Cultural Contexts of Relational Aggression

2018 ◽  
Author(s):  
Yoshito Kawabata
Keyword(s):  
Relational Aggression ◽  
Peer Relationships ◽  
Social Cognitive ◽  
Cultural Influences ◽  
Future Research ◽  
International Studies ◽  
Cultural Contexts ◽  
Peer Socialization ◽  
Relationally Aggressive ◽  
Aggressive Children

Theories and models suggest cultural influences on children’s family and peer socialization. It is conceivable, therefore, that the development of relational aggression, which is a part of developmentally salient social experiences, may appear differently, depending on cultural contexts. The goal of this chapter is to summarize cross-cultural, international studies that have examined the development of relational aggression in various cultural contexts. Specifically, studies are reviewed that have evaluated psychometric properties of measures and have explored social-cognitive processes, peer relationships, victimization experiences, and psychopathology among relationally aggressive children and adolescents across cultures. Finally, developmental and clinical implications and directions for future research are discussed.

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.

Relational Aggression in Sibling Relationships

2018 ◽  
Author(s):  
Nicole Campione-Barr ◽  
Sonia E. Giron ◽  
Christopher Odudu
Keyword(s):  
Relational Aggression ◽  
Physical Aggression ◽  
Sibling Relationships ◽  
Sibling Relationship ◽  
Future Research ◽  
Research Directions ◽  
Relationally Aggressive ◽  
Future Research Directions ◽  
Developmental Course

Given the uniqueness of siblings, it is important to consider the presence and role of relational aggression within the sibling relationship. Due to the time spent together and the information disclosed between siblings, during conflict, such information could be used in threatening or relationally aggressive ways. Relationally aggressive actions do not pose a threat to end the sibling relationship, making it a safe relationship to practice such strategies. While parents are likely to be aware of physical aggression between siblings, and attempt to stop it, relational aggression may be difficult for parents to catch and address, reinforcing its effectiveness as a strategy of control. This chapter describes the developmental course of relational aggression within the sibling relationship, as well as associations between relational aggression in the sibling relationship and relationships with others. Finally, we highlight the conclusions and limitations of this research and offer ideas for future research directions.

The Peer Nature of Relational Aggression

2018 ◽  
Author(s):  
Marlene J. Sandstrom
Keyword(s):  
Relational Aggression ◽  
Costs And Benefits ◽  
Social Constructs ◽  
Peer Experiences ◽  
Relationally Aggressive ◽  
Peer Dynamics ◽  
Core Questions ◽  
Aggressive Children ◽  
Peer Liking ◽  
Group Acceptance

Relational aggression (RA), which involves the manipulation of a target’s relationships, peer status, or reputation, is an inherently interpersonal weapon. This chapter focuses on the peer context of RA, and addresses core questions about the association between RA and social constructs such as group acceptance, rejection, popularity, and friendship. What are the interpersonal costs and benefits of RA? What factors might explain why some relationally aggressive children are able to achieve and maintain popularity and social centrality despite being disliked? How does RA play out within mutual friendships? And how do the peer dynamics surrounding RA shift across development? The chapter begins with a discussion of RA in relation to group-level peer experiences (i.e., peer liking/acceptance; disliking/rejection; perceived popularity) and then turns to an exploration of RA within the context of friendships. It concludes with a discussion of selection and influence effects in regard to relationally aggressive behavior.

Depressive Traits and Theory of Mind in Healthy Individuals: A Mediation Study

2018 ◽  
Author(s):  
Nicholas James Rowark
Keyword(s):  
Theory Of Mind ◽  
Executive Functions ◽  
Executive Control ◽  
Statistical Power ◽  
Social Cognitive ◽  
Clinical Sample ◽  
Small Sample ◽  
Future Research ◽  
Healthy Individuals ◽  
Prepotent Response

Depression has been associated with poor social cognitive functioning, including impaired performance on measures of theory of mind. However, the association between depression and theory of mind performance has been removed when controlling for differences in executive functioning, which is also impacted by depression. Among these executive functions, inhibition of prepotent response has been demonstrated as enabling success on theory of mind tests. In the context of these findings, the current investigation tested whether a relationship could be found between depressive traits and theory of mind in a non-clinical sample, and whether this relationship was mediated by differences in executive control of inhibition. Theory of mind was assessed in 31 healthy individuals using an audio-presented false-belief reasoning task, which also tested baseline performance in non-mental-state reasoning. Inhibition of prepotent response was assessed with interference measures on a Stroop colour-word task, and depressive traits were self-reported through the second version of the Beck Depression Inventory. Mediation analysis revealed that executive control of inhibition did not significantly mediate an indirect effect of depressive traits on theory of mind. It was interpreted that relationships previously found between major depression, executive and social-cognitive functions do not generalise beyond clinical boundaries. However, these findings are discussed in terms of the small sample size, limiting statistical power, and several methodological limitations. Future research should assess the relationship between depressive traits and theory of mind using alternative measures of mental representation, or include a neurocognitive battery assessing executive functions other than inhibition.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

scholarly journals Integrating Theory in Co-design: An Abductive Approach

2021 ◽  
Vol 29 (1) ◽  
pp. 66-77
Author(s):  
Erin Hurley ◽  
Timo Dietrich ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Social Cognitive Theory ◽  
Design Process ◽  
Social Marketing ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Knowledge ◽  
Future Research ◽  
Abductive Inference ◽  
Design Framework ◽  
Research Recommendations

Co-design empowers people, giving them a voice in social marketing program design; however, approaches have mostly excluded expert knowledge. An abductive approach to co-design allows for inclusion of expert knowledge, providing theoretical guidance while simultaneously investigating user views and ideas extending understanding beyond known effective approaches. We use the seven-step co-design framework and outline how an abductive inference can be applied to co-design. Social cognitive theory constructs were integrated into the seven-step co-design process. The abductive approach to co-design was tested in two co-design sessions involving 40 participants. Findings demonstrate that theory can be successfully integrated into the seven-step co-design process through utilization of theory-mapped activity cards. This article provides guidance on how theory can be incorporated into ideation and insight generation. Limitations and future research recommendations are provided.

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

2021 ◽  
pp. 016502542199286
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Maria Saldarriaga ◽  
Ana Maria Velasquez ◽  
Jonathan B. Santo ◽  
William M. Bukowski
Keyword(s):  
Social Norms ◽  
Peer Victimization ◽  
Relational Aggression ◽  
Peer Relationships ◽  
Peer Group ◽  
Peer Groups ◽  
Well Being ◽  
Self Report ◽  
Social Regulation ◽  
Adolescent Peer Groups

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

Adolescents’ Attribution and Outcome Expectancies Regarding Relational Aggression: A Cross-Cultural Comparison and Cultural Value Associations

2020 ◽  
pp. 027243162097767
Author(s):  
Yan Li ◽  
Michelle F. Wright ◽  
Danae Rollet
Keyword(s):  
Cultural Values ◽  
Relational Aggression ◽  
Romantic Relationship ◽  
Social Cognitive ◽  
Outcome Expectancies ◽  
Cross Cultural ◽  
Chinese Adolescents ◽  
Outcome Expectancy ◽  
Cultural Groups ◽  
Cross Cultural Comparison

This study compares 477 Chinese and 342 American adolescents’ responses to open-ended questions regarding attribution and outcome expectancies of relational aggression, and investigates how cultural values were related to these social cognitive processes. Results revealed cross-cultural similarities and differences. In particular, American adolescents attributed romantic relationship competition, which was absent in Chinese adolescents’ responses. Furthermore, American adolescents demonstrated a stronger instrumental orientation in their social cognition (e.g., gain status), whereas Chinese adolescents tended to hold the blaming the victim attribution, and the socially harm the victim outcome expectancy. Finally, this study revealed that in both cultural groups, higher collectivism was linked to the blaming the aggressor attribution, as well as escalated peer conflict and aggression as outcome expectancies, whereas individualism was linked to the blaming the victim attribution. Findings of this study enriched our knowledge about the cultural construal of adolescents’ attribution and outcome expectancy regarding relational aggression.

Native American cultural influences on career self-schemas and MBA fit

2015 ◽  
Vol 34 (3) ◽  
pp. 201-213 ◽  
Author(s):  
Amy Klemm Verbos ◽  
Deanna M. Kennedy ◽  
Joseph S. Gladstone ◽  
Carolyn Birmingham
Keyword(s):  
Native American ◽  
Native Americans ◽  
Conceptual Model ◽  
Social Cognitive ◽  
Cultural Influences ◽  
Mba Programs ◽  
Content Type ◽  
Native American Culture ◽  
American Interest ◽  
Diverse Groups

Purpose – The purpose of this paper is to develop two new constructs (career self-schemas and career locus) and present a conceptual model of the influence of Native American culture on MBA fit. Design/methodology/approach – Using a social cognitive lens on career theory, the authors examine the possible effects of cultural influences on the fit between Native Americans’ career goals and an MBA. Specifically, the authors propose that cultural factors contribute to career self-schemas inconsistent with Native American perceptions of business graduate education. Career self-schemas are an individual’s cognitive map of the self in his or her career. Findings – The conceptual model proposes that aspects of career self-schemas may explain lagging Native Americans’ MBA fit: the MBA is culturally inconsistent, and a community career locus. Research limitations/implications – The model needs to be tested empirically. This research has implications that extend beyond Native Americans to help explain the career aspirations of other diverse groups. Social implications – Native Americans are, in recent years, engaging in economic development that would benefit from Native Americans with MBAs. The authors make recommendations for increasing Native American interest in MBA programs. Originality/value – This paper introduces the constructs of career self-schemas and career locus to explain lagging MBA fit for Native Americans. The constructs may also be applied in other cultures and with other ethnic groups to explain differences in career choice. It may be particularly helpful in an international context.

scholarly journals Men and muscularity research: a review

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sharron J. Lennon ◽  
Kim K. P. Johnson
Keyword(s):  
Cultural Influences ◽  
Risky Behaviors ◽  
Individual Characteristics ◽  
Future Research ◽  
Journal Articles ◽  
Major Area ◽  
Masculine Norms ◽  
The Past ◽  
Post Test ◽  
Undergraduate Men

AbstractOver the past 25 years, understanding males’ interest in and outcomes of muscularity has developed into a major area of study. Research has been fueled by the development of measures of both the attitudinal and behavioral aspects of a desire to increase muscularity. Our research purpose was to critically assess muscularity research. Using a database search, the ancestry approach, and searching key journals, we identified empirical refereed journal articles with men as participants published from 2000 to 2019 to serve as our data. Our analyses revealed several individual characteristics (e.g., perfectionism, holding to traditional masculine norms) and socio-cultural influences (e.g., media, verbal commentary) that fueled men’s desire to be muscular. In experimental research, exposure to muscular male ideal images has resulted in low body image scores for young men in investigations that utilized pre-test, post-test designs. In survey research, muscularity was positively related to several risky behaviors or behaviors that could become risky if taken to the extreme. Overall, the reviewed research was conducted in western countries and researchers primarily utilized non-probability samples of undergraduate men. Recommendations for future research are provided.

Sign in / Sign up

Export Citation Format

Share Document