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Affiliation(s)
| | - Birgit Träuble
- Psychology Department University of Cologne Cologne Germany
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Szkody E, Steele EH, McKinney C. Links between parental socialization of coping on affect: Mediation by emotion regulation and social exclusion. J Adolesc 2020; 80:60-72. [PMID: 32070796 DOI: 10.1016/j.adolescence.2020.02.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Revised: 01/03/2020] [Accepted: 02/07/2020] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Parental socialization of coping strategies is associated with various emotion regulation difficulties and continues to impact individuals during emerging adulthood. As emerging adults' transition into adulthood, they experience social stressors that put their emotion regulation skills to the test. METHODS The current study examined the associations of the parental socialization of coping strategies and emotion regulation difficulties with emerging adult positive and negative affect in response to social exclusion. Emerging adults (N = 402, 206 males and 196 females) from a large Southern university in the United States were recruited for the study. Participants completed survey measures of parental socialization of coping, positive and negative affect, and emotion regulation difficulties before engaging in a social exclusion task called Cyberball. After the task, participants completed a measure of positive and negative affect again. RESULTS Primary parental socialization of coping was associated with emotion regulation difficulties, both of which were associated with affect after the exclusion task, thus supporting the indirect effect of parental coping socialization on affect through a preexisting variable (i.e., emotion regulation) and a causal manipulation (i.e., exclusion task). CONCLUSIONS The impact of parental suggestions of coping strategies and emotion regulation difficulties during emerging adulthood indicate that parents continue to be an important point of intervention as individuals' transition to adulthood.
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Vollet JW, George MJ, Burnell K, Underwood MK. Exploring text messaging as a platform for peer socialization of social aggression. Dev Psychol 2020; 56:138-152. [PMID: 31670552 PMCID: PMC6934076 DOI: 10.1037/dev0000848] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study examined whether adolescents' social aggression is socialized through exposure to peers' socially aggressive text messaging. Using data on the socially aggressive content of text messages that 221 participants (Mage = 15.02 years; 46.7% female) sent to and received from peers, and teacher ratings of participants' in-person social aggression, this study found that exposure to peers' socially aggressive texting about out-dyad peers predicted positive changes in adolescents' text-based and in-person social aggression. Gender differences were examined, and results were mixed. In ninth grade, girls sent more socially aggressive text messages than boys; however, by 10th grade, these differences disappeared. Gender differences in adolescents' in-person social aggression and their exposure to peers' socially aggressive texting were nonsignificant at both time points. There was no evidence of gender differences in the links between exposure to peers' socially aggressive texting and adolescents' socially aggressive texting. However, marginal differences were found in the associations between exposure to peers' socially aggressive texting and adolescents' in-person social aggression. Results suggest that texting provides an additional platform for peer socialization of adolescents' social aggression. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Sandstrom MJ, Deutz MHF, Lansu TAM, van Noorden THJ, Karremans JC, Cillessen AHN. Unanimous versus partial rejection: How the number of excluders influences the impact of ostracism in children. Aggress Behav 2017; 43:190-203. [PMID: 27629385 DOI: 10.1002/ab.21674] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2016] [Revised: 08/18/2016] [Accepted: 08/23/2016] [Indexed: 11/10/2022]
Abstract
Previous research has shown that ostracism-the experience of being ignored and excluded-has negative effects on all of us, young and old. Using a Cyberball paradigm, the present research replicates the effects of ostracism on the moods (anger, anxiety, happiness, and anger) and fundamental needs (belongingness, control, meaningful existence, and self-esteem) of children (Study 1) and then extends the literature by examining the role of the number of ostracizers and inclusive members in this process by randomly assigning children to conditions varying in degree of ostracism (Study 2). Results of both studies showed that experiencing ostracism strongly and negatively affected all moods and fundamental needs-with the exception of anxiety. Study 2 in addition showed that the ratio of excluders to inclusive group members had different effects across outcomes. In all cases, complete ostracism produced the worst outcomes, suggesting that the presence of even a single ally reduces children's distress. For sadness, unanimous ostracism seemed particularly toxic. In some cases, facing two ostracizers produced significantly worse outcomes than only one, suggesting that consensual rejection might drive the negative effects on happiness, and sense of belonging, control, and meaningful existence. For self-esteem, only one ostracizer (in the presence of two inclusive members) was sufficient to induce a negative effect. Aggr. Behav. 43:190-203, 2017. © 2016 Wiley Periodicals, Inc.
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Affiliation(s)
| | - Marike H. F. Deutz
- Department of Child and Adolescent Studies; Utrecht University; Utrecht The Netherlands
- Radboud University; Behavioural Science Institute (BSI); Nijmegen The Netherlands
| | - Tessa A. M. Lansu
- Radboud University; Behavioural Science Institute (BSI); Nijmegen The Netherlands
| | | | - Johan C. Karremans
- Radboud University; Behavioural Science Institute (BSI); Nijmegen The Netherlands
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Mulvey KL. Children's Reasoning About Social Exclusion: Balancing Many Factors. CHILD DEVELOPMENT PERSPECTIVES 2015. [DOI: 10.1111/cdep.12157] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Benenson JF. The development of human female competition: allies and adversaries. Philos Trans R Soc Lond B Biol Sci 2013; 368:20130079. [PMID: 24167309 DOI: 10.1098/rstb.2013.0079] [Citation(s) in RCA: 75] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Throughout their lives, women provide for their own and their children's and grandchildren's needs and thus must minimize their risk of incurring physical harm. Alliances with individuals who will assist them in attaining these goals increase their probability of survival and reproductive success. High status in the community enhances access to physical resources and valuable allies. Kin, a mate, and affines share a mother's genetic interests, whereas unrelated women constitute primary competitors. From early childhood onwards, girls compete using strategies that minimize the risk of retaliation and reduce the strength of other girls. Girls' competitive strategies include avoiding direct interference with another girl's goals, disguising competition, competing overtly only from a position of high status in the community, enforcing equality within the female community and socially excluding other girls.
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Richardson CB, Hitti A, Mulvey KL, Killen M. Social Exclusion: The Interplay of Group Goals and Individual Characteristics. J Youth Adolesc 2013; 43:1281-94. [DOI: 10.1007/s10964-013-9967-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2013] [Accepted: 05/25/2013] [Indexed: 11/28/2022]
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Hawes DJ, Zadro L, Fink E, Richardson R, O'Moore K, Griffiths B, Dadds MR, Williams KD. The effects of peer ostracism on children's cognitive processes. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2012. [DOI: 10.1080/17405629.2011.638815] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Dyches KD, Mayeux L. Functions, targets, and outcomes of specific forms of social aggression: a daily diary study. The Journal of Genetic Psychology 2012; 173:63-89. [PMID: 22428376 DOI: 10.1080/00221325.2011.573026] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
The authors investigated 8 specific forms of social aggression (SA) in terms of the functions they serve, the characteristics of the peers targeted by them, and the outcomes associated with using the behaviors. Two hundred and seventeen fifth- and seventh-grade boys and girls completed a structured daily diary for 5 consecutive days in their English classes. Participants reported on their own acts of SA. Girls reported using SA overall more frequently than boys, but most specific forms of SA were used equally often by both genders. Consistent with study hypotheses, different forms of SA were associated with different functions, targets, and outcomes. Gender and grade moderated many of these associations. The need for greater understanding of the underlying processes associated with SA, including the role of gender, are highlighted.
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Affiliation(s)
- Karmon D Dyches
- Department of Psychology, University of Oklahoma, Norman, OK 73019, USA.
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Law DM, Shapka JD, Domene JF, Gagné MH. Are Cyberbullies really bullies? An investigation of reactive and proactive online aggression. COMPUTERS IN HUMAN BEHAVIOR 2012. [DOI: 10.1016/j.chb.2011.11.013] [Citation(s) in RCA: 96] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Shi B, Xie H. Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High-status Peers, Individual Status, and Gender. SOCIAL DEVELOPMENT 2011. [DOI: 10.1111/j.1467-9507.2011.00621.x] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Hartung CM, Little CS, Allen EK, Page MC. A Psychometric Comparison of Two Self-Report Measures of Bullying and Victimization: Differences by Sex and Grade. SCHOOL MENTAL HEALTH 2011. [DOI: 10.1007/s12310-010-9046-1] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Ensor R, Hart M, Jacobs L, Hughes C. Gender differences in children's problem behaviours in competitive play with friends. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2011; 29:176-87. [PMID: 21592147 DOI: 10.1111/j.2044-835x.2010.02016.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Disruptive behaviour disorders are much more common in boys than girls (Office of National Statistics, 1999); in contrast, gender differences in normative problem behaviours are poorly understood. To address this issue, 228 6-year-olds (134 boys, 94 girls) were each observed playing a board game with a same-gender friend. Ratings of aggression, disruption, arousal and negativity were used to index problem behaviours. Multiple-groups confirmatory factor analyses demonstrated that the latent factor had the same metric for boys and girls, but a mean that was approximately half a standard deviation higher for boys than girls. In addition, the association between the latent factor and teachers' ratings of total difficulties was significantly stronger for boys than girls.
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Affiliation(s)
- Rosie Ensor
- Centre for Family Research, University of Cambridge, UK.
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Chen Q, Hughes JN, Liew J, Kwok OM. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2010; 31:448-459. [PMID: 21113406 PMCID: PMC2992319 DOI: 10.1016/j.appdev.2010.09.001] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1(st) grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed.
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Affiliation(s)
- Qi Chen
- Department of Educational Psychology, University of North Texas, 1155 Union Circle #311335, Denton, Texas 76203
| | - Jan N. Hughes
- Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843-4225
| | - Jeffrey Liew
- Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843-4225
| | - Oi-Man Kwok
- Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843-4225
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Male and Female Victims of Male Bullies: Social Status Differences by Gender and Informant Source. SEX ROLES 2009. [DOI: 10.1007/s11199-009-9605-9] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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“It Makes Me a Man from the Beating I Took”: Gender and Aggression in Children’s Narratives About Conflict. SEX ROLES 2009. [DOI: 10.1007/s11199-009-9636-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Ellis WE, Crooks CV, Wolfe DA. Relational Aggression in Peer and Dating Relationships: Links to Psychological and Behavioral Adjustment. SOCIAL DEVELOPMENT 2009. [DOI: 10.1111/j.1467-9507.2008.00468.x] [Citation(s) in RCA: 69] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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A Review and Reconceptualization of Social Aggression: Adaptive and Maladaptive Correlates. Clin Child Fam Psychol Rev 2008; 11:176-217. [DOI: 10.1007/s10567-008-0037-9] [Citation(s) in RCA: 90] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Card NA, Stucky BD, Sawalani GM, Little TD. Direct and Indirect Aggression During Childhood and Adolescence: A Meta-Analytic Review of Gender Differences, Intercorrelations, and Relations to Maladjustment. Child Dev 2008; 79:1185-229. [DOI: 10.1111/j.1467-8624.2008.01184.x] [Citation(s) in RCA: 1132] [Impact Index Per Article: 70.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Benenson JF, Antonellis TJ, Cotton BJ, Noddin KE, Campbell KA. Sex differences in children's formation of exclusionary alliances under scarce resource conditions. Anim Behav 2008. [DOI: 10.1016/j.anbehav.2008.01.027] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Ostrov JM, Ries EE, Stauffacher K, Godleski SA, Mullins AD. Relational Aggression, Physical Aggression and Deception During Early Childhood: A Multimethod, Multi-informant Short-Term Longitudinal Study. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2008; 37:664-75. [DOI: 10.1080/15374410802148137] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Abstract
Persistent and vexing health disadvantages accrue to African Americans despite decades of work to erase the effects of race discrimination in this country. Participating in these efforts, psychologists and other social scientists have hypothesized that African Americans' continuing experiences with racism and discrimination may lie at the root of the many well-documented race-based physical health disparities that affect this population. With newly emerging methodologies in both measurement of contextual factors and functional neuroscience, an opportunity now exists to cleave together a comprehensive understanding of the ways in which discrimination has harmful effects on health. In this article, we review emerging work that locates the cause of race-based health disparities in the external effects of the contextual social space on the internal world of brain functioning and physiologic response. These approaches reflect the growing interdisciplinary nature of psychology in general, and the field of race relations in particular.
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Affiliation(s)
- Vickie M. Mays
- Department of Health Services, University of California, Los Angeles, School of Public Health
- UCLA Center for Research, Education, Training and Strategic Communication on Minority Health Disparities
- Department of Psychology, UCLA, Los Angeles, California 90095-1563
| | - Susan D. Cochran
- Department of Epidemiology, University of California, Los Angeles, School of Public Health
- UCLA Center for Research, Education, Training and Strategic Communication on Minority Health Disparities
| | - Namdi W. Barnes
- UCLA Center for Research, Education, Training and Strategic Communication on Minority Health Disparities
- Department of Psychology, UCLA, Los Angeles, California 90095-1563
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Ang RP. Factor structure of the 12-item aggression questionnaire: Further evidence from Asian adolescent samples. J Adolesc 2006; 30:671-85. [PMID: 16854458 DOI: 10.1016/j.adolescence.2006.05.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2005] [Revised: 10/20/2005] [Accepted: 05/30/2006] [Indexed: 10/24/2022]
Abstract
Bryant and Smith [(2001). Refining the architecture of aggression: A measurement model for the Buss-Perry Aggression Questionnaire. Journal of Research in Personality, 35, 138-167] refined the 29-item Aggression Questionnaire and obtained a 12-item short form of the AQ that has yet to be validated with samples outside of North America and England. Confirmatory factor analysis (CFA) with two Asian adolescent samples revealed that while the hierarchical AQ model had an acceptable fit to the data, the multidimensional AQ model demonstrated a superior fit. The unidimensional AQ model was shown to be an unacceptable measurement model in both samples. Results obtained replicated previous findings using the original 29-item measure and supported the AQ's multidimensionality. Multigroup CFA analyses revealed partial measurement invariance for the 12-item fourfactor AQ model for both samples with respect to gender. Supplementary t-tests revealed a consistent gender difference on physical aggression in the male direction for both samples and a gender difference on verbal aggression in the male direction only for one sample. No other gender differences were found. These results are consistent with recent meta-analytic research.
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Affiliation(s)
- Rebecca P Ang
- Division of Psychology, School of Humanities and Social Sciences, Nanyang Technological University, Nanyang Avenue, Singapore 639798, Singapore.
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Young EL, Boye AE, Nelson DA. Relational aggression: Understanding, identifying, and responding in schools. PSYCHOLOGY IN THE SCHOOLS 2006. [DOI: 10.1002/pits.20148] [Citation(s) in RCA: 53] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Buhs ES. Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. J Sch Psychol 2005. [DOI: 10.1016/j.jsp.2005.09.001] [Citation(s) in RCA: 74] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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