking and disliki... more This study explored the role of the classroom teacher in peers' evaluations of liking and disliking of their classmates. Teacher cognitions about children (teacher liking of students, teacher attributions for aggressive student behavior) and teacher behavior toward children (positive, corrective/negative) were examined as mediators in the link between children's own behavior (aggression, prosocial behavior) and peer liking and disliking. Participants were 127 second-graders in 12 classrooms (64 males, 63 females). Data on child behavior were collected through peer and teacher report, data on teacher cognitions about children were collected through self report, data on teacher behavior toward children were collected through naturalistic classroom observations, and data on peer liking and disliking were collected through peer nominations. Data were analyzed using path analysis. Results indicated that teacher cognitions about children and corrective/negative teacher behavior toward children mediated the relations between aggressive and prosocial child behavior and peer disliking.
Journal of Abnormal Child Psychology, 1989
International Journal of Behavioral Development, 2006
The goals of the current study were to investigate whether peer rejection mediated the relation b... more The goals of the current study were to investigate whether peer rejection mediated the relation between aggression and depressive symptoms in childhood, and if so, whether this mediational pathway was specific to the reactive subtype of aggression. Participants were 57 second-grade children (22 girls and 35 boys). Data on reactive aggression, proactive aggression, depressive symptoms, and peer rejection were collected from four sources (parents, teachers, peers, and self). Results revealed that reactive aggression, but not proactive aggression, was positively related to depressive symptoms. Furthermore, peer rejection partially mediated the relation between reactive aggression and depressive symptoms.
Ethics & Behavior, 2005
Ecologically valid procedures for eliciting and measuring children's anger are needed to enhance ... more Ecologically valid procedures for eliciting and measuring children's anger are needed to enhance researchers' theories of children's emotional competence and to guide intervention efforts aimed at reactive aggression. The purpose of this article is to describe a laboratory-based game-playing procedure that has been used successfully to elicit and measure children's anger across observational, physiological, and self-report channels. Steps taken to ensure that participants are treated ethically and fairly are discussed. The article highlights recently published data that emphasize the importance of provoking and assessing children's anger across multiple channels using laboratory-based procedures. Finally, it presents preliminary data that suggest that the safeguards taken to protect children were successful in making both children and their parents feel well treated and comfortable.
Developmental Psychology, 1999
Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the... more Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When the social relations model was used, relationship effects accounted for equally as much of the variance in total aggression and proactive aggression as either actor or target effects. Mutually aggressive dyads displayed twice as much total aggression as randomly selected dyads. Members of mutually aggressive dyads attributed greater hostile intentions toward each other than did randomly selected dyads, which may serve to explain their greater aggression toward each other. The importance of studying relational factors, including social histories and social-cognitive processes, is discussed. The study of human aggression has usually been dominated by a focus on individual aggressiveness, without adequate recognition of the significance of interpersonal relationships in the occurrence of aggression. This may in part be due to the exceptional stability and cross-situational consistency of individual aggressiveness. The estimates of stability calculated in Olweus's (1978) review of this literature are as high as for any other individual characteristic (r = .76 for 1-year and .60 for 10-year intervals). Huesmann, Eron,
Child Development, 2001
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears... more Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.