A Review and Reconceptualization of Social Aggression: Adaptive and Maladaptive Correlates

Normative Beliefs and Aggression: The Mediating Roles of Empathy and Anger

This study examined a two-mediator model with both empathy and anger as mediators in the association between children's normative beliefs about aggression and forms (relational and physical) and functions (reactive and proactive) of aggressive behavior. Ninety-eight children (54% males, Mage=46.21months, SD = 8.84months) reported their approval of relationally and physically aggressive behaviors depicted in iconic (animation) and enactive (toy figurines) hypothetical scenarios. Children's aggression, empathy and anger were measured using teacher reports. No main effects of normative beliefs about aggression on the corresponding aggressive behavior were found. Normative beliefs about aggression were negatively associated with empathy and empathy was significantly associated with relational aggression, suggesting that developing social emotional processes mediate the relation between social cognitions and aggression. Anger was associated with aggression, but not normative beliefs about aggression. The findings provide support for the distinction between subtypes of aggressive behavior in young children and the developing social-cognitive and affective processes that influence these behaviors.

Longitudinal Associations Between Interpersonal Distrust and Social Aggression During College: Disentangling the Within-Person Process from Stable Between-Person Differences

There is a dearth of information on the relationship between interpersonal distrust and social aggression in the youth, although both may lead to negative interpersonal relationships. Furthermore, scholars have not explored whether interpersonal distrust influences later social aggression over time at the within-person level. This study used five wave longitudinal data to investigate the longitudinal association between interpersonal distrust and social aggression and the role of hostile attribution bias in this relationship; notably, it used a relatively rigorous approach-the random intercept cross-lagged panel model-to disentangle within-person processes from stable between-person differences. The final number of participants included 1053 undergraduate students (677 female students and 376 male students), and 64.3% were female students, with a mean age of 18.45 years (SD = 0.95) at first measurement. Participants completed assessments for interpersonal distrust, hostile attribution bias, and social aggression at five time points across 6-month intervals. At the within-person level, the results revealed that interpersonal distrust was a predictor of later social aggression and that hostile attribution bias acted as a longitudinal mediator in this relationship. This result indicates that to enhance interpersonal harmony and reduce individual hostility and aggression toward others, intervention programs should aim to reduce interpersonal distrust.

Relational and physical aggression in preschool-age children: Associations with teacher, parent, sibling, and peer relationship quality

Early childhood relationships with teachers, parents, siblings, and peers are foundational factors for later social functioning. High rates of childhood aggression have been associated with negative developmental consequences, however, the associations between child aggression on the quality of these formative relationships have not been studied extensively. In a sample of young children attending preschool (N = 114, Mage = 46.27 months, SD = 9.94, 40% girls), this study investigated associations between early childhood relational and physical aggression and the quality of concurrent teacher-child and parent-child closeness and conflict, sibling relationship quality, and positive peer interactions and peer rejection. Early childhood relational and physical aggression was associated with negative teacher-child relationships, and this was true for boys and girls. Differential patterns of prediction were found for relational and physical aggression on the other relationship variables. Relational aggression strongly predicted more positive peer interactions, whereas physical aggression predicted fewer positive peer interactions and greater peer rejection. Early childhood relational aggression predicted higher levels of teacher-child closeness, whereas physical aggression predicted lower levels of teacher-child closeness and fewer positive sibling interactions. These findings challenge common perceptions that aggression is negatively associated with relationship quality. Notably, relational aggression relative to physical aggression may be associated with some favorable relationship outcomes. We did not find support for an additive model of aggression whereby children who were both relationally and physically aggressive (co-morbid) were at higher risk for negative relationship quality. Implications of these findings for future research and prevention and intervention are discussed.

Why Suicide? Suicide Propinquity and Adolescent Risk for Suicidal Thoughts and Behaviors

Suicide represents an international public health concern, and for adolescents aged 14 to 18 in the United States, is the third leading cause of death (Centers for Disease Control and Prevention. 2021 Youth Risk Behavior Survey Data. Available at: www.cdc.gov/yrbs . Accessed on August 30, 2023.). In response to this alarming rate, as well as the relative lack of meaningful progress in the prediction and prevention of suicidal thoughts and behaviors (STB) over the past decades (see Franklin et al., 2017), recent reviews of the suicide literature have advocated for the adoption of novel frameworks and theoretical reexamination of the processes that confer risk for suicide. Currently, the majority of suicide theories emphasize distal factors associated with suicide risk, but these factors also generalize to other types of psychopathology and do not answer the fundamental question of "why suicide?" vs. other maladaptive outcomes. In an effort to address this gap and build off existing theoretical and empirical science from various disciplines, the current theoretical paper will explore the concept of suicide propinquity, the degree of closeness and identification with STB, as a potential moderator of the link between psychological distress and suicide. Specifically, this paper: (1) provides context within the existing theories of suicide, highlighting gaps that might otherwise be explained by propinquity; (2) discusses historical and scientific evidence of suicide phenomena that support the existence of propinquity; (3) explores potential processes of how propinquity may confer risk for STB in adolescence; and (4) suggests future directions for research to examine adolescent suicide from a propinquity perspective.

Depressive symptoms and anger and aggression in Russian adolescents

Research among adolescents exploring the association between depressive symptoms and aggression has produced inconsistent findings. This study investigated the prevalence of clinically significant (current major depressive episode) and subthreshold depressive symptoms in a general population sample of adolescents from Northern Russia and explored their association with aggression and anger, while controlling for comorbid mental health problems. The sample consisted of 2600 participants, aged 13-17 years (59.5% female; 95.7% ethnic Russian). Symptoms of a current major depressive episode, types of anger and aggression (anger rumination, trait anger, physical, verbal and social aggression) and comorbid problems (posttraumatic stress, alcohol use, anxiety, and hyperactivity/impulsivity) were assessed by means of self-reports. The prevalence of a clinically significant depressive episode in the past month was 3.5%, while for subthreshold depression it was 21.6%. All anger and aggression variables, as well as comorbid problems increased together with increasing levels of depression. The association between overt aggressive behavior and depression was primarily explained by comorbid mental health problems, whereas anger rumination and social aggression had more direct associations with depression, independent of comorbidity. Among adolescents with depression, boys reported higher levels of social and verbal aggression and of anger rumination than girls. The results of this study suggest that interventions aiming to reduce aggressive behavior in adolescents should consider depression and its comorbid conditions.

Non-Invasive Brain Stimulation for the Modulation of Aggressive Behavior-A Systematic Review of Randomized Sham-Controlled Studies

INTRO

Aggressive behavior represents a significant public health issue, with relevant social, political, and security implications. Non-invasive brain stimulation (NIBS) techniques may modulate aggressive behavior through stimulation of the prefrontal cortex.

AIMS

To review research on the effectiveness of NIBS to alter aggression, discuss the main findings and potential limitations, consider the specifics of the techniques and protocols employed, and discuss clinical implications.

METHODS

A systematic review of the literature available in the PubMed database was carried out, and 17 randomized sham-controlled studies investigating the effectiveness of NIBS techniques on aggression were included. Exclusion criteria included reviews, meta-analyses, and articles not referring to the subject of interest or not addressing cognitive and emotional modulation aims.

CONCLUSIONS

The reviewed data provide promising evidence for the beneficial effects of tDCS, conventional rTMS, and cTBS on aggression in healthy adults, forensic, and clinical samples. The specific stimulation target is a key factor for the success of stimulation on aggression modulation. rTMS and cTBS showed opposite effects on aggression compared with tDCS. However, due to the heterogeneity of stimulation protocols, experimental designs, and samples, we cannot exclude other factors that may play a confounding role.

Bulimia symptoms and anger and aggression among adolescents

BACKGROUND

Previous research has indicated that anger and aggression may be elevated in adolescents with a bulimia nervosa (BN) diagnosis. However, as yet, little is known about whether bulimia symptoms are linked to anger and aggression in adolescents in the general population. To address this deficit this study aimed to explore the associations between a clinical level of bulimia symptoms (CLBS) and anger, anger rumination and aggression in community-based adolescents, and determine whether gender is important in this context.

METHODS

This study was conducted on a representative sample of youth from northwestern Russia (n = 2613, age 13-17 years old, 59.5% female) using self-report scales. A proxy variable for a CLBS was created using the Eating Disorder Diagnostic Scale. Aggression, anger and anger rumination were assessed by the Trait Anger Scale of the State Trait Anger Expression Inventory, the Anger Rumination Scale, and scales created to assess physically and verbally aggressive behavior. Multivariate analysis of covariance was used to examine the associations between the study variables.

RESULTS

A CLBS was more prevalent in girls than in boys (13.4% vs. 3.5%). The association with anger and aggression was stronger in both genders with a CLBS, compared to those adolescents without a CLBS. In the CLBS group, boys as compared to girls scored higher on verbal and physical aggression, anger rumination and social aggression. In both the CLBS and Non-CLBS groups higher anger and aggression scores were associated with increasing age.

CONCLUSIONS

Findings suggest that aggression and anger rumination are elevated in adolescents with BN symptoms, and that the associations between anger, aggression and BN symptoms may be stronger in boys. As previous research has indicated that the presence of aggressive behaviors may affect the prognosis of BN and complicate management of the disorder, clinician screening for these behaviors in adolescents with BN symptoms may facilitate the provision of more effective treatment, especially among boys.

Associations of bullying perpetration and peer victimization subtypes with preadolescent's suicidality, non-suicidal self-injury, neurocognition, and brain development

BACKGROUND

Although both peer victimization and bullying perpetration negatively impact preadolescents' development, the underlying neurobiological mechanism of this adverse relationship remains unclear. Besides, the specific psycho-cognitive patterns of different bullying subtypes also need further exploration, warranting large-scale studies on both general bullying and specific bullying subtypes.

METHODS

We adopted a retrospective methodology by utilizing the data from the Adolescent Brain and Cognitive DevelopmentSM Study (ABCD Study®) cohort collected between July 2018 and January 2021. Participants were preadolescents aged from 10 to 13 years. The main purpose of our study is to examine the associations of general and specific peer victimization/bullying perpetration with preadolescents' (1) suicidality and non-suicidal self-injury; (2) executive function and memory, including attention inhibition, processing speed, emotion working memory, and episodic memory; (3) brain structure abnormalities; and (4) brain network disturbances. Age, sex, race/ethnicity, body mass index (BMI), socioeconomic status (SES), and data acquisition site were included as covariates.

RESULTS

A total of 5819 participants aged from 10 to 13 years were included in this study. Higher risks of suicide ideation, suicide attempt, and non-suicidal self-injury were found to be associated with both bullying perpetration/peer victimization and their subtypes (i.e., overt, relational, and reputational). Meanwhile, poor episodic memory was shown to be associated with general victimization. As for perpetration, across all four tasks, significant positive associations of relational perpetration with executive function and episodic memory consistently manifested, yet opposite patterns were shown in overt perpetration. Notably, distinct psycho-cognitive patterns were shown among different subtypes. Additionally, victimization was associated with structural brain abnormalities in the bilateral paracentral and posterior cingulate cortex. Furthermore, victimization was associated with brain network disturbances between default mode network and dorsal attention network, between default mode network and fronto-parietal network, and ventral attention network related connectivities, including default mode network, dorsal attention network, cingulo-opercular network, cingulo-parietal network, and sensorimotor hand network. Perpetration was also associated with brain network disturbances between the attention network and the sensorimotor hand network.

CONCLUSIONS

Our findings offered new evidence for the literature landscape by emphasizing the associations of bullying experiences with preadolescents' clinical characteristics and cognitive functions, while distinctive psycho-cognitive patterns were shown among different subtypes. Additionally, there is evidence that these associations are related to neurocognitive brain networks involved in attention control and episodic retrieval. Given our findings, future interventions targeting ameliorating the deleterious effect of bullying experiences on preadolescents should consider their subtypes and utilize an ecosystemic approach involving all responsible parties.

Relational bullying and disordered eating: Testing a moderated mediation model of the role of shame and self-compassion

Objective

Experiences of relational bullying (RB) in adolescence are associated with the development of disordered eating. This association may be related to heightened shame resulting from perceived social inferiority, low social rank, and/or negative evaluation by others. Self-compassion may act as a protective factor against the influence of RB on shame and disordered eating. In the current study, we investigated whether shame mediated the relationship between recalled RB and current disordered eating in a sample of young adults. Then, using conditional process analysis, we examined whether the observed mediation was moderated by self-compassion.

Method

Participants were 359 young adults (aged 17–25) who completed online self-report measures of recalled RB experiences and current disordered eating, shame, and self-compassion.

Results

Experiences of RB were positively related to current shame and disordered eating, and negatively related to current self-compassion, with small-to-medium effect sizes. The association between RB and disordered eating was partially mediated by shame, and this mediation was moderated by self-compassion.

Discussion

Our results suggest that young adults with lower self-compassion are more likely to demonstrate a relationship between recalled RB and disordered eating through the mechanism of shame. These findings have important implications for both anti-bullying awareness and eating disorder prevention programs.

Posttraumatic Stress and Perceived Interpersonal Provocation in Adolescents

Objective: To examine the impact of posttraumatic stress on the choice of responses to and attribution of intentionality in peer provocation in adolescent boys and girls. Methods: A sample of 2678 adolescents from Northern Russia, aged 13-17 years (59.3% female; 95.7% ethnic Russian) completed self-reports on posttraumatic stress and rated hypothetical peer provocation scenarios that teenagers can encounter in their daily lives. Results: Adolescents with clinically significant levels of posttraumatic stress symptoms (n=184 (6.8%)) reported a different pattern of reactions to peer provocation as compared to all other adolescents. Boys and girls with high levels of posttraumatic symptoms reported that they would be less likely to discuss conflict situations and more likely to react with physical aggression. Compared to their male counterparts, girls with high levels of posttraumatic stress symptoms were more likely to endorse hostile intentions, avoid provocations, and were less likely to endorse verbally aggressive responses. In provocation scenarios that involved physical aggression, girls with high levels of posttraumatic stress symptoms were less likely to endorse verbal aggressive responses and more likely to endorse physically aggressive responses than girls without clinically significant levels of posttraumatic symptoms. Girls with high levels of posttraumatic stress symptoms were also more likely to avoid socially aggressive situations than non-traumatized girls, whereas boys had an opposite pattern. Conclusions: High levels of posttraumatic stress symptoms may play a significant role in the endorsement of aggressive reactions in conflicts with peers and patterns of reactions may be gender-specific. A history of posttraumatic stress should be carefully evaluated in children and adolescents seeking treatment for aggressive behavior.

The Interplay Between Status and Affection Needs: Testing the Imbalanced Needs Theory of Aggression in Adulthood

Status and affection are both goals related to social needs. The imbalanced needs theory of aggression proposes that although aggression can be used to realize status, this strategy is detrimental for realizing affection in the same social context. Thus, to the degree that the social circles overlap in which status and affection needs are realized, it becomes more costly (in terms of affection) to achieve status via aggression. This theory was tested for different forms of aggression, in different contexts, in a sample of adults from the general population (N = 253, M age = 29.95, SD = 2.60, 78% female). Participants reported on social needs with the Interpersonal Goals Inventory and reported on general measures of physical and social aggression, as well as rule breaking, and aggression at the workplace and in intimate partner relationships. As hypothesized, status needs were associated with physical aggression when affection needs were weak. This interaction, though to a lesser degree, also extended to social forms of aggression and rule breaking. At the workplace, aggression was only related to weak affection needs, whereas aggression in intimate partner relationships was, as expected, unrelated to both social needs. Together, these findings support the results of an earlier test of the imbalanced needs theory of aggression in adolescence, and encourage more research into the link between aggression and the satisfaction of social needs.

Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers?

Relational aggression is characterized by attempts to damage another's relationships or social status and is a major concern affecting academic, socioemotional, behavioral, and health outcomes, particularly for urban, minority youth. Teachers and peers frequently disagree about which students are relationally aggressive. Factors associated with peer and teacher discordant and concordant identification of relationally aggressive students were explored including prosocial behavior, perceived popularity, academic competence, and gender. Participants included 178 3rd-5th grade students across 11 urban classrooms. Findings revealed that students were more likely to be rated as relationally aggressive by their peers but not their teacher as scores on peer nominations for prosocial behavior decreased, while teacher-rated academic motivation/participation increased. Female students were more likely to be concordantly identified by peers and teachers as relationally aggressive when ratings for overt aggression increased. These results highlight the utility of obtaining ratings from multiple informants as well as the difficulty in accurately identifying all students who may benefit from interventions targeting relational aggression. Findings also suggest factors that may be related to the potential shortcomings of current measures and provide avenues for additional research to improve detection of relationally aggressive students.

Pharmacotherapy of Disruptive Behaviors in Children with Intellectual Disabilities

Disruptive behaviors are a class of predominantly externalizing behaviors that include physical aggression, property destruction, temper outbursts, verbal aggression, and some forms of self-injurious behaviors. Externalizing behaviors are also major components of disruptive, impulse-control and conduct disorders, disruptive mood dysregulation disorder, trauma-related and stressor-related disorders, intermittent explosive disorder, personality disorders, and other neuropsychiatric and neurodevelopmental disorders. Disruptive behaviors and associated disorders are among the most frequent reasons for child behavioral health referrals and are the most common reason for referrals among children with intellectual disabilities. The focus of this paper is on the adjunctive role of integrated psychopharmacological treatment in the management of children with disruptive behaviors and co-occurring intellectual disabilities. The decision-making process for adding pharmacotherapy to a comprehensive treatment plan incorporates not only a working knowledge of basic behavioral neurobiology of disruptive behaviors but also an understanding of the strengths and weaknesses of various pharmacotherapies. Importantly, there is little evidence to support the use of psychopharmacologic agents in managing difficult behaviors in children with intellectual disabilities, but with that said, risperidone has the strongest evidence base for its use.

ASD Symptoms, Social Skills, and Comorbidity: Predictors of Bullying Perpetration

Children with ASD are more likely to be involved in bullying compared to typically developing peers; however, studies rarely examine bullying perpetration and the contributing factors among this population. The primary aim of this study was to examine the extent to which parent-reported ASD symptoms, social skills, and comorbid externalizing and internalizing symptoms predicted bullying perpetration in a sample of 390 children with ASD without intellectual disability. Findings from hierarchical regression analyses indicated that social skill deficits, externalizing symptoms (i.e., hyperactivity, aggression, and conduct problems), and depressive symptoms were associated with higher likelihood of bullying perpetration, while severity of ASD symptoms and anxiety were not significant predictors. Further research is needed to better understand bullying perpetration among children with ASD.

From pity to numbness: Social exclusion moderates the relationship between trait empathy and bystanders' aggressive tendencies in cyberbullying

Studies on cyberbullying have revealed an inconsistent relationship between trait empathy and bystanders' aggressive tendencies towards victims. We believe that these studies have overlooked the role of social exclusion. We infer that high-severity social exclusion suppresses the negative relationship between trait empathy and bystanders' aggressive tendencies. In Study 1, 226 participants read a news report concerning a singer's humiliation by netizens due to lack of talent. The results revealed that trait empathy predicted lower aggressive tendencies towards the singer for participants with fewer experiences of social exclusion. However, trait empathy was unrelated to aggressive tendencies for participants with more experiences of social exclusion. In Study 2, 146 participants were randomly assigned to a low-severity or a high-severity social exclusion condition and were required to recall their experiences of low- or high-severity social exclusion, respectively. The results demonstrated that in the low-severity condition, trait empathy was negatively associated with participants' aggressive tendencies towards the singer and this relationship was mediated by state empathy. However, there was no evidence that the process was at work in the high-severity condition. This study further presents implications and directions for future research.

Using citation network analysis to enhance scholarship in psychological science: A case study of the human aggression literature

Researchers cannot keep up with the volume of articles being published each year. In order to develop adequate expertise in a given field of study, students and early career scientists must be strategic in what they decide to read. Here we propose using citation network analysis to characterize the literature topology of a given area. We used the human aggression literature as our example. Our citation network analysis identified 15 research communities on aggression. The five largest communities were: "media and video games", "stress, traits and aggression", "rumination and displaced aggression", "role of testosterone", and "social aggression". We examined the growth of these research communities over time, and we used graph theoretic approaches to identify the most influential papers within each community and the "bridging" articles that linked distinct communities to one another. Finally, we also examined whether our citation network analysis would help mitigate gender bias relative to focusing on total citation counts. The percentage of articles with women first authors doubled when identifying influential articles by community structure versus citation count. Our approach of characterizing literature topologies using citation network analysis may provide a valuable resource for psychological scientists by outlining research communities and their growth over time, identifying influential papers within each community (including bridging papers), and providing opportunities to increase gender equity in the field.

Physical and relational aggression as predictors of children's friendship experiences: Examining the moderating role of preference norms

Aggressive behavior is generally detrimental to children's friendships, both in terms of having friends and in terms of keeping friends. Despite this general tendency, many aggressive children have friends and some of these friendships are stable. We examined the moderating role of preference norms in the classroom and child's sex in the association between children's physical and relational aggression and their friendship experiences. A total of 1135 children (M = 10.24 years, SD = 1.01) in Grades 4 to 6 completed a peer nomination inventory in the Fall (T1) and Spring (T2) of the same school year. Norms were operationalized as the class- and sex-specific correlation between physical or relational aggression and social preference. Norms moderated associations between each form of aggression and number of friends. At T1, physical and relational aggression were concurrently associated with having more friends when norms favored this behavior and with fewer friends when norms were unfavorable. The latter effect was especially pronounced in girls. Over time, youth lost friends when norms favored physical aggression and gained friends when norms favored relational aggression. T1 friends' physical and relational aggression were strong predictors of new friends' aggressive behavior, suggesting that friends provide a type of norm more significant to new friend selection than norms of the peer group and individual aggressive behavior. Overall, our results suggest that physical and relational aggression are not necessarily detrimental to children's friendship experiences and may even be beneficial in specific social contexts.

Listening In: How Parent-Child Communication Relates to Social and Physical Aggression

In this study, we investigated the relations between features of parent-child conversations (neutral talk, positive and negative in-dyad and out-dyad talk) and children's social and physical aggression from ages 9-18. Participants were 297 youth (52% girls) of about 9 years old at Time 1 and their parent. Fifty-two percent of this United States sample identified as White, 20% Black, 20% Hispanic, 8% other races/ethnicities. One hundred eighty-seven parents participated in the parent-child observation task. Ninety four percent of parent participants were mothers. Parent-child conversations were observed in the laboratory during preadolescence, and teachers reported child's aggression. Using multinomial logit analyses, we found that coded observations of communication features predicted membership in linear trajectories of social and physical aggression across nine years of adolescence; trajectories were derived via mixture modeling. Parent and child communication characteristics were related to trajectories of aggression that spanned preadolescence and adolescence; however, not all predicted associations were significant. Children's talk about neutral topics predicted being on a lower social aggression trajectory. Positive out-dyad talk from children was related to being on a lower physical aggression trajectory, as was parent in-dyad positive talk. After controlling for other factors, neither parent nor child in- or out-dyad negative talk was associated with social or physical aggression. These findings highlight the importance of positive communication by youth and toward youth in association with long-term social adjustment.

Development and Psychometric Properties of the Test of Passive Aggression

Background: To date, most research on aggression in mental disorders focused on active-aggressive behavior and found self-directed and other-directed active aggression to be a symptom and risk-factor of psychopathology. On the other hand, passive-aggressive behavior has been investigated less frequently and only in research on psychodynamic defense mechanisms, personality disorders, and dysfunctional self-control processes. This small number of studies primarily reflects a lack of a reliable and valid clinical assessment of passive-aggressive behavior. To address this gap, we developed the Test of Passive Aggression (TPA), a 24-item self-rating scale for the assessment of self-directed and other-directed passive-aggressive behavior. Method: Study 1 examined the internal consistency and factorial validity of the TPA in an inpatient sample (N = 307). Study 2 investigated the retest-reliability, internal consistency, and construct validity (active aggression, personality traits, impulsivity) of the TPA in a student sample (N = 180). Results: In line with our hypothesis, Exploratory Structural Equation Modeling revealed an acceptable to good fit of a bi-factorial structure of the TPA (Chi-square-df-ratio = 1.98; RMSR = 0.05, fit.off = 0.96). Both TPA scales showed good to excellent internal consistency (α = 0.83-0.90) and 4-week retest-reliability (r tt = 0.86). Correlations with well-established aggression scales, measures of personality, and impulsivity support discriminant and convergent validity of the TPA. Conclusions: The TPA is a reliable and valid instrument for the assessment of self-directed and other-directed passive-aggressive behavior.

Exploring the Influence of Parenting Style on Adolescents’ Maladaptive Game Use through Aggression and Self-Control

Adolescent aggression manifests in problematic game use and ultimately undermines life quality. This study deals with the mechanisms behind adolescents’ perception of parenting, maladaptive game use, self-control, and life satisfaction within the context of integrated supportive-positive parenting and harsh-negative parenting. Using 778 valid panel data from the Korea Creative Content Agency (KOCCA), we reached the conclusions that both supportive-positive parenting and harsh-negative parenting, mediated by self-control and maladaptive game use, are major predictors of adolescents’ life satisfaction. PLS-SEM analysis was used for the hypothesized model test. This study helped bridge the gap in existing research by finding clues to recovering parent–child relationships from the side effects of youth game use.

A mediation model for relational aggression, victimization, attachment, and depressive symptoms in Guam: A gender-informed approach

The present study examined the association between relational aggression and depressive symptoms, and the serial mediation of relational victimization and attachment insecurity in this association from a gender-informed approach. Participants consisted of 35 students (77% female; age: 18–25) for the pilot qualitative study and 206 students (68% female; age: 18–25) for the main quantitative study. Both sets of participants were recruited at the same public university in Guam. The qualitative data were transcribed verbatim and coded by three trained researchers (interrater agreement = 90%). From the qualitative data, several themes, such as relational aggression and victimization, physical aggression and victimization, negative affect and emotion, and culture emerged. All participants reported the use of relational aggression and showing negative emotions in a close relationship. Gender differences in the content of the themes were also found, such that relational aggression and victimization seemed to be more emotionally stressful for women than men. In line with these qualitative findings, the quantitative data showed that relational aggression was associated with depressive symptoms, and this association was mediated by relational victimization and attachment anxiety (not avoidance) only for women, while the contributions of physical aggression and victimization were controlled for. No direct and indirect links for physical aggression was evidenced. These findings are discussed from clinical, developmental and cultural perspectives.

Mediator of school belongingness and moderator of migration status in the relationship between peer victimization and depression among Chinese children: A multi-group structural equation modeling approach

Peer victimization is a widespread threat to children's mental health. However, existing literature has yet to thoroughly investigate the mediators and moderators underlying the link between peer victimization and depression of Chinese children. Using a sample of school-aged children recruited through a multi-stage cluster random sampling in Southwest China (N = 1322), this study examined the mediating role of school belongingness between overt/relational victimization and children's depressive symptoms. In order to test the moderator of migration status, multi-group structural equation modeling (SEM) was adopted to investigate whether the paths in the mediation model were significantly different across migrant and non-migrant groups. Results indicated that overt and relational victimization had a direct impact on depression. School belongingness mediated the link between overt victimization and depression, but not the link between relational victimization and depression. Furthermore, migration status moderated the direct associations between peer victimization and depression. Specifically, the effect of overt victimization on depression was significant for migrant children but not for local children. By contrast, the effect of relational victimization on depression was significant for local children but not for migrant children. The contributions and implications of this study were discussed.

The Impact of Adolescents' Attachment to Peers and Parents on Aggressive and Prosocial Behavior: A Short-Term Longitudinal Study

This short-longitudinal study analyzed the cross-sectional and longitudinal pathways linking adolescent's quality of attachment to parents and peers and their practice of aggressive and prosocial behavior; it also explored the moderation effect of gender on those pathways. A total of 375 secondary school students (203 girls and 172 boys), aged between 15 and 19 years old, completed the Inventory of Parent and Peer Attachment and the Peer Experience Questionnaire - Revised twice, within a four-month gap. Using a path analyses approach, results showed that aggression and prosocial behavior were the strongest predictors of themselves overtime. Attachment to mother had a cross-sectional effect on aggression and on prosocial behavior via attachment to peers, and attachment to peers predicted prosocial behavior; overall, the higher the quality of attachment, the lowest the practice of aggression and the highest the practice of prosocial behavior. These effects held stable for boys and girls, though gender-based differences were found in mean levels of attachment to peers and social behaviors. Even if other variables may be in place when understanding adolescents' social behaviors, attachment to mother and peers also seem to play a relevant role in trying to achieve safer and more positive school climates. Suggestions on how to accomplish this are shortly discussed.

The personality dispositions and resting-state neural correlates associated with aggressive children

Despite aggression being detrimental to children's physical health, mental health and social development, the dispositional and neurological antecedents of aggression in the child are poorly understood. Here we examined the relationship between trait aggression as measured by Buss and Warren's Aggression Questionnaire and personality traits measured with Big Five Questionnaire for Children in 77 primary-school children and recorded resting-state brain activity (fractional amplitude of low-frequency fluctuations [fALFF]) and resting-state functional connectivity (rsFC) using functional magnetic resonance imaging. The present results showed that trait aggression was negatively correlated with agreeableness and positively correlated with neuroticism. The brain analyses showed that children with a higher propensity for aggression had a lower fALFF mainly in the left superior temporal gyrus, right parahippocampal gyrus and left supramarginal gyrus. Physical and total aggressions were negatively associated with rsFC between the right parahippocampal gyrus and the right putamen. Further analysis revealed that this rsFC could moderate the influence of neuroticism on total aggression. Moreover, the results suggest the presence of a sex difference in the neurodevelopmental mechanisms underlying aggression in middle childhood. Overall, our findings indicate that aggressive children have lower agreeableness and higher neuroticism, and the underlying neural systems are mainly implicated in social judgment and empathy.

Relational Aggression in Adolescents with Conduct Disorder: Sex Differences and Behavioral Correlates

As most research on conduct disorder (CD) has been conducted on male participants, it has been suggested that female-specific symptoms may be underestimated based on current DSM-5 criteria. In particular, relational aggression, i.e. the hurtful, often indirect, manipulation of relationships with the intention of damaging the other's social position, has been proposed as a characteristic of CD that is more common in females. In addition, sex-specific studies on correlates of relational aggressive behavior are lacking. Relational aggression may be strongly related to the correlates of proactive aggression, namely low affective empathy, and high levels of callous-unemotional (CU) traits and relational victimization. Thus, the present study investigated sex differences in relational aggression, and associations between relational aggression and correlates of proactive aggression in 662 adolescents with CD (403 females) and 849 typically-developing controls (568 females) aged 9-18 years (M = 14.74, SD = 2.34) from the European multi-site FemNAT-CD study. Females with CD showed significantly higher levels of relational aggression compared to males with CD, whereas no sex differences were seen in controls. Relational aggression was only partly related to correlates of proactive aggression in CD: Independent of sex, CU traits showed a positive association with relational aggression. In females only, cognitive, but not affective empathy, was negatively associated with relational aggression. Relational victimization was more strongly associated with relational aggression in males compared to females. Despite interesting sex specific correlates of relational aggression, effects are small and the potential clinical implications should be investigated in future studies.

Susceptibility to prosocial and antisocial influence in adolescence

Introduction

Adolescents are particularly susceptible to social influence and previous studies have shown that this susceptibility decreases with age. The current study used a cross-sectional experimental paradigm to investigate the effect of age and puberty on susceptibility to both prosocial and antisocial influence.

Methods

Participants (N = 520) aged 11–18 from London and Cambridge (United Kingdom) rated how likely they would be to engage in a prosocial (e.g. “help a classmate with their work”) or antisocial (e.g. “make fun of a classmate”) act. They were then shown the average rating (in fact fictitious) that other adolescents had given to the same question, and were then asked to rate the same behaviour again.

Results

Both prosocial and antisocial influence decreased linearly with age, with younger adolescents being more socially influenced when other adolescents’ ratings were more prosocial and less antisocial than their own initial rating. Both antisocial and prosocial influence significantly decreased across puberty for boys but not girls (independent of age).

Conclusions

These findings suggest that social influence declines with increasing maturity across adolescence. However, the exact relationship between social influence and maturity is dependent on the nature of the social influence and gender. Understanding when adolescents are most susceptible to different types of social influence, and how this might influence their social behaviour, has important implications for understanding adolescent social development.

Development of aggressive-victims from childhood through adolescence: Associations with emotion dysregulation, withdrawn behaviors, moral disengagement, peer rejection, and friendships

At multiple developmental periods spanning from middle childhood through adolescence, we investigated the development of aggressive-victims. Multiple-informant data collected across four grade levels (1, 5, 8, and 11; N = 482; 50% females) was used to perform person-centered analyses including latent profile and latent transition analyses in order to examine the co-occurring development of multiple forms (i.e., physical, verbal, and relational) of aggression and peer victimization. Results indicated that there were two distinct subgroups of aggressive-victims, one of which was more relational in form (i.e., relational aggressive-victims), and children in these two subgroups were distinguishable with respect to their individual characteristics (emotion dysregulation, withdrawn behaviors, and moral disengagement) and relational experiences (peer rejection and friendships). Furthermore, the findings elucidated the mechanisms by which developmental continuity and change (i.e., transitions) among the subgroups occurred across childhood and adolescence.

Parental influences on child report of relational attribution biases during early childhood

Influences on social cognition, such as hostile attribution biases, are a relatively understudied topic despite the association of hostile attribution biases with important developmental and clinical outcomes. From a developmental perspective, it is particularly important to understand the early development of biases regarding how the intentions of others are perceived, especially in the relationship context. Therefore, understanding potential correlates, such as parental influences, of such biases during early childhood may be especially important. The current study (N = 121) was designed to explore several gaps and limitations in the hostile intent attribution literature, especially the lack of research on hostile attribution biases for relational provocations and associated parent behavior. In particular, this gap was addressed by investigating parental influences on hostile attribution biases for relational provocations during early childhood (i.e., 3-5 years of age) using parent and child reports. It was found that parent hostile attribution biases for relational provocations was significantly associated with child hostile attribution biases for relational provocations. Furthermore, it was demonstrated that parent relational aggression was related to parenting practices. Implications for research and practice are discussed.

Direct Aggression and the Balance between Status and Affection Goals in Adolescence

Previous studies have shown that status goals motivate direct forms of interpersonal aggression. However, status goals have been studied mostly in isolation from affection goals. It is theorized that the means by which status and affection goals are satisfied change during adolescence, which can affect aggression. This is tested in a pooled sample of (pre)adolescents (N = 1536; 49% girls; ages 10–15), by examining associations between status goals and direct aggression and the moderating role of affection goals. As hypothesized, with increasing age, status goals were more strongly associated with direct aggression. Moreover, for older adolescents, status goals were only associated with aggression when affection goals were weak. These findings support the changing relationship between status goals and direct aggression during adolescence.

Intranasal oxytocin reduces reactive aggression in men but not in women: A computational approach

Aggression is an important behaviour that concerns individual survival and large-scale social stability. It comprises a variety of psychological subcomponents and is modulated by different biological factors. Two factors in particular, gender and oxytocin, appear to play a robust role in aggressive behaviour. However, whether these two factors interact to impact aggressive behaviour is not currently known. The current study investigated the modulating effect of gender on the relationship between oxytocin and aggression and characterized its underlying mechanisms by combining behavioural economic, pharmacological, and computational approaches. Specifically, we employed a double-blind, randomized, placebo-controlled, between-subjects design, in which one hundred participants (50 men and 50 women) completed a norm-training version of the multi-round one-shot ultimatum game (UG) after intranasal oxytocin or placebo administration. Rejection rates in the UG were adopted as an indicator of reactive aggression. The results indicated that oxytocin compared with placebo administration decreased aggression among men but not among women. Further analyses suggested that this decrease in aggression was a result of changes in men's sensitivity to provocation and positive affect, rather than norm adaptation rates or concerns about the cost of aggression. These findings highlight the role of gender in the relationship between oxytocin and reactive aggression and reveal its underlying psychological and computational mechanisms.

Friendship Quality in Youth With and Without Disruptive Behavior Disorders: The Role of Empathy, Aggression, and Callousness

Youth with disruptive behavior disorders (DBD; Oppositional defiant disorder and/or conduct disorder) are known to show impaired social relationships. Little is known about positive (PFQ) and negative best friendship quality (NFQ) in youth with DBD, and their relations with DBD specific symptoms such as aggression subtypes, empathic abilities, and callous unemotional (CU)-traits. The current study includes N = 115 youth with and N = 146 without DBD (M_age = 13.98, SD = 2.2). A diagnostic interview and self-rating questionnaires assessed ODD/CD diagnosis, friendship quality, aggression, empathy, and CU-traits. When examined on a categorical level, youth with and without DBD did not differ in friendship quality. On a dimensional level across groups, perspective taking was positively associated with PFQ. Proactive aggression was positively associated with NFQ. CU-traits in females were positively, while CU-traits in males were negatively, associated with NFQ. Results highlight that behavioral and cognitive symptoms, rather than clinical categories, are important to consider when discussing friendship qualities.

Differentiated content of verbal aggression: Effect of gender on insults in secondary schools in Poland

A large body of literature shows that boys and girls experience different kinds of peer aggression. This difference is usually explained by the function of bullying depending on gender and age. In the present study, we used a mixed method called concept mapping to analyze the content structure of verbal aggression. We compared this structure between two levels of Polish schools—middle school and high school. Using experimental manipulation we tested whether the content of verbal invectives depends on the gender of the victim. Results showed six different types of verbal invectives. Middle school students listed substantially more in four out of the six categories. There were significant effects of the experimental manipulation of the victim's gender. When the male victim was primed there were significantly more sexual insults and when the female victim was primed there was substantially more ability-related verbal bullying. We interpret these results in the context of the development and norms of masculinity and femininity.

The Influence of Friendships on Aggressive Behavior in Early Childhood: Examining the Interdependence of Aggression

The present short-term longitudinal study examined the stability and role of peer influence on both physical and relational aggression in early childhood using a dyadic data analytic framework. Following the peer-individual interaction model, forms of aggressive behavior (i.e., physical and relational) were observed in 43 dyads of close friendships in early childhood (M = 47.37 months, SD = 7.56) to better understand how friendships may maintain aggressive behavior over time. Friendship quality (FQ) was included as a moderator to explain how friendships may maintain aggression. The results provide evidence supporting the affiliation hypothesis for physical aggression with opposite findings for relational aggression. Negative FQ moderated associations with both relational and physical aggression over time whereas positive FQ moderated the dyadic influence with physical aggression over time. Limitations and future directions are discussed.

The Social Life of Class Clowns: Class Clown Behavior Is Associated With More Friends, but Also More Aggressive Behavior in the Classroom

A dimensional rather than a typological approach to studying class clown behavior was recently proposed (Ruch et al., 2014). In the present study, four dimensions of class clown behavior (class clown role, comic talent, disruptive rule-breaker, and subversive joker) were used to investigate the associations between class clown behavior and indicators of social status and social functioning in the classroom in a sample of N = 300 students attending grades 6 to 9 (mean age: 13.09 years, 47.7% male). Participants and their teachers completed measures of class clown behavior, and peer nominations of peer acceptance, mutual friends as well as social behavior in the classroom (popular-leadership, aggressive-disruptive, sensitive-isolated, and prosocial behaviors) were collected. The results showed that overall, class clown behavior was positively related to peer acceptance, the number of mutual friends in the classroom and peer-perceived social status. Overall, it was also positively related to peer-rated popular-leadership and aggressive-disruptive behaviors, as well as negatively related to prosocial behaviors. When considering the four dimensions of class clown behavior, comic talent was particularly relevant for the relationship with social status and with popular-leadership behaviors, but also with aggressive-disruptive behaviors. Aggressive-disruptive behaviors were also particularly related to the class clown dimension disruptive rule-breaker. The results underline the significance of class clown behavior for the social status and functioning of students and may help further understand the phenomenon in its multidimensional nature.

Aggression Predicts Changes in Peer Victimization that Vary by Form and Function

Peer victimization is predictive of serious problems in adjustment, especially among children who are both victimized and aggressive. This study investigated how different types of aggression contribute to later victimization. Specifically, we examined prospective relationships between the types of aggression that children perpetrated and the types that they experienced at the hands of others. Trained observers coded schoolyard behavior of 553 children in grades 3-6 during the initial year of a bullying intervention program. Both observed aggression and victimization were specified by form (direct, indirect) and function (proactive, reactive). Total hourly rates of victimization were highest in the upper grades. Direct-reactive aggression uniquely predicted increases in victimization, while direct-proactive aggression predicted decreases, particularly in direct-proactive victimization. Indirect-proactive aggression (e.g., derogatory gossip) predicted increases in indirect-proactive victimization only in the control group. Indirect-reactive aggression and victimization occurred too rarely to detect change. Aggression-victimization relationships did not differ for boys and girls. Discussion considers why children might risk direct reactive aggression in the face of increased victimization. Different sequelae for different forms and functions of aggression highlight the need to resolve theoretical ambiguities in defining proactive and reactive aggression.

Relational Aggressiveness in Adolescence: Relations With Emotional Awareness and Self-Control

Involvement in relationally aggressive conduct is an important contributor to maladaptive functioning in both childhood and adulthood. Decreased emotional awareness and impairments of self-control are risk factors for relational aggressiveness, while emotional awareness can also be treated as an important prerequisite for proper self-control. The aim of the study was to examine the associations between dimensions of emotional awareness (attention to emotions and emotional clarity), self-control, and relational aggressiveness. Self-control was also examined as a mediating variable between emotional awareness and relational aggressiveness. Self-report measures of trait meta-mood, alexithymia, self-control, and relational aggressiveness were completed by 214 adolescents (129 females), aged 15–23. The confirmatory factor analysis confirmed two factors of emotional awareness: (1) inattention to emotions (reflecting low attention to emotions and externally oriented thinking) and (2) a lack of emotional clarity (reflecting difficulties in identifying emotion, difficulties in describing emotion, and low clarity of emotion). Self-control and mood repair ability inversely correlated with proactive and reactive relational aggressiveness, whereas the clarity component of the meta-mood trait only inversely predicted reactive relational aggressiveness. Structural equation modeling (SEM) showed that direct relationships between inattention to emotions and relational aggressiveness, as well as between lack of emotional clarity and relational aggressiveness were non-significant. Nevertheless, a lack of emotional clarity was indirectly and significantly associated with relational aggressiveness through decreased self-control.

It's Lonely at the Top: Adolescent Students' Peer-perceived Popularity and Self-perceived Social Contentment

Popularity is highly desired among youth, often more so than academic achievement or friendship. Recent evidence suggests being known as "popular" among peers (perceived popularity) may be more detrimental during adolescence than being widely well-liked (sociometric popularity). Thus, this study sought to better understand how two dimensions of popularity (perceived and sociometric) may contribute to adolescents' own perceptions of satisfaction and happiness regarding their social life at school, and hypothesized that "being popular" would have a more complex (and curvilinear) association with adolescents' social contentment than previously considered by linear models. Adolescents' peer popularity and self-perceived social contentment were examined as both linear and curvilinear associations along each status continuum in a series of hierarchical regressions. Participants were 767 7th-grade students from two middle schools in the Midwest (52% female, 46% White, 45% African American). Perceived and sociometric popularity were assessed via peer nominations ("most popular" and "liked the most", respectively). Self-reported social satisfaction, best friendship quality, social self-concept, and school belonging were assessed as aspects of social contentment. The results indicated that both high and low levels of perceived popularity, as well as high and low levels of sociometric popularity, predicted lower perceptions of social satisfaction, poorer best friendship quality, and lower social self-concept than youth with moderate levels of either status. Implications to promote adolescents' psychosocial well-being by targeting popularity's disproportionate desirability among youth are discussed.

Effect of the interaction between oxytocin receptor gene polymorphism (rs53576) and stressful life events on aggression in Chinese Han adolescents

OBJECTIVES

Accumulating evidence suggests that stressful life events are associated with increased risk for aggressive behavior in adolescents; however, aggressive reactions to life stressors exhibit large individual differences. The present study sought to examine whether the interaction between a single nucleotide polymorphism (SNP [rs53576]) within the oxytocin receptor gene (OXTR) and stressful life events is related to aggression in Chinese Han adolescents.

METHODS

A total of 197 Chinese Han adolescents (14-17 years of age) were included in this study. Aggression was assessed using the 12-item short version of Buss and Perry Aggression Questionnaire. Stressful life events during the past 12 months were assessed using the Adolescent Self-Rating Life Events Checklist. Genomic DNA was extracted from saliva and buccal cells from each individual.

RESULTS

Multivariate analysis of variance yielded a significant interaction between OXTR rs53576 SNP and life stress (F = 2.449, p = 0.043, partial η2 = 0.051) and of sex × SNP × life stress (F = 3.144, p = 0.016, partial η2 = 0.064). High life stress during the past 12 months was associated with high levels of physical aggression and hostility in OXTR rs53576 homozygous AA adolescents but not in G-carrier adolescents. In boys, homozygous AA individuals in the high life stress group reported significantly higher levels of physical aggression than participants in the other three groups; the interaction, however, was not significant in girls.

CONCLUSIONS

This study, which analyzed a specific gene-environment interaction, demonstrated that AA OXTR rs53576 homozygosity may correlate with higher levels of aggression under high life stress conditions with a sample of healthy Chinese Han adolescents. These findings promote the etiological understanding of adolescent aggression, highlighting the complex effect of stressful life events on aggression, and adding evidence supporting the relationship between the oxytocin system and aggressive behavior in adolescents.

Freundschaftsqualitäten und unterschiedliche Formen aggressiven Verhaltens bei Jungen und Mädchen im späten Kindes- und Jugendalter

Zusammenfassung. Kinder und Jugendliche mit aggressiven Verhaltensweisen zeigen gehäuft Probleme in der sozialen Interaktion. Das Eingehen und Aufrechterhalten von Freundschaften gilt im Jugendalter als Entwicklungsaufgabe, deren Gelingen oder Misslingen sich auf die psychosoziale Anpassung auswirken kann. Bezüglich Freundschaftsqualitäten und aggressiven Verhaltensweisen weist die Literatur jedoch heterogene Befunde auf. Die vorliegende Übersichtsarbeit stellt Zusammenhänge zwischen Freundschaftsqualitäten und unterschiedlichen Kategorien aggressiven Verhaltens dar, die diese Unterschiede erklären können. Dabei wird deutlich, dass offen, relational, reaktiv und proaktiv aggressives Handeln mit vermehrt konfliktreichen Freundschaften im Zusammenhang steht. Ein Teil der Studien weist zusätzlich auf intime und unterstützende Freundschaften im Zusammenhang mit relationaler und proaktiver Aggression hin. Die Ergebnisse werden hinsichtlich ihrer Relevanz für die Forschung und den klinischen Alltag diskutiert.

Executive Functioning and Engagement in Physical and Relational Aggression among Children with ADHD

Although evidence suggests that executive functioning (EF) impairments are implicated in physically aggressive behavior (e.g., hitting) these cognitive impairments have rarely been examined with regard to relational aggression (e.g., gossip, systematic exclusion). Studies also have not examined if EF impairments underlie the expression of aggression in children with attention-deficit/hyperactivity disorder (ADHD) and if child gender moderates risk. Children with and without clinical elevations in ADHD symptoms (N = 124; ages 8-12 years; 48 % male) completed a battery of EF tests. Parent and teacher report of ADHD and oppositional defiant disorder (ODD) symptoms and teacher report of engagement in physical and relational aggression were collected. Models tested the unique association of EF abilities with physical and relational aggression and the indirect effect through the expression of ADHD or ODD behaviors; child gender was also tested as a moderator. EF impairment was uniquely associated with physical aggression, but better EF ability was associated with relational aggression. For boys, poor EF also was indirectly associated with greater physical aggression through the expression of ADHD behaviors. However, ADHD symptoms were unrelated to relational aggression. ODD symptoms also predicted physical aggression for boys but relational aggression for girls. Results suggest that there are multiple and distinct factors associated with engagement in physical and relational aggression and that better EF may actually promote relational aggression. Established models of physical aggression should not be assumed to map on to explanations of relational aggression.

Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities

This study is the first to examine whether executive functioning (EF) abilities moderate longitudinal associations between peer victimization and engagement in physically and relationally aggressive behavior. Participants were 61 children (9-13 years, M = 10.68, SD = 1.28; 48% male) drawn from a partially clinical sample who were assessed at two time points, approximately 12 months apart. At time 1, children were administered a battery of EF tests; adult reports of children's relational and physical victimization and use of relational and physical aggression were collected. At time 2, adult-reported aggression was re-collected. Regression analyses tested whether EF ability moderated the association between peer victimization and increased engagement in aggression. Form-specific (e.g., physical victimization predicting physical aggression) and cross-form (e.g., physical victimization predicting relational aggression) models were tested. EF moderated the association between physical victimization and increases in physical aggression over time and between relational victimization and increases in relational aggression over time. Physical victimization predicted increases in physical aggression only among children with poor EF. However, relational victimization predicted increases in relational aggression for children with good EF skills but decreases in relational aggression for children with poor EF skills. Interaction effects for cross-form models were not significant. Results suggest that there are distinct risk factors implicated in children's engagement in physical and relational aggression. Established cognitive vulnerability models for engagement in physical aggression should not be assumed to apply to engagement in relational aggression.