Determinants of aggressive behavior: Interactive effects of emotional regulation and inhibitory control

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose this study was to examine the treatment effects of an evidence-based teacher training -- Incredible Years Teacher Classroom Management (IY TCM) -- for children with aggression. Specifically, treatment effects were expected to be demonstrated on both academic achievement and behavioral performance. Previous studies have accumulated evidence regarding the co-occurrence of children's aggressive behavior and academic failure (Darney et al., 2012; Reinke et al., 2008); the negative trajectories continue for them, indicating negative outcomes in adolescent and adulthood. When children enter school, they spend more time learning with peers and being supervised by school teachers. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors (Reinke and Herman, 2002; Webster-Stratton et al., 2001). IY TCM trains teachers in evidence-based practices of effective practical behavioral management strategies, teacher-child relationship skills, parent-teacher collaboration, behavior plans addressing developmentally appropriate goals for individual students, and ways to promote students' emotional regulation, social skills and problem-solving skills. Previous studies about IY TCM were mostly conducted with other treatments of IY series. This study was one of the first studies to investigate treatment effectiveness of IY TCM. Participants included 1818 students (Grade K to 3) and 105 teachers from nine elementary schools in a large Midwestern school district. 52 teachers were randomly assigned to receive IY TCM, indicating 901 students in the intervention group. 74 % of the participated students are African American and 50 % of them received free reduced lunch (FRL). All outcome variables were assessed before and after intervention implementation. Results support the hypotheses associated with research questions one and two which indicated that higher levels of aggression as reported by teachers would be associated with lower academic achievement on both reading and math at the beginning of school year and the end of school year controlling demographic variables such as gender, FRL and race. A hierarchical linear regression analysis was conducted to examine the main effects and the hypotheses that baseline levels of aggression moderate the relationship between intervention status and outcomes. Results indicated a significant intervention status by baseline aggression interaction moderated children's math achievement. Additionally, significant moderation was found on children's emotional regulation and prosocial behaviors. Lastly, research question five and six focused on evaluating whether students with high level of aggressive behavior would demonstrate greater growth in academics and social emotional performance in comparison to less aggressive children in the treatment group. The hypothesis of greater improvement on academic achievement or social emotional performance for children with higher levels of aggression than their classroom peers post intervention was not supported. Further implication for practice and direction for future research based on the findings were discussed.

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Interactive contributions of self-regulation deficits and social motivation to psychopathology: Unraveling divergent pathways to aggressive behavior and depressive symptoms

Development and Psychopathology ◽

10.1017/s0954579412001149 ◽

2013 ◽

Vol 25 (2) ◽

pp. 407-418 ◽

Cited By ~ 16

Author(s):

Karen D. Rudolph ◽

Wendy Troop-Gordon ◽

Nicole Llewellyn

Keyword(s):

Depressive Symptoms ◽

Aggressive Behavior ◽

Inhibitory Control ◽

Self Regulation ◽

Significant Risk ◽

Significant Risk Factor ◽

Theoretical Models ◽

Social Approach ◽

Avoidance Motivation ◽

Insight Into

AbstractPoor self-regulation has been implicated as a significant risk factor for the development of multiple forms of psychopathology. This research examined the proposition that self-regulation deficits differentially predict aggressive behavior and depressive symptoms, depending on children's social approach versus avoidance motivation. A prospective, multiple-informant approach was used to test this hypothesis in 419 children (M age = 8.92, SD = 0.36). Parents rated children's inhibitory control. Children completed measures of social approach–avoidance motivation and depressive symptoms. Teachers rated children's aggressive behavior. As anticipated, poor inhibitory control predicted aggressive behavior in boys with high but not low approach motivation and low but not high avoidance motivation, whereas poor inhibitory control predicted depressive symptoms in girls with high but not low avoidance motivation. This research supports several complementary theoretical models of psychopathology and provides insight into the differential contributions of poor self-regulation to maladaptive developmental outcomes. The findings suggest the need for targeted intervention programs that consider heterogeneity among children with self-regulatory deficits.

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Association of a lincRNA postmortem with suicide by violent means and in vivo with aggressive phenotypes

10.1101/257188 ◽

2018 ◽

Author(s):

Giovanna Punzi ◽

Gianluca Ursini ◽

Giovanna Viscanti ◽

Eugenia Radulescu ◽

Joo Heon Shin ◽

...

Keyword(s):

Immune Response ◽

Aggressive Behavior ◽

Emotional Regulation ◽

Behavioral Control ◽

Sequencing Data ◽

Replication Sample ◽

Non Coding Rna ◽

Brain Expression ◽

Aggression Questionnaire

ABSTRACTObjectivePrevious findings suggest that differences in brain expression of a human-specific long intergenic non-coding RNA (LINC01268; GRCh37/hg19: LOC285758) may be linked to aggressive behavior and suicide. The authors sought to replicate and extend these findings in a new sample, and translate the results to the behavioral level in living healthy subjects.MethodThe authors examined RNA sequencing data in human brain to confirm the prior postmortem association of the lincRNA specifically with suicide by violent means. In addition, they used a genetic variant associated with LINC01268 expression to detect association with in vivo prefrontal physiology related to behavioral control. They finally performed weighted gene co-expression network analysis (WGCNA) and gene-ontology analysis to identify biological processes associated with a LINC01268 co-expression network.ResultsIn the replication sample, prefrontal expression of LINC01268 was again higher in suicides by violent means (N=65) than both non-suicides (N=78; 1.29e-06) and suicides by non-violent means (N=46; p=1.4e-06). In a living cohort, carriers of the minor allele of a SNP associated with increased LINC01268 expression in brain scored higher on a lifetime aggression questionnaire and show diminished engagement of prefrontal cortex (BA10) when viewing angry faces during fMRI. WGCNA highlighted the immune response.ConclusionsThese results suggest that LINC01268 influences emotional regulation, aggressive behavior and suicide by violent means; the underlying biological dynamics may include modulation of genes potentially engaged in the immune response.

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Gambaran Perilaku Disregulasi Emosi Anak Prasekolah Usia 3-4 Tahun

Jurnal Ilmiah Psikologi Terapan ◽

10.22219/jipt.v6i1.5113 ◽

2018 ◽

Vol 6 (1) ◽

pp. 102

Author(s):

Christopora Intan Himawan Putri ◽

Linda Primana

Keyword(s):

Emotion Regulation ◽

Preschool Children ◽

Social Norms ◽

Aggressive Behavior ◽

Emotional Regulation ◽

Emotional Dysregulation ◽

Preschool Aged Children

Abstrak. Regulasi emosi merupakan kemampuan anak dalam mengekspresikan, mengenali dan mengatur emosi agar dapat ditampilkan sesuai dengan norma sosial yang berlaku. Sebaliknya, disregulasi emosi merupakan ketidakmampuan dalam meregulasi emosi. Penelitian ini bertujuan untuk mengetahui perilaku disregulasi emosi yang muncul pada anak prasekolah usia 3-4 tahun. Metode eksploratif kualitatif digunakan untuk melihat gambaran perilaku disregulasi emosi yang muncul pada anak usia 3-4 tahun. Hasil wawancara dengan guru, observasi perilaku disregulasi emosi anak serta data penunjang lainnya menunjukkan bahwa terdapat beberapa perilaku yang berhubungan dengan disregulasi emosi ada anak usia prasekolah usia 3-4 tahun. Perlu diadakan intervensi terkait perilaku disregulasi emosi anak usia prasekolah untuk mencegah perilaku agresif di masa mendatang.Kata kunci: disregulasi emosi, regulasi emosi, prasekolahAbstract. Emotional regulation is the ability of children to express, recognize and manage emotions to be displayed in accordance with prevailing social norms. Conversely, emotional dysregulation is an inability to regulate emotions. This study aims to determine the behavior of emotional dysregulation that appears in preschool children aged 3-4 years. Qualitative explorative method is used to see the description of emotional dysregulation behavior that appears in children aged 3-4 years. The results of interviews with teachers, observation of emotional dysregulation behavior of children and other supporting data indicate that there are some behaviors associated with emotional dysregulation there are preschool children aged 3-4 years. Interventions regarding the behavior of emotional dysregulation of preschool-aged children need to be organized to prevent aggressive behavior in the futureKeywords: disregulation emotion, regulation emotional, preschool

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PERANAN REGULASI EMOSI, KONTROL DIRI, PENERIMAAN DIRI TERHADAP PERILAKU AGRESIF SISWA SMP DI YOGYAKARTA

Jurnal Muara Ilmu Sosial, Humaniora, dan Seni ◽

10.24912/jmishumsen.v5i1.10777.2021 ◽

2021 ◽

Vol 5 (1) ◽

pp. 205

Author(s):

Ragil Adi Purnawan ◽

Nina Zulida Situmurang

Keyword(s):

High School Students ◽

Aggressive Behavior ◽

Junior High School ◽

Significant Relationship ◽

Emotional Regulation ◽

Linear Regression Analysis ◽

Multiple Linear Regression Analysis ◽

Self Control ◽

School Students ◽

Self Acceptance

The aims of the study is to determine whether there is a role for emotional regulation, self-control, and self-acceptance of students' aggressive behavior at SMP X and Y in Yogyakarta. This study uses a quantitative approach and multiple linear regression analysis. This study uses four scales, namely a scale of emotional regulation, self-control, self-acceptance, and a scale of aggressive behavior. The subjects of this study were 140, consisting of 70 junior high school students at each school X and Y in Yogyakarta. The results of this study have a very significant relationship between the variables of emotional regulation, self-control, and self-acceptance of aggressive behavior in students of SMP X and Y in Yogyakarta. This is indicated by the obtained value of F = 13.924 with p = 0.000 (p <0.01). The R square is 0.235 which if proxied (0.235 x 100% = 23.5%) means that the contribution of emotional regulation, self-control and self-acceptance to aggressive behavior is significant. 23.5%, the remaining 76.5% is influenced by other factors not examined in this study. In partial correlation, it shows that the four proposed hypotheses are accepted. There is a very significant relationship between emotional regulation, self-control and self-acceptance of the aggressive behavior of students of SMP X and Y in Yogyakarta, so that the hypothesis can be accepted. The higher the emotional regulation, self-control and self-acceptance, the lower the aggressive behavior, conversely the lower the emotional regulation, self-control and self-acceptance, the higher the aggressive behavior. Penelitian ini bertujuan untuk mengetahui apakah ada peranan regulasi emosi, Kontrol diri, dan penerimaan diri terhadap perilaku agresif Siswa di SMP X dan Y di Yogyakarta. Penelitian ini menggunakan pendekatan kuantitatif dan analisis regresi linier berganda. Penelitian ini menggunakan empat skala yaitu skala regulasi emosi, skala kontrol diri, skala penerimaan diri, dan skala perilaku agresif. Subjek penelitian ini adalah 140, terdiri dari 70 siswa SMP pada masing-masing sekolah X dan Y di Yogyakarta. Hasil dari penelitian ini terdapat hubungan yang sangat signifikan antara variabel regulasi emosi, kontrol diri, dan penerimaan diri terhadap perilaku agresif pada siswa SMP X dan Y di Yogyakarta. Hal tersebut ditunjukkan dengan diperoleh nilai F = 13,924 dengan p = 0,000 (p<0,01). R square sebesar 0,235 yang apabila diprosentasekan (0,235 x 100% = 23,5%) artinya besar sumbangan regulasi emosi, kontrol diri, dan penerimaan diri terhadap perilaku agresif sebesar 23,5%, sisanya 76,5% dipengaruhi oleh faktor lain yang tidak diteliti dalam penelitian ini. Dalam korelasi secara parsial menunjukan ke empat hipotesis yang diajukan dinyatakan diterima. Terdapat hubungan yang sangat signifikan antara regulasi emosi, kontrol diri dan penerimaan diri terhadap perilaku agresif siswa SMP X dan Y di Yogyakarta, sehingga hipotesis dapat diterima. Semakin tinggi regulasi emosi, kontrol diri dan penerimaan diri, maka semakin rendah perilaku agresif, sebaliknya semakin rendah regulasi emosi, kontrol diri dan penerimaan diri, maka semakin tinggi perilaku agresif.

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Parental Perceptions of Aggressive Behavior in Preschoolers: Inhibitory Control Moderates the Association With Negative Emotionality

Child Development ◽

10.1111/cdev.12455 ◽

2015 ◽

Vol 87 (1) ◽

pp. 256-269 ◽

Cited By ~ 18

Author(s):

Jill Suurland ◽

Kristiaan B. van der Heijden ◽

Stephan C. J. Huijbregts ◽

Hanneke J. A. Smaling ◽

Leo M. J. de Sonneville ◽

...

Keyword(s):

Aggressive Behavior ◽

Inhibitory Control ◽

Parental Perceptions ◽

Negative Emotionality

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Reduction of Aggressive Behavior Levels in Adolescent Adolescents with Emotional Regulation Therapy

Jurnal Keperawatan Jiwa ◽

10.26714/jkj.8.3.2020.361-368 ◽

2020 ◽

Vol 8 (3) ◽

pp. 361

Author(s):

Endang Mei Yunalia ◽

Idola Perdana Sulistyoning Suharto

Keyword(s):

Aggressive Behavior ◽

Emotional Regulation ◽

Negative Emotions ◽

Intervention Group ◽

Behavior Disorder ◽

Young Men ◽

Statistical Test ◽

Control Group ◽

P Value ◽

Post Test

Aggressive behavior is a behavior disorder especially if it occurs repeatedly and persists for at least 6 months. Aggressive behavior occurs because adolescent express negative emotions in an inappropriate way. The solution to help adolescent to be able to express emotions appropriately is with emotion regulation therapy. The purpose of this study was to determine the effectiveness of emotional regulation therapy on the level of aggressive behavior in young men. This research is a Quasy experimental study using one group pre-post test design with control design. The population in this study was all young men with "X" high school. A sample of 48 respondents were selected using purposive sampling which was divided into 24 respondents in the intervention group and 24 respondents in the control group. The statistical test used is the Wilcoxon Signed Ranks Test. Statistical test results show that p = 0,000 (p-value <0.05), which means that there is an influence of emotional regulation therapy on aggressive behavior in young men with aggressive behavior so that it proves a decrease in the level of aggressive behavior in young men. Based on the results of this study it can be seen that emotional regulation therapy is one way that can be given to adolescents to reduce the level of aggressive behavior in adolescents through efforts to control negative emotions.

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Cardiovascular risk and association with depression in middle-aged and older autistic adults

10.31219/osf.io/amn29 ◽

2022 ◽

Author(s):

Rebecca Ann Charlton ◽

Goldie McQuaid ◽

Lauren Bishop ◽

Gregory Wallace

Keyword(s):

Executive Function ◽

Cardiovascular Risk ◽

Older People ◽

Inhibitory Control ◽

Emotional Regulation ◽

Later Life ◽

Depression Symptoms ◽

Middle Aged ◽

Autistic People ◽

The Impact

Cardiovascular risk factors (CVRF) increase during later-life and are associated with depression symptoms and difficulties with executive function among non-autistic older people. Few studies have examined CVRF among autistic people. Using data from the Simons Foundation Powering Autism Research for Knowledge research match, this study examined the frequency of CVRF and associations between CVRF, depression symptoms and executive function in 387 middle-aged and older autistic people (aged 40-83 years). Individuals provided demographic and health information to assess the number of CVRF (presence of hypertension, high cholesterol, diabetes, obesity). Participants also self-reported their depression symptoms and executive functions in the domains of inhibitory control and emotional regulation. CVRF were common among autistic middle-aged and older people, with 28.9% reporting two and 23.2% reporting three or more CVRF. Regression analyses explored the variables associated with depression symptoms. After accounting for the effects of age and sex assigned at birth, CVRF contributed a small but significant amount to the model. A regression model examined the impact of executive function. Emotional regulation (but not inhibitory control), CVRF and age were significantly associated with depression symptoms in middle-aged and older autistic people. In conclusion, CVRF was significantly associated with depression symptoms, and depression symptoms, in turn, were primarily associated with emotional regulation. CVRF occur at high rates in middle-aged and older autistic people but may not be as important a mechanism for depression symptoms as among non-autistic older people.

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