Attitude May Be Everything, But Is Everything an Attitude? Cognitive Distortions May Not Be Evaluations of Rape

Sexual Abuse ◽  
2016 ◽  
Vol 30 (1) ◽  
pp. 43-62 ◽  
Author(s):  
Kevin L. Nunes ◽  
Chantal A. Hermann ◽  
Kristen White ◽  
Cathrine Pettersen ◽  
Kurt Bumby
Keyword(s):  
Aggressive Behavior ◽  
Undergraduate Students ◽  
Cognitive Distortions ◽  
Self Report ◽  
Social Psychological ◽  
Sexually Aggressive ◽  
Distinct Factor ◽  
Male Undergraduate ◽  
The Social ◽  
Theory Research

Cognitive distortions are often referred to as attitudes toward rape in theory, research, and clinical practice pertaining to sexual aggression. In the social-psychological literature, however, attitudes are typically defined as evaluations; thus, in this context, attitudes toward rape are considered evaluations of rape (e.g., rape is negative vs. positive). The purpose of the current study was to explore whether a widely used measure of cognitive distortions (RAPE Scale; Bumby, 1996) assesses evaluation of rape, and, if not, whether evaluation of rape and the cognitions assessed by the RAPE Scale are independently associated with sexually aggressive behavior. Participants (660 male undergraduate students) completed the RAPE Scale as well as measures of evaluation of rape and sexually aggressive behavior. An exploratory factor analysis revealed that the RAPE Scale items formed a correlated but distinct factor from the Evaluation of Rape Scale items. Regression analyses indicated that the Evaluation of Rape Scale and the RAPE Scale had small to moderate independent associations with self-report measures of sexually aggressive behavior. Our results suggest that evaluation of rape may be distinct from cognitive distortions regarding rape, and both evaluation and cognitive distortions may be relevant for understanding sexual violence.

Disentangling Cognitions About Sexual Aggression

Sexual Abuse ◽  
2020 ◽  
pp. 107906322098106
Author(s):  
Chloe I. Pedneault ◽  
Chantal A. Hermann ◽  
Kevin L. Nunes
Keyword(s):  
Aggressive Behavior ◽  
Attitude Change ◽  
Sexual Aggression ◽  
Online Survey ◽  
Cognitive Distortions ◽  
Secondary Analysis ◽  
Hierarchical Regression ◽  
Future Research ◽  
Sexually Aggressive ◽  
Distinct Factor

We examined the extent to which evaluative attitudes toward sexual aggression are distinct from other cognitions regarding sexually aggressive behavior. Evaluative attitudes toward sexual aggression refer to the extent to which sexual aggression is viewed negatively or positively. In a secondary analysis of online survey data from 495 community men, exploratory factor analysis revealed that items from a measure of evaluative attitudes formed a distinct factor from items designed to measure cognitive distortions regarding rape. These findings suggest that evaluative attitudes may be distinct from cognitive distortions. Furthermore, hierarchical regression analyses indicated that evaluative attitudes explained unique variance in self-reported past sexual aggression, proclivity for sexually aggressive behavior, and likelihood to rape. If future research finds support for a causal relationship between evaluative attitudes and sexual aggression, well-established evaluative-attitude-change procedures from the social psychological literature could be adapted to address evaluative attitudes toward sexual aggression in interventions aimed at reducing sexually aggressive behavior.

Evaluative Attitudes May Explain the Link Between Injunctive Norms and Sexual Aggression

2020 ◽  
pp. 088626052092630
Author(s):  
Chloe I. Pedneault ◽  
Kevin L. Nunes ◽  
Chantal A. Hermann ◽  
Kristen White
Keyword(s):  
Aggressive Behavior ◽  
Undergraduate Students ◽  
Criminal Behavior ◽  
Sexual Aggression ◽  
Sexual Offending ◽  
Injunctive Norms ◽  
Sexually Aggressive ◽  
Male Undergraduate ◽  
The Future ◽  
History Of

The current study examined the extent to which evaluative attitudes toward sexual aggression (i.e., positive or negative evaluative judgments about sexually aggressive behavior) mediate the association between injunctive norms (i.e., extent to which peers approve or disapprove of sexually aggressive behavior) and self-reported sexual aggression against women. Participants were 200 male undergraduate students. Approximately one in four males reported engaging in at least one sexually aggressive act since the age of 16. Participants with a history of sexual aggression also reported the highest likelihood of engaging in sexually aggressive behavior in the future. We tested two separate mediation models to examine the extent to which evaluative attitudes account for the link between injunctive norms and sexual aggression: one model with self-reported history of sexual aggression as the outcome and the other with likelihood of engaging in sexually aggressive behavior as the outcome. Results showed that more positive evaluative attitudes toward sexual aggression accounted for the association between injunctive norms and self-reported history of sexual aggression. Similarly, evaluative attitudes accounted for the link between injunctive norms and self-reported likelihood of engaging in sexually aggressive behavior in the future. Overall, these findings are consistent with theoretical and empirical explanations of sexual offending and general criminal behavior; however, this is the first study to explore the relationship between injunctive norms and evaluative attitudes in the context of explaining sexually aggressive behavior. If more rigorous research establishes a causal relationship between injunctive norms, evaluative attitudes, and sexually aggressive behavior, this would suggest that targeting these factors in prevention programs may reduce sexual aggression by male undergraduate students.

CROSS-CULTURAL VALIDITY OF A MODEL OF SELF-WORTH: APPLICATION TO FINNISH CHILDREN

2000 ◽  
Vol 28 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Heta-Maria Miller
Keyword(s):  
Social Support ◽  
Cross Cultural ◽  
Self Report ◽  
School Students ◽  
Cultural Validity ◽  
Research And Practice ◽  
The Social ◽  
Self Worth ◽  
Social Support Scale ◽  
Theory Research

This study investigated the cross-cultural validity of Harter's (1985, 1986a, 1986b, 1987b, 1987c) measures and model of self-worth in Finnish children. A total of 306 Finnish elementary school students participated in the study. Principal components analyses supported the original factor structures of Harter's (1985, 1986a) self-report questionnaires, the Self-Perception Profile for Children and the Social Support Scale for Children. Consistent with Harter's (1986b, 1987b, 1987c) model of the determinants of self-worth, multiple regression analysis indicated that both the competence-importance discrepancy and perceived social support explained the variability in self-worth. Implications of these findings for theory, research, and practice are discussed.

The Influence Of Misogynous Rap Music On Sexual Aggression Against Women

1995 ◽  
Vol 19 (2) ◽  
pp. 195-207 ◽  
Author(s):  
Christy Barongan ◽  
Gordon C. Nagayama Hall
Keyword(s):  
Aggressive Behavior ◽  
Sexual Aggression ◽  
Rap Music ◽  
Cognitive Distortions ◽  
Neutral Condition ◽  
Sexually Aggressive ◽  
The Relationship ◽  
Female Confederate

The purpose of this study was to determine the effects of cognitive distortions concerning women on sexually aggressive behavior in the laboratory. Twenty-seven men listened to misogynous rap music and 27 men listened to neutral rap music. Participants then viewed neutral, sexual-violent, and assaultive film vignettes and chose one of the vignettes to show to a female confederate. Among the participants in the misogynous music condition, 30% showed the assaultive vignette and 70% showed the neutral vignette. In the neutral condition, 7% showed the sexual-violent or assaultive vignette and 93% showed the neutral vignette. Participants who showed the sexual-violent or assaultive stimuli reported that the confederate was more upset and uncomfortable in viewing these stimuli than did participants who showed the neutral vignette. These findings suggest that misogynous music facilitates sexually aggressive behavior and support the relationship between cognitive distortions and sexual aggression.

scholarly journals Aggressive Youthful Action. The Role of the School in Youth Deviance

2020 ◽  
Vol 4 (2) ◽  
pp. p29
Author(s):  
Dott. Domenica Ina Giarrizzo ◽  
Dott. Annalisa Grammegna
Keyword(s):  
Young People ◽  
Aggressive Behavior ◽  
Educational Institutions ◽  
Economic Systems ◽  
Social Psychological ◽  
Economic Distress ◽  
The Social ◽  
And Training

In Italy, as in many countries, it is difficult to measure the phenomenon of youthful deviance and associate it with the role of educational institutions in growth and training. It is a silent, hidden, overbearing bond, which is not measurable by the indicators represented in the social, psychological and economic systems and which often hides one or many truths (misunderstandings, personal, family and socio-economic distress, baby crime, gang initiation). We will try to highlight the elements of this link.What can be done to reduce the discomfort of young people that very often results in aggressive behavior towards themselves and towards others?

Social Skills and Birth Order

1989 ◽  
Vol 64 (1) ◽  
pp. 211-217
Author(s):  
Ronald E. Riggio ◽  
Yass Sotoodeh
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Birth Order ◽  
Undergraduate Students ◽  
Social Skill ◽  
Family Income ◽  
Self Report ◽  
Order Effects ◽  
The Social ◽  
Report Measure

This study examined differences in bask dimensions of social skill among birth orders. 205 undergraduate students completed a questionnaire that asked about family sibling structure and family income along with a standardized, self-report measure of social skills/social competence, the Social Skills Inventory. Analyses indicated no significant birth-order effects on any of the social skills dimensions, even when controlling for factors of age spacing, subjects' sex, family income, and family size.

scholarly journals Examining the correlates and antecedents of subjective binge eating episodes in female undergraduates

2021 ◽  
Author(s):  
Molly E. Atwood
Keyword(s):  
Eating Disorder ◽  
Negative Affect ◽  
Binge Eating ◽  
Undergraduate Students ◽  
Cognitive Distortions ◽  
Self Report ◽  
Diagnostic Feature ◽  
General Pathology ◽  
Definition Of ◽  
The Relationship

Binge eating is a core diagnostic feature of several eating disorders; however, controversy exists regarding the extent to which the size of an eating episode is important in the definition of a binge. The present study examined the relationship between subjective binge eating episodes (SBEs: experiencing loss of control while eating relatively small amounts of food) and eating disorder pathology, general pathology, and eating disorder-specific and general cognitive distortions in female undergraduate students (N=116) via self-report measures. In addition, negative affect and stress were examined as proximal antecedents of SBEs using naturalistic prospective monitoring. Findings indicated SBEs are associated with broad markers of eating disorder pathology and aspects of general pathology, and that eating disorder-specific cognitive distortions mediate the relationship between dietary restraint and SBE frequency. In addition, higher levels of negative affect were found to precede SBEs; however, stress was not identified as a statistically significant proximal antecedent. Findings are interpreted in light of methodological limitations, and clinical implications are discussed.

scholarly journals The Creative Potential and Self-Reported Learning Disabilities of Polish University Students Who Major in Special Education

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668912
Author(s):  
Piotr Alfred Gindrich ◽  
Zdzislaw Kazanowski
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
University Students ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Learning Disabled ◽  
Self Report ◽  
Creative Potential ◽  
Creative Behavior ◽  
Male Undergraduate

The basic purpose of this research was to explore certain dimensions of creative potential in university students who assessed their scholastic skills using self-ratings of the symptoms of learning disabilities. The learning disabled (LD; n = 47) group revealed lower levels of self-reported scholastic skills, whereas the non–learning disabled (NLD; n = 52) group showed higher levels. Both female and male undergraduate students of Maria Curie-Sklodowska University (MCSU), who majored in special education, participated in the study. The creative potentials of the LD and NLD groups of MCSU students were compared. The creative potential was investigated in two ways. First, the subjects were asked to think of as many uses as they could for a paperclip and a pencil (Alternative Uses Task by Guilford). Second, they were asked to complete a Creative Behavior Questionnaire (KANH) by Popek. Furthermore, the subjects were asked to complete a Rating Scale for Intensity of LD Symptoms. Thus, they were requested to self-report the intensity of their LD symptoms. It was found that nonconformity and heuristic behavior were the factors that differentiated the university students with self-reported LD from their peers in the NLD group. In general, taking into consideration the scores that were obtained in the KANH, the LD group obtained a lower level of creative potential, compared with the NLD group. The effects of gender, self-reported LD, and instrument selection on our research outcomes are also discussed.

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