Hostile Intent Attributions and Relational Aggression: The Moderating Roles of Emotional Sensitivity, Gender, and Victimization

2011 ◽  
Vol 39 (7) ◽  
pp. 977-987 ◽  
Author(s):  
Lindsay C. Mathieson ◽  
Dianna Murray-Close ◽  
Nicki R. Crick ◽  
Kathleen E. Woods ◽  
Melanie Zimmer-Gembeck ◽  
...  
Keyword(s):  
Relational Aggression ◽  
Emotional Sensitivity ◽  
Hostile Intent ◽  
Intent Attributions

scholarly journals CBM-I training and its effect on interpretations of intent, facial expressions, attention and aggressive behavior

2021 ◽  
Vol 17 (2) ◽  
pp. 13-27
Author(s):  
Nouran AlMoghrabi ◽  
Ingmar H. A. Franken ◽  
Birgit Mayer ◽  
Menno van der Schoot ◽  
Jorg Huijding
Keyword(s):  
Facial Expressions ◽  
Cognitive Bias ◽  
Cognitive Bias Modification ◽  
Interpretation Biases ◽  
Hostile Intent ◽  
Abundant Evidence ◽  
Bias Interpretation ◽  
Bias Modification ◽  
Negative Training ◽  
Intent Attributions

There is abundant evidence suggesting that attention and interpretation biases are powerful precursors of aggression. However, little is known how these biases may interact with one another in the development and maintenance of aggression. Using cognitive bias modification of interpretation (CBM-I), the present study examined whether training more pro-social or hostile intent attributions would affect attention bias, interpretation bias of facial expressions, aggression and mood. University students (17–48 years) were assigned to either a positive training (n = 40), negative training (n = 40), or control training (n = 40). Results showed that the positive training successfully changed measures of intent attributions in a pro-social direction compared to the control training. The negative training changed measures of intent attributions in a hostile direction but not more so than the control training. We found no generalization of the training effects to relevant other outcomes. Possible explanations underlying these findings are discussed.

Heightened emotional sensitivity intensifies associations between relational aggression and victimization among girls but not boys: A longitudinal study

2014 ◽  
Vol 26 (3) ◽  
pp. 661-673 ◽  
Author(s):  
Melanie J. Zimmer-Gembeck ◽  
Amanda L. Duffy
Keyword(s):  
Relational Aggression ◽  
Process Model ◽  
Rejection Sensitivity ◽  
Early Adolescents ◽  
Relational Victimization ◽  
Negative Evaluation ◽  
Self Report ◽  
Emotional Sensitivity ◽  
Increased Risk ◽  
And Gender

AbstractFounded in the social process model, the aim of this study was to identify whether the associations of relational aggression with concurrent and subsequent relational victimization differed depending on early adolescents' personal vulnerabilities and gender. The vulnerabilities of interest were social-information processing variables that convey greater emotional sensitivity, including rejection sensitivity, fear of negative evaluation, and avoidance of intimacy. Participants were 358 early adolescents (176 boys, 178 girls) aged 9 to 13 years. Relational aggression and victimization were assessed via peer nominations, whereas the three indicators of emotional sensitivity were assessed via self-report. Overall, results revealed greater relational aggression at Time 1 to be associated with greater relational victimization at both Time 1 and Time 2. However, this finding was qualified by both emotional sensitivity and gender. When considered separately, girls who were relationally aggressive and emotionally sensitive were at increased risk of victimization at both assessment points. In contrast, no link was found between relational aggression and victimization for boys, although relational vulnerabilities did have unique associations with boys' relational victimization. These findings have implications for our understanding of relational aggression and victimization, as well as for the development of interventions aimed at reducing these problems.

Children's hostile intent attributions and emotional distress: What do parents perceive?

2017 ◽  
Vol 44 (1) ◽  
pp. 98-108 ◽  
Author(s):  
David A. Nelson ◽  
Christine M. Cramer ◽  
Sarah M. Coyne ◽  
Joseph A. Olsen
Keyword(s):  
Emotional Distress ◽  
Hostile Intent ◽  
Intent Attributions

Violent Comic Books and Judgments of Relational Aggression

2002 ◽  
Vol 17 (3) ◽  
pp. 373-380 ◽  
Author(s):  
Steven J. Kirsh ◽  
Paul V. Olczak
Keyword(s):  
Relational Aggression ◽  
Social Information Processing ◽  
Emotional State ◽  
Comic Books ◽  
Comic Book ◽  
Relationally Aggressive ◽  
Violent Content ◽  
Hostile Intent ◽  
Negative Emotional State ◽  
State Responses

This study investigated the effects of reading extremely violent versus mildly violent comic books on the interpretation of relational provocation situations. One hundred and seventeen introductory psychology students read either an extremely violent comic book or a mildly violent comic book. After reading the comic books, participants read five hypothetical stories in which a child, caused a relationally aggressive event to occur to another child, but the intent of the provocateur was ambiguous. After each story, participants were asked a series of questions about the provocateur’s intent; potential retaliation toward the provocateur; and the provocateur’s emotional state. Responses were coded in terms of amount of negative and violent content. Results indicated that participants reading the extremely violent comic books ascribed more hostile intent to the provocateur, suggested more retaliation toward the provocateur, and attributed a more negative emotional state to the provocateur than participants reading the mildly violent comic book. These data suggest that social information processing of relationally aggressive situations is influenced by violent comic books, even if the comic books do not contain themes of relational aggression.

Relational aggression: The role of intent attributions, feelings of distress, and provocation type

1995 ◽  
Vol 7 (2) ◽  
pp. 313-322 ◽  
Author(s):  
Nicki R. Crick
Keyword(s):  
Relational Aggression ◽  
Peer Relationships ◽  
Sixth Grade ◽  
Attributional Bias ◽  
Hostile Attributional Bias ◽  
Relationally Aggressive ◽  
Play Group ◽  
Aggressive Children ◽  
Intent Attributions

AbstractIn recent research a relationally oriented form of aggression has been identified that, in contrast to overt aggression that harms others through physical means (e.g., hitting), harms others through damage to their peer relationships (e.g., angrily retaliating against a peer by excluding her from one's play group). The goal this research was to assess the role of intent attributions, feelings of distress, and provocation type (relational vs. instrumental) in children's relationally aggressive behavior. A total of 252 third- through sixth-grade children participated as subjects. A hypothetical provocation instrument was used to assess children's intent attributions and feelings of distress for ambiguous relational and instrumental provocation situations. Results showed that, as hypothesized, relationally aggressive children exhibited a hostile attributional bias and reported significantly higher levels of distress than did their nonaggressive peers for relational provocation situations. In addition, girls reported significantly higher levels of distress than did boys for relational provocation situations. Further, a comorbid group of relationally plus overtly aggressive children also exhibited a hostile attributional bias; however, their bias was evident for instrumental provocation situations only.

Sign in / Sign up

Export Citation Format

Share Document