scholarly journals Reactive and Proactive Aggression among Immigrant and Non-Immigrant Early Adolescents in Norway: The Relations to Emotional and Conduct Problems

2020 ◽  
Vol 10 (3) ◽  
pp. 219-230
Author(s):  
Hildegunn Fandrem ◽  
Brit Oppedal ◽  
Thormod Idsoe
Keyword(s):  
Conduct Problems ◽  
Behavioral Problems ◽  
Structural Equation ◽  
Early Adolescents ◽  
Emotional Problems ◽  
Equation Model ◽  
Proactive Aggression ◽  
Self Report ◽  
Foreign Born ◽  
Reactive And Proactive Aggression

Objective: This study explores the differences in the association between three different types of aggression (reactive aggression, power-related proactive aggression and affiliation- related proactive aggression) and emotional and conduct problems between early adolescents with immigrant and non-immigrant backgrounds in Norway. Methods: The sample comprised 1759 early adolescents in fifth to eighth grade (10- to 15- year-olds). The proportion of early adolescent immigrants with two foreign-born parents was 862, and 897 participants were adolescents with two Norwegian-born parents. The gender distribution was similar in the immigrant and non-immigrant samples, 48.2% boys and 49.5% girls. The mean age was 11.6 years (SD 1.25) for immigrant boys, 11.7 (SD 1.29) for non-immigrant boys, 11.6 (SD = 1.25) for immigrant girls, and 11.8 (SD = 1.27) for nonimmigrant girls. Data were collected via self-report assessments. Results: A multigroup structural equation model revealed that the effects of reactive and proactive aggression were different for conduct and emotional problems. Only reactive and power-related proactive aggression was significantly associated with conduct problems, and effect sizes were independent of immigrant status. The effects of reactive and power-related proactive aggression on emotional problems were stronger for non-immigrant early adolescents, while the effects of affiliation-related proactive aggression were stronger for immigrant- background early adolescents. Conclusion: A better understanding of the underlying mechanisms of the associations between aggression and emotional problems and the variation between immigrant and nonimmigrant early adolescents can shed light on the etiology of mental health and behavioral problems. The importance of such knowledge in designing interventions targeting aggression among early adolescents in multicultural contexts is discussed.

Reactive and Proactive Aggression Differentially Predict Later Conduct Problems

1998 ◽  
Vol 39 (3) ◽  
pp. 377-385 ◽  
Author(s):  
Frank Vitaro ◽  
Paul L. Gendreau ◽  
Richard E. Tremblay ◽  
Patrice Oligny
Keyword(s):  
Conduct Problems ◽  
Proactive Aggression ◽  
Reactive And Proactive Aggression

Lower Levels of Classroom Aggression Predict Stronger Relations Between Peer Victimization and Reactive Versus Proactive Aggression

2021 ◽  
pp. 088626052199795
Author(s):  
Michael T. Morrow ◽  
Julie A. Hubbard ◽  
Megan K. Bookhout ◽  
Marissa A. Docimo ◽  
Lauren E. Swift ◽  
...  
Keyword(s):  
Peer Victimization ◽  
Reactive Aggression ◽  
Proactive Aggression ◽  
Self Report ◽  
Fifth Grade ◽  
Classroom Norms ◽  
Reactive And Proactive Aggression ◽  
Low Levels ◽  
Differential Relations

We examined the concurrent relations of children’s reactive and proactive aggression with their experience of peer victimization. Extending previous research, we assessed these relations at both the child and classroom levels. We predicted that reactive aggression would relate positively to peer victimization, proactive aggression would relate negatively to peer victimization, and that these relations would vary with classroom levels of aggression. Participants included 1,291 fourth- and fifth-grade children (681 girls; M age = 10.14 years) and their 72 teachers from 9 schools in one public school district in the Mid-Atlantic United States. Children completed self-report measures of peer victimization and teachers completed measures of aggression for each child in their classrooms. Via two-level regression (level 1 = child; level 2 = classroom), reactive aggression related positively to peer victimization and proactive aggression related negatively to peer victimization. The positive relation between reactive aggression and peer victimization was only significant in classrooms with low levels of reactive aggression. The negative relation between proactive aggression and peer victimization was only significant in classrooms with low levels of proactive aggression. Our hypotheses were supported and offered further evidence for differential relations of reactive and proactive aggression with peer victimization at the child level, while demonstrating the important role of classroom norms for aggression in moderating these relations.

A Structural Equation Model for the School Reinforcement Survey Schedule: Italian and American Early Adolescents

2004 ◽  
Vol 13 (2) ◽  
pp. 117-133 ◽  
Author(s):  
George R. Holmes ◽  
Aldo Galeazzi ◽  
Emilio Franceschina ◽  
George F. McNulty ◽  
Angela Q. Forand ◽  
...  
Keyword(s):  
Structural Equation Model ◽  
Structural Equation ◽  
Early Adolescents ◽  
Equation Model

scholarly journals Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Soledad de Lemus ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
Structural Equation ◽  
Effortful Control ◽  
Equation Model ◽  
Self Report ◽  
Practical Applications ◽  
School Year ◽  
The Mean ◽  
Dispositional Empathy

AbstractThis study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

Reactive and Proactive Aggression Differentially Predict Later Conduct Problems

1998 ◽  
Vol 39 (3) ◽  
pp. 377-385 ◽  
Author(s):  
Frank Vitaro ◽  
Paul L. Gendreau ◽  
Richard E. Tremblay ◽  
Patrice Oligny
Keyword(s):  
Conduct Problems ◽  
Proactive Aggression ◽  
Reactive And Proactive Aggression

scholarly journals Relationship between Temperament, Depression, Anxiety, and Hopelessness in Adolescents: A Structural Equation Model

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Paolo Iliceto ◽  
Maurizio Pompili ◽  
David Lester ◽  
Xenia Gonda ◽  
Cinzia Niolu ◽  
...  
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Structural Model ◽  
Factor Model ◽  
Psychiatric Morbidity ◽  
Equation Model ◽  
Self Report ◽  
Anxiety State ◽  
School Students ◽  
Two Factors

The purpose of this study was to test the validity of affective temperaments for predicting psychiatric morbidity and suicide risk, using a two-factor model to explain the relationships between temperament, anxiety, depression, and hopelessness. We investigated 210 high school students, 103 males and 107 females, 18-19 years old, who were administered self-report questionnaires to assess temperament (TEMPS-A), depression (BDI-II), anxiety (STAI) and hopelessness (BHS). The final structural model had a good fit with the data, with two factors significantly correlated, the first labeled unstable cyclothymic temperament including Dysthymic/Cyclothymic/Anxious temperament, Irritable temperament and Depression, and the second labeled Demoralization including Anxiety (State/Trait) and Hopelessness. Depression, anxiety and hopelessness are in a complex relationship partly mediated by temperament.

scholarly journals Multidimensional assessment of impulsivity-related measures in relation to externalizing behaviors

2018 ◽  
Vol 49 (10) ◽  
pp. 1678-1690 ◽  
Author(s):  
Kasey G. Creswell ◽  
Aidan G. C. Wright ◽  
Janine D. Flory ◽  
Carillon J. Skrzynski ◽  
Stephen B. Manuck
Keyword(s):  
Predictive Validity ◽  
Structural Equation ◽  
Externalizing Behaviors ◽  
Equation Model ◽  
The Self ◽  
Self Report ◽  
Personality Factors ◽  
Multidimensional Assessment ◽  
Behavioral Tasks ◽  
Trait Impulsivity

AbstractBackgroundTrait impulsivity is thought to play a key role in predicting behaviors on the externalizing spectrum, such as drug and alcohol use and aggression. Research suggests that impulsivity may not be a unitary construct, but rather multidimensional in nature with dimensions varying across self-report assessments and laboratory behavioral tasks. Few studies with large samples have included a range of impulsivity-related measures and assessed several externalizing behaviors to clarify the predictive validity of these assessments on important life outcomes.MethodsCommunity adults (N = 1295) between the ages of 30 and 54 completed a multidimensional assessment of impulsivity-related traits (including 54 self-report scales of personality traits implicated in impulsive behaviors, and four behavioral tasks purporting to assess a construct similar to impulsivity) and reported on five externalizing behavioral outcomes (i.e. drug, alcohol, and cigarette use, and physical and verbal aggression). We ran an exploratory factor analysis on the trait scales, and then a structural equation model predicting the externalizing behaviors from the three higher-order personality factors (i.e. Disinhibition v. Constraint/Conscientiousness, Neuroticism/Negative Emotionality, and Extraversion/Positive Emotionality) and the four behavioral tasks.ResultsRelations between the self-report factors and behavioral tasks were small or nonexistent. Associations between the self-report factors and the externalizing outcomes were generally medium to large, but relationships between the behavioral tasks and externalizing outcomes were either nonexistent or small.ConclusionsThese results partially replicate and extend recent meta-analytic findings reported by Sharma et al. (2014) to further clarify the predictive validity of impulsivity-related trait scales and laboratory behavioral tasks on externalizing behaviors.

scholarly journals A Needs Driven Model of Workplace Social Effectiveness in Adults With Disabilities

2018 ◽  
Vol 62 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Brian N. Phillips ◽  
Antonio Reyes ◽  
Alexandra M. Kriofske Mainella ◽  
Rachel F. Kesselmayer ◽  
Joseph D. Jacobson
Keyword(s):  
Latent Variables ◽  
Structural Equation ◽  
Equation Model ◽  
Self Report ◽  
Social Situations ◽  
Cross Sectional ◽  
Social Effectiveness ◽  
Adults With Disabilities ◽  
The Social ◽  
Workplace Success

Social effectiveness is central to workplace success. Yet, surprisingly little is known about the factors that influence effectiveness in managing the social requirements of the workplace. This study provides a preliminary analysis of a model of workplace social effectiveness for adults with disabilities. A total of 330 adults with disabilities participated in an online, cross-sectional research study. Researchers used several measures to assess the extent to which latent variables representing communal and positive approaches to social situations influenced workplace social effectiveness and whether that relationship was mediated by the ability to connect with others. Results from a structural equation model analysis suggest that both a communal and positive social approach predict workplace social effectiveness. The ability to connect with others partially mediated relationships between both communal and positive approaches and workplace social effectiveness. Although the cross-sectional and self-report nature of this study limits the conclusions that can be drawn, the findings lay a groundwork for further model testing and clinical interventions in rehabilitation counseling services. The results offer an alternative socioemotional approach for identifying and intervening on workplace social effectiveness that can be applied to adults with disabilities.

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