A comparison of aggressive and withdrawn children's self-esteem, optimism and pessimism, and causal attributions for success and failure

Attributions for Academic Success and Failure: An Individual Difference Investigation of Academic Achievement and Gender

Ability, effort, and external attributions for academic success/failure as a function of achievement and gender were investigated for 237 elementary school children. Six attributions were the dependent measures for two 2 (achievement) × 2 (gender) MANOVAs. Groups were formed by Total Reading and Total Math scores on the Comprehensive Test of Basic Skills/4; for both MANOVAs results yielded significant main effects for achievement, but not for the gender and interaction effects. Follow-up ANOVAs revealed that high achievers attributed success to ability to a significantly greater extent than did low achievers. Low achievers attributed math failure to ability to a significantly greater extent than did high achievers; for reading, the difference in reading failure to ability attributions approached significance. Finally, low achievers attributed reading success to external factors to a greater extent than did high achievers. No differences in effort attributions were noted for high and low achievers.

Co-occurring aggressive and depressive symptoms as related to overestimations of competence in children with attention-deficit/hyperactivity disorder

Research indicates that on average, children with attention-deficit/hyperactivity disorder (ADHD) overestimate their competence in various domains. ADHD also frequently co-occurs with disorders involving aggressive and depressive symptoms, which themselves seem to influence estimations of self-competence in social, academic, and behavioral domains. In particular, high levels of aggressive behavior are generally associated with overestimations of competence, and high levels of depressive symptoms are related to underestimations of competence. This paper reviews studies of overestimations of competence among children with ADHD and examines the extent to which comorbid aggressive or depressive symptoms may be influencing these estimates. Although significant challenges arise due to limited information regarding comorbidities and problematic methods used to assess overestimations of competence, existing evidence suggests that ADHD may be associated with overestimations of competence over and above co-occurring aggression. As well, studies suggest that comorbid depression may reduce the appearance of overestimations of competence in children with ADHD. Underlying mechanisms (e.g., neuropsychological deficits or self-protection) of overestimations in children with ADHD are discussed, each with particular clinical implications for the assessment and treatment of ADHD. Future research would do well to carefully consider and explicitly describe the comorbid aggressive and depressive characteristics among individuals with ADHD when overestimations of competence are examined.

Seeking for risk factors of Intimate Partner Violence (IPV) in a Greek national sample: the role of self-esteem

The objective of this article is to gain a better understanding of the magnitude of intimate partner violence (IPV) in Greece and to explore factors associated with increased risk of IPV prevalence. A cross-sectional study was undertaken among 1,122 men and women, aged 18 to 65, who are residents of urban areas of Greece. The questionnaire used included 3 sections and 39 items that examined the sociodemographic characteristics of the participants, rate of IPV victimization and perpetration (physical, sexual, emotional), childhood experience of violence, and level of self-esteem. Statistical analysis showed self-esteem to be significantly associated with physical violence victimization and perpetration (odds ratio [OR] = .975, confidence interval [CI] = .955-.996; OR = .972, CI = .951-.993, respectively), whereas experience of abuse during childhood was shown to be a strong predictor in all six models of IPV victimization and perpetration (p < .001). Finally, gender, age and years of cohabitation were some sociodemographic and background characteristics found to increase the risk of specific forms of IPV. Conclusions drawn from the current study should be taken into account in attempts aiming at preventing or ameliorating the problem.

Risk and protection in the development of problem behaviors in adolescents

The development of problem behaviors among adolescents is affected by complex interactions between risk and protective factors. This study was designed to determine whether selected risk and protective factors described among participants in the National Longitudinal Study of Adolescent Health predicted problem behavior cluster membership. Approximately, 13,000 adolescents from the Add Health study were examined. Three clusters of adolescents (exhibiting normal, problem, and deviant behaviors) and changes in cluster membership over 1 year were examined for relationships to specific risk and protective factors. Findings revealed that factors for current behavior problems differ from those for changes in cluster membership. These results suggest that approaches to preventing problems may differ from those required to help adolescents who are already manifesting problems.

A longitudinal study of child maltreatment, mother-child relationship quality and maladjustment: the role of self-esteem and social competence

This study examined the concurrent and longitudinal relations of mother-child relationship quality, self-esteem, social competence, and maladjustment among maltreated (n = 206) and nonmaltreated (n = 139) school-aged children from low-income families. Results of the path analysis using structural equation modeling revealed that maltreatment at Time 1 was related to internalizing and externalizing symptomatology at Time 1, both directly as well as indirectly, through its influence on social competence at Time 1. Regardless of maltreatment status, secure mother-child relationship quality was negatively related to internalizing symptomatology at Time 1 and to internalizing and externalizing symptomatology at Time 2 via its influence on self-esteem at Time 1. The results are discussed as suggestive of the role of self-esteem and social competence as mediating mechanisms in the link between relational risks and children's maladjustment.

Is There a Universal Positivity Bias in Attributions? A Meta-Analytic Review of Individual, Developmental, and Cultural Differences in the Self-Serving Attributional Bias

Researchers have suggested the presence of a self-serving attributional bias, with people making more internal, stable, and global attributions for positive events than for negative events. This study examined the magnitude, ubiquity, and adaptiveness of this bias. The authors conducted a meta-analysis of 266 studies, yielding 503 independent effect sizes. The average d was 0.96, indicating a large bias. The bias was present in nearly all samples. There were significant age differences, with children and older adults displaying the largest biases. Asian samples displayed significantly smaller biases (d = 0.30) than U.S. (d = 1.05) or Western (d = 0.70) samples. Psychopathology was associated with a significantly attenuated bias (d = 0.48) compared with samples without psychopathology (d = 1.28) and community samples (d = 1.08). The bias was smallest for samples with depression (0.21), anxiety (0.46), and attention-deficit/hyperactivity disorder (0.55). Findings confirm that the self-serving attributional bias is pervasive in the general population but demonstrates significant variability across age, culture, and psychopathology.

Relations of the Arabic Type A behavior scale with measures of optimism and pessimism

This study investigated the relation of Type A behavior dimensions and measures of optimism and pessimism. The sample of 322 undergraduate students were 80 men and 242 women at Kuwait University. Analysis showed that five dimensions of Type A behavior, accuracy and persistence, speed and time pressure, desire for promotion, seriousness and organization, and workaholism were positively correlated with optimism, while aggression was negatively correlated with optimism and positively correlated with pessimism. The multiple regression analysis indicated that speed and time pressure and desire for promotion contributed significantly to the prediction of optimism, while aggression predicted pessimism more than any other dimension of Type A behavior.

Comorbidity of hyperactivity-impulsivity-inattention and conduct problems: risk factors in social, affective, and academic domains

Children showing a comorbid behavior pattern of hyperactivity-impulsivity-inattention and conduct problems (HIA + CP) were contrasted to children having only an internalizing and externalizing behavior pattern (I + E) and matched controls. Children displaying the HIA + CP behavior pattern were at greater risk on a number of outcome measures in social and academic domains beginning in Grade 3 and continuing into Grade 4. The most marked differences among the three groups were found on peer measures of rejection and friendship and teacher ratings of social skills. On average, almost two-thirds of the HIA + CP group were rejected by their peers compared to one-third of the I + E group and only 12.5% controls. Over 70% of the HIA + CP group had no reciprocated friendships from Grade 3 to Grade 4 compared to less than half of the I + E group and approximately one-fourth of controls. Contrary to much theorizing in the literature, the HIA + CP and I + E groups showed average levels of academic self-concept and did not differ from controls in on measures of social self-concept and academic self-concept and general self-esteem. These findings were interpreted in light of positive illusory biases and the established link between aggressive behavior and egotism. The current article offers partial support for Lynam's (1996) notion of the "fledgling psychopath."

The self-perceptions and attributions of attention deficit hyperactivity disordered and nonreferred boys

Compared the self perceptions and attributions of attention deficit hyperactivity disordered (ADHD) and control boys. The ADHD boys viewed themselves as no worse than control boys on self-perceived competence and global self-worth, especially when internalizing symptomatology was taken into account statistically through covariance analyses. In terms of attributions, the ADHD boys were more likely to take responsibility for social successes and less likely to take responsibility for social failures than the control boys. Although the ADHD boys scored significantly higher on the Children's Depression Inventory, this difference was no longer significant when items dealing with behavior, school, and social problems were excluded. The results are discussed in terms of their implications for understanding how the attributions and self-perceptions of ADHD boys may mediate their performance in challenging academic and social situations.

Correlates of internalizing and externalizing behavior problems: perceived competence, causal attributions, and parental symptoms

Young adolescents in the clinical range on internalizing, externalizing, and both internalizing and externalizing behavior problems, as well as youth in the normal range on both types of problems, were identified separately using adolescents' self-reports and mothers' reports of behavior problems. In comparisons of groups identified on the basis of either type of informant, differences among the four groups were found in adolescents' self-perceptions of competence and in their fathers' psychological symptoms. Specifically, normals reported a more positive sense of their social acceptance and their behavioral conduct than all clinical groups, and fathers of adolescents in the clinical range on both internalizing and externalizing problems tended to report more psychological symptoms than the fathers of the normal group. Differences were found in mothers' psychological symptoms only when mothers' reports of adolescents' behavior problems were used to identify the groups. No consistent differences among the groups were found on adolescents' causal attributions for success and failure.