Queen of Mean: Longitudinal Associations between Viewing Relational Aggression in the Media and Aggressive Behavior

2014 ◽  
Author(s):  
Sarah M. Coyne ◽  
David A. Nelson
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
The Media ◽  
Longitudinal Associations

Contributing Factors to Aggressive Behaviors in High School Students in Turkey

2011 ◽  
Vol 28 (1) ◽  
pp. 56-69 ◽  
Author(s):  
Fadime Kaya ◽  
Hulya Bilgin ◽  
Mark I. Singer
Keyword(s):  
High School ◽  
High School Students ◽  
Aggressive Behavior ◽  
Contributing Factors ◽  
School Students ◽  
Witnessing Violence ◽  
Violent Behaviors ◽  
Direct Exposure ◽  
The Media ◽  
Past Experiences

Violence among young people is an important public health topic as a universal problem. One of the recent issues concerning both the media and parents is the aggressive behavior among the high school students in Istanbul and the worldwide. The aim of this study was to investigate the types and rates of aggressive behavior and the contributing factors to this behavior among high school students. Sample was composed of 805 students of 14–18 ages attending five high schools in Istanbul. The most common aggressive behavior among the students was found to be “beating others,” 34.5% ( n = 278). Past experiences of violence of high school students (direct exposure to violence/witnessing violence/exposure to/witnessing attack with knife/gun) were determined as the most contributing factor to aggressive behavior. The present study investigated the nature of violent behaviors and associations between violent behaviors and contributing factors among high school students from Turkey.

scholarly journals Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Karen A. Morine ◽  
Laura M. Crothers ◽  
James B. Schreiber ◽  
Jered B. Kolbert ◽  
Tammy L. Hughes ◽  
...  
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
Research Question ◽  
Teacher Assessment ◽  
Peer Ratings ◽  
Factorial Anova ◽  
Preschool Students ◽  
Relationally Aggressive ◽  
Sibling Interaction ◽  
Older Siblings

In this study, researchers wished to ascertain whether there were age (three- and four-year old), sibling (with or without older siblings), and sex (male and female) differences in the use of relational aggression in preschool students as rated by peers and teachers. In order to answer this research question, two 2 × 2 × 2 factorial ANOVA procedures with the relational aggression composite score as the dependent variable on the PSBS-P and PSBS-T were used for peer and teacher assessment, respectively, of relational aggression. Results revealed that in the peer ratings of preschool students' relationally aggressive behavior, there was an disordinal age by sibling interaction, in which four-year-old children with siblings were significantly more likely to be rated by their peers as using relational aggression than three-year-old children without siblings. In the teacher ratings of preschool students' relationally aggressive behavior, a main effect for age was observed. Teachers rated four-year old children as evidencing significantly higher levels of relational aggression as compared to three-year-olds. No sex differences were observed in the use of relational aggression either at age three or age four in this sample. Implications for these findings are presented.

Reciprocal relationships between sociometric indices of social status and aggressive behavior in children

2011 ◽  
Vol 28 (7) ◽  
pp. 963-982 ◽  
Author(s):  
Izaskun Orue ◽  
Esther Calvete
Keyword(s):  
Aggressive Behavior ◽  
Social Status ◽  
Relational Aggression ◽  
Peer Acceptance ◽  
Sociometric Status ◽  
Overt Aggression ◽  
Aggressive Behaviors ◽  
Reciprocal Relationships ◽  
Peer Nomination ◽  
Longitudinal Relationships

The goal of this study was to assess the reciprocal longitudinal relationships between sociometric status and aggressive behavior in children. Overt and relational aggressive behaviors were differentiated in order to study the diverse associations within peer acceptance and rejection. A total of 777 boys and girls from 8 to 12 years of age filled in peer nomination instruments to measure aggressive behavior and sociometric status. The results revealed that overt aggression at T1 led to rejection at T2. Furthermore, reciprocal relationships were found between rejection and overt aggressive behavior among boys but not among girls. Among girls, acceptance by peers at T1 predicted relational aggression at T2. Differences between boys' and girls' acceptance and rejection of their aggressive peers are also discussed.

Media and Relational Aggression

2018 ◽  
Author(s):  
Nicole Martins ◽  
Sarah M. Coyne ◽  
Jennifer Ruh Linder
Keyword(s):  
Public Policy ◽  
Emerging Adulthood ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Media Violence ◽  
Theory Building ◽  
Future Research ◽  
Aggressive Behaviors ◽  
Attitudes And Behaviors ◽  
The Media

The majority of the existing research on media aggression has focused on media violence and its effects on physical aggression. However, more recently, scholars have focused their attention on other forms of aggression in the media, such as relational aggression, and its effects on viewer attitudes and behaviors. This chapter reviews the existing theory and research on the portrayal of relational aggression in the media; how exposure to such portrayals is related to subsequent aggressive behaviors across childhood, adolescence, and emerging adulthood; and potential moderators and mediators of effects. We conclude with specific recommendations for future research, particularly as it relates to theory building and public policy.

Increased aggressive behavior among youth in the United States who have experienced multiple forms of victimization

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Tammy B. Pham ◽  
Nallammai Muthiah ◽  
Andrew Adesman
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
Cell Phone ◽  
The United States ◽  
Self Report ◽  
Physical Assault ◽  
Aggressive Behaviors ◽  
Multiple Forms ◽  
Cyber Aggression ◽  
Internet Harassment

Abstract Objective Victims of peer aggression, categorized broadly as face-to-face aggression (FA) and/or cyber-aggression (CA), are themselves at elevated risk for perpetrating aggressive behavior against others. Studies to date have not formally examined whether experiencing multiple forms of FA or CA is associated with even further increased likelihood of aggressive behavior towards others. Methods Data from the 2014 National Survey of Children’s Exposure to Violence III were analyzed for youth aged 10–17. Based on self-report responses regarding past-year experience, two broad victimization categories were defined: FA (verbal/relational aggression and/or physical assault/intimidation and/or property victimization) and CA (Internet harassment and/or cell-phone harassment). Logistic regression adjusting for age, sex and race/ethnicity compared victim sub-groups against corresponding non-victims with respect to self-report of aggressive behaviors towards others. Results The sample (n = 1959) was 51.3% male and 77.5% White; 39.6% reported >1 form of FA and 7.9% reported >1 form of CA. Whereas victims of physical assault/intimidation or property damage were more likely than non-victims to perpetrate aggression [adjusted odds ratio (aOR) = 4.44 and 5.17, respectively), victims of both were strikingly at greatest risk (aOR = 20.29). Similarly, victims of Internet harassment or cell-phone harassment were more likely than non-victims to perpetrate aggression (aORs = 6.18 and 9.40, respectively), while victims of both were even more likely (aOR = 15.32). Students who experienced >1 form of both FA and CA were the most likely to engage in aggressive behaviors (aOR = 38.03). Conclusion Victims of multiple forms of FA or CA are more likely to perpetrate aggression compared to non-victims and those victimized in fewer ways.

scholarly journals Factors That Cause Aggressive Behavior in Adolescents

2019 ◽  
pp. 87-92
Author(s):  
Anatolij Nikolaevich Arinin
Keyword(s):  
Theoretical Analysis ◽  
Aggressive Behavior ◽  
Educational Institutions ◽  
Behavior Development ◽  
Complex Process ◽  
The Media ◽  
Scientific Task ◽  
Points Of View ◽  
Definition Of ◽  
Positive Results

This article is devoted to a theoretical analysis of the factors that cause aggressive behavior in adolescents. The relevance of the problem is out of question, since faced with the manifestations of aggression, teachers and psychologists experience difficulties in solving it, so there is an urgent need to identify the factors of aggressive behavior development in adolescents to find the best ways of its psychological and pedagogical correction. The purpose of the article is to consider the factors of aggressive behavior development in adolescents. During the study the following methods were applied: theoretical and analysis of home and abroad psychologists on the aggressive behavior in adolescents. In science, many points of view have been put forward about the causes of aggression, its nature and factors of development. However, with all the abundance of researches in modern Western and domestic psychology, there is a lack of elaboration of many aspects of the human aggression. There is no consensus on the definition of aggression and its cause, none of the theories can be perfect and accurate. The development of aggressive behavior in adolescents is a complex process that is multifactorial. Aggressive behavior of adolescents is formed due to the influence of family, peers, educational institutions, the media. It can be concluded that aggression as a phenomenon is actively manifested and present in the adolescent environment, both in a group and in individuals. And nowadays the scientific task is not only to study the factors of aggression and aggression itself as a phenomenon, but it also should be aimed at the shift of adolescents’ aggression to positive psycho-emotional activity to achieve personal positive results useful for society.

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