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Journal articles on the topic 'Forms of aggression'
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1
South Richardson, Deborah. "Everyday Aggression Takes Many Forms." Current Directions in Psychological Science 23, no. 3 (2014): 220–24. http://dx.doi.org/10.1177/0963721414530143.
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Chester, David S. "The Role of Positive Affect in Aggression." Current Directions in Psychological Science 26, no. 4 (2017): 366–70. http://dx.doi.org/10.1177/0963721417700457.
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Aggressive behavior hurts us all and is studied across psychology’s subdisciplines. Classical theories discuss the causes of aggression in the context of negative affect (e.g., frustration, pain). However, more recent research implicates positive affect as an important correlate and cause of aggression. Such aggressive pleasure likely evolved from ancient predatory tendencies that later yielded reproductive benefits, holds across reactive and proactive forms of aggression, and is used strategically as an item in many people’s emotion-regulation toolkit. Findings from psychological and neural sciences have converged to detail aggression’s hedonically pleasant qualities and the motivational and biological mechanisms through which they occur. This new approach generates novel hypotheses and might lead to effective interventions that mollify mankind’s aggressive tendencies.
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Lösel, Friedrich, Thomas Bliesener, and Doris Bender. "Social Information Processing, Experiences of Aggression in Social Contexts, and Aggressive Behavior in Adolescents." Criminal Justice and Behavior 34, no. 3 (2007): 330–47. http://dx.doi.org/10.1177/0093854806295833.
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This study examines social information processing and experiences of aggression in social contexts as predictors of different forms of aggressive behavior. A sample of 102 boys (aggressive, average, competent, and victimized students) was investigated with a prospective design in Grade 7/8 and again in Grade 9/10. Results show an aggressive-impulsive response repertoire strongly predicted self-reported and teacher-reported physical aggression, verbal aggression, violent offenses, general aggression, and other forms of delinquency. Positive evaluations of aggressive responses showed a weaker effect, and attributions of hostility and aggressive/egocentric goal setting had no impact. Perceived aggression in the family, in the peer group, in media consumption, and (less consistently) at school predicted verbal aggression as well as physical aggression and violent offenses. Multivariate analyses revealed both mediating and independent effects of social information processing and experiences of aggression in social contexts. Results are discussed from methodological and theoretical perspectives.
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Marsee, Monica A., Paul J. Frick, Christopher T. Barry, Eva R. Kimonis, Luna C. Muñoz Centifanti, and Katherine J. Aucoin. "Profiles of the forms and functions of self-reported aggression in three adolescent samples." Development and Psychopathology 26, no. 3 (2014): 705–20. http://dx.doi.org/10.1017/s0954579414000339.
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AbstractIn the current study, we addressed several issues related to the forms (physical and relational) and functions (reactive and proactive) of aggression in community (n = 307), voluntary residential (n = 1,917), and involuntarily detained (n = 659) adolescents (ages 11–19 years). Across samples, boys self-reported more physical aggression and girls reported more relational aggression, with the exception of higher levels of both forms of aggression in detained girls. Further, few boys showed high rates of relational aggression without also showing high rates of physical aggression. In contrast, it was not uncommon for girls to show high rates of relational aggression alone, and these girls tended to also have high levels of problem behavior (e.g., delinquency) and mental health problems (e.g., emotional dysregulation and callous–unemotional traits). Finally, for physical aggression in both boys and girls, and for relational aggression in girls, there was a clear pattern of aggressive behavior that emerged from cluster analyses across samples. Two aggression clusters emerged, with one group showing moderately high reactive aggression and a second group showing both high reactive and high proactive aggression (combined group). On measures of severity (e.g., self-reported delinquency and arrests) and etiologically important variables (e.g., emotional regulation and callous–unemotional traits), the reactive aggression group was more severe than a nonaggressive cluster but less severe than the combined aggressive cluster.
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van der Wal, Amber, Karin M. Fikkers, and Patti M. Valkenburg. "What’s in It for Them? Teens’ Differential Preferences for Types and Contexts of Televised Aggression." Communication Research 47, no. 8 (2019): 1206–27. http://dx.doi.org/10.1177/0093650219832231.
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The effect of teens’ exposure to televised aggression depends on the characteristics of the viewer and the portrayed aggression. However, few studies have investigated which teens prefer what forms of televised aggression. Therefore, this study investigated how teens’ trait aggression and sex guide their preferences for types (physical, verbal, and indirect) and contextual features of televised aggression (reward, punishment, justification, graphicness, realism, and humor). A linkage analysis combined survey data of 156 teens (balanced for trait aggression and sex, age 10-14 years) with a content analysis of 4,839 scenes from their favorite television programs. Aggressive teens preferred more physical aggression than less aggressive teens. Trait aggression was not related to preferences for contextual features of aggression. Boys preferred more physical aggression than girls, as well as more realistic, graphic, justified, rewarded, and punished aggression. This study underscores the importance of distinguishing between different viewers and forms of televised aggression.
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Archer, John, and Sarah M. Coyne. "An Integrated Review of Indirect, Relational, and Social Aggression." Personality and Social Psychology Review 9, no. 3 (2005): 212–30. http://dx.doi.org/10.1207/s15327957pspr0903_2.
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Over the last decade, researchers have found that girls may be just as aggressive as boys when manipulative forms of aggression, such as gossiping and spreading rumors, are included. These forms of aggression are known by 3 different names: indirect aggression, relational aggression, and social aggression. This review examines their commonalities and differences, and concludes that they are essentially the same form of aggression. We show that analogous forms are not found in other species. We offer a functional account: indirect aggression is an alternative strategy to direct aggression, enacted when the costs of direct aggression are high, and whose aim is to socially exclude, or harm the social status of, a victim. In this light, we consider sex differences and developmental trends and the impact of this aggression on victims. We conclude that indirect, relational, and social aggression are much more similar than they are different, and we suggest ways in which future research can be facilitated by integrating the three areas under an adaptive framework.
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Anestis, Michael D., Joye C. Anestis, Edward A. Selby, and Thomas E. Joiner. "Anger rumination across forms of aggression." Personality and Individual Differences 46, no. 2 (2009): 192–96. http://dx.doi.org/10.1016/j.paid.2008.09.026.
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Fosshage, James L. "On aggression: Its forms and functions." Psychoanalytic Inquiry 18, no. 1 (1998): 45–54. http://dx.doi.org/10.1080/07351699809534169.
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Warren, Peter, Deborah South Richardson, and Samuel McQuillin. "Distinguishing among nondirect forms of aggression." Aggressive Behavior 37, no. 4 (2011): 291–301. http://dx.doi.org/10.1002/ab.20394.
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Ndoromo, Owen, Karin Österman, and Kaj Björkqvist. "Sex Differences in Victimisation from Low Intensity Intimate Partner Aggression in South Sudan." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 15. http://dx.doi.org/10.26417/ejser.v11i2.p15-23.
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The aim of the study was to investigate sex differences in victimisation from low intensity forms of intimate partner aggression in South Sudan. A questionnaire was filled in by 420 respondents (302 females and 118 males) in two cities in South Sudan. The mean age was 22.5 years (SD 8.4) for women and 25.6 years (SD 7.8). Victimisation from intimate partner aggression was measured with the Victim Version of the Direct Indirect Aggression Scales (DIAS-Adult; Österman - Björkqvist, 2009) which includes six scales measuring verbal and nonverbal aggression, direct and indirect aggressive social manipulation, cyber aggression, and economic aggression. The results showed that males had been significantly more victimised from physical and verbal aggression than females. A tendency was also found for males to be more victimised from nonverbal aggression and direct aggressive social manipulation. No sex differences were found regarding victimisation from indirect aggressive social manipulation, cyber aggression, or economic aggression. Males had significantly more often been bit, hit, had their belongings damaged, scratched, spit at, and shoved by their female partner. Males had also been significantly more often subjected to quarrels, to being told nasty or hurtful words, and to being yelled at by their female partner. No sex difference was found for being interrupted when talking, been called bad names, or having been angrily nagged at by their partner. For females, age correlated positively with victimisation, while for males, the correlations were mostly negative. As far as more severe forms of violence are concerned, males have generally been found to be more aggressive against their partner than vice versa; the impact of male aggression has also usually been found to be more severe. The fact that males in domestic settings are also victimised by their spouses, although to less severe forms of aggression, has received much less attention.
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Bowker, Julie C., Jamie M. Ostrov, and Radhi Raja. "Relational and overt aggression in urban India." International Journal of Behavioral Development 36, no. 2 (2011): 107–16. http://dx.doi.org/10.1177/0165025411426019.
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This study explored the associations between relational and overt aggression and social status, and tested whether the peer correlates of aggression vary as a function of best friends’ aggression during early adolescence in urban India. One hundred and ninety-four young adolescents from primarily middle-to-upper-class families in Surat, India participated. Analyses revealed unique associations between both forms of aggression and perceived popularity, and between relational aggression and social preference. The consideration of best friend aggression (and in one case, gender) explained some variability in the associations between both forms of aggression and the peer correlates, suggesting that the consideration of best friends’ aggression, particularly in complex and changing non-Western societies such as India, may lead to new insight into why not all aggressive adolescents are disliked and popular.
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Robertson, Kirsten, Sarah Forbes, and Maree Thyne. "Perpetration of Alcohol-Related Aggression by Male and Female College Students: An Examination of Overt and Relational Aggression." Journal of Interpersonal Violence 35, no. 5-6 (2017): 1454–75. http://dx.doi.org/10.1177/0886260517696872.
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Existing literature exemplifies the relationship between alcohol and overt aggression, especially for adult males. Less clear is the relationship between alcohol and aggression among male and female college students, in particular, the nature of this aggression and the co-occurrence of drinking and aggression on the same day (temporal proximity). This study examines the chronic and temporal nature of males’ and females’ alcohol-related aggression among college students. Two hundred fourteen students completed a web-based 7-day event-level survey measuring alcohol consumption and perpetration of physical aggression, verbal aggression, anger, and relational aggression over 4 weeks, resulting in 4,256 observations (days). The global analysis revealed students who are heavy drinkers are more likely to perpetrate all four forms of aggression, whereas the event-level analysis revealed that specific forms of aggression are associated with drinking at the time, while other forms were not linked to drinking occasions. Cross-tabulation revealed males and females were more likely to use verbal and physical aggression when drinking. For females, drinking was also associated with relational aggression and anger. Despite often being overlooked in research on aggression during emerging adulthood, relational aggression was prevalent. Discrepancies between the global and temporal analysis revealed factors other than alcohol might explain the relationship between chronic alcohol consumption and specific forms of aggression. This is one of the first event-level studies to show the temporal relationship between alcohol and relational aggression. The distinctions in the current study, exemplifying the diversity of alcohol-related aggression, are critical for understanding aggressive behavior, potential gender differences, and for developing interventions. The temporal relationship between alcohol and aggression suggests health interventions should target drinking and aggression simultaneously.
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Owens, Laurence D. "Sticks and stones and sugar and spice: girls' and boys' aggression in schools." Journal of Psychologists and Counsellors in Schools 6, S1 (1996): 45–56. http://dx.doi.org/10.1017/s103729110000323x.
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According to official figures, most of the trouble in schools is caused by boys. This is because boys are more openly disruptive and overtly aggressive. However, recent research has uncovered forms of aggression more common among girls. This paper reports on a study in South Australian schools which explores gender and developmental differences in aggression. A peer estimation scale was administered to students in years 2, 6, 9 and 11 in two high schools and four primary schools. Boys were found to be more physically and verbally aggressive than girls but girls used more indirect forms of aggression during the high school years. The gender differences in aggression are linked to gender differences in friendship patterns. Implications for schools are briefly discussed.
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Tremblay, Richard E. "The development of aggressive behaviour during childhood: What have we learned in the past century?" International Journal of Behavioral Development 24, no. 2 (2000): 129–41. http://dx.doi.org/10.1080/016502500383232.
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Research on human aggression has been a flourishing industry in the 20th century. As the attention shifted from an instinctual paradigm to a drive paradigm and a social learning paradigm, what have we learned on the development of aggressive behaviour during childhood? Are children born with an aggressive instinct or do they have to learn to aggress?This question has deep philosophical roots, but it also has important practical implications. Should interventions prevent children from learning to aggress or should they help children learn to inhibit aggressive reactions? Since most of the 20th century work on the development of aggression was concentrated on adolescents and elementary school age children, there appeared to be an implicit assumption that aggression is learned during these developmental periods. It is argued that to understand the origins of aggressive behaviour and prevent chronic cases of physical aggression we will need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour. The form of agressive behaviour that is generally considered more “serious” or “socially unacceptable” (physical aggression) is clearly ontogenetically antecedent to less “serious” forms of aggressive behaviour, such as verbal aggression or indirect aggression. Furthermore, as a rule the frequency of physical aggression appears to decrease with age. However, infants’ physical aggression has generally not been considered developmentally significant. This is probably because of “the weakness of their limbs” and the apparent lack of “intentionality”. To have a relatively complete description of the life-span developmental trajectories of human aggressive behaviour by the end of the 21st century, we will need to start recruiting pregnant women very soon.
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Бохонкова, Юлія, Олена Блискун та Олена Пелешенко. "Психологічні особливості прояву агресії та форми агресивної поведінки молоді в мережі інтернет". Теоретичні і прикладні проблеми психології, № 3(50)T3 (2019): 33–44. http://dx.doi.org/10.33216/2219-2654-2019-50-3-3-33-44.
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У статті розглянуто соціально-психологічні проблеми дослідження агресивної поведінки молоді в мережі Інтернет, описані існуючі психологічні теорії, проаналізовано конструкти і моделі агресії у зарубіжній та вітчизняній психології, особливості прояву агресії та форми агресивної поведінки молоді в мережі Інтернет. На підставі аналізу сучасних літературних джерел і результатів психологічних досліджень встановлено, що загальним проблемам молоді, її агресивної поведінки, вивченню чинників агресії, як у реальному, так і в кібернетичному просторах (мережі Інтернет), хоча й приділяється істотна увага, але на сьогодні відсутні загальноприйняті теорії та моделі кіберагресії, не розроблена системна ментальної репрезентації кіберпростору молоддю, що не дозволяє досліджувати феномен молодіжної агресії в мережі Інтернет на основі принципів науковості та системності, однозначно виділити й дослідити соціально-психологічні чинники агресивної поведінки молоді в мережі Інтернет і розробити засоби її редукції та запобігання. Актуальність розглядання проблеми зумовлена розвитком сучасних інформаційних технологій, істотним збільшенням можливостей міжособистісного і масового спілкування в мережі Інтернет, що створює віртуальне середовище для різного виду online-спілкування, основу якого становить молодіжна спільнота, котра дедалі більше віддає перевагу різним формам «кібер-стосунків» натомість реальному спілкуванню. При цьому взаємодія здійснюється за допомогою різноманітних сервісів: форумів, блогів, Internet-щоденників, групових Internet-ігор, соціальних мереж тощо. Представлено нові види і форми агресивної поведінки молоді в мережі Інтернет: флеймінг, наклеп, гепіслепінг, тролінг, соціотехніка, кіберпереслідування тощо. Основними негативними наслідками таких форм агресивної поведінки молоді в мережі Інтернет (кіберагресії) для жертви є депресія, стрес, гнів, суїцид. Встановлено, що наявність численних теорій агресії для реального простору, які розглядають різні детермінанти агресивної поведінки, брак таких теорій і моделей для кіберпростору, не дозволяють однозначно виділити і дослідити соціально-психологічні чинники агресивної поведінки молоді в мережі Інтернет. Це потребує розробки моделі динаміки розвитку мережі Інтернет як соціально-психологічного об’єкту. Без цього неможливо будувати науково обґрунтовані високоефективні системи редукції агресивної поведінки молоді в мережі Інтернет і запобігання їй.
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Lee, Eunju. "The relationship of aggression and bullying to social preference: Differences in gender and types of aggression." International Journal of Behavioral Development 33, no. 4 (2009): 323–30. http://dx.doi.org/10.1177/0165025408098028.
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With 338 fifth-grade students as subjects, this study found the variations in the relation between school bullying and social preference as a function of gender and types of aggressive behavior utilized. Aggressive boys were likely to be rejected by peers, whereas aggressive girls were both rejected and accepted by peers. Children nominated physically aggressive boys and relationally and verbally aggressive girls as bullies. When other forms of aggression were kept constant, verbal aggression was positively related to peer rejection for boys but negatively related for girls. The use of relational aggression contributed to peer rejection only for girls. Implications of the gender differences are discussed.
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Фомина, Н. А., and Е. В. Кротенко. "Components and Forms of Aggression in Adolescents Displaying Deviant Behavior." Психолого-педагогический поиск, no. 4(60) (February 8, 2022): 135–43. http://dx.doi.org/10.37724/rsu.2021.60.4.012.
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В статье рассмотрена проблема личности и ее свойств на примере агрессивности девиантных подростков.Обоснована актуальность изучения агрессивности в подростковом возрасте, особенно в современных условиях развития личности.Описаны результаты исследования личностной агрессивности как единства содержательных и инструментально-динамических составляющих в рамках системно-функционального подхода А. И. Крупнова.Раскрыты особенности проявления различных форм агрессивного и враждебного поведения подростками, допускающими девиации в поведении.Раскрыты связи между различными составляющими агрессивности и формами агрессивного и враждебного поведения у девиантных подростков.Представленные в статье материалы вносят определенный вклад в общую и возрастную психологию, психологию личности и психологию девиантного поведения, обогащая системный подход к исследованию свойств личности новыми эмпирическими данными о специфических особенностях различных составляющих агрессивности девиантных подростков. Они могут быть использованы в практической деятельности педагогов и психологов при психолого-педагогическом сопровождении данной категории сложных подростков, а также в учебных курсах по психологическим дисциплинам. The article focuses on the issue of personality and its characteristics using the example of aggression in adolescents displaying deviant behaviour.It accounts for the relevance of investigating aggression in adolescents, especially in the contemporary conditions of personality development.It describes the results of a research investigating aggression as a unity of conceptual and instrumental components within the framework of a systemic and functional approach developed by A. I. Krupnov.It focuses on the peculiarities of aggressive and hostile behaviour in adolescents displaying deviant behaviour.It traces connections between various components of aggression and the forms of aggressive and hostile behaviour in adolescents displaying deviant behaviour.The analyzed materials contribute to general psychology and age psychology, to personal psychology and psychology of deviant behaviour. The collected empirical data on adolescents with deviant behaviour contribute to the systemic approach to the investigation of personality. The analysed data can be used by teachers and psychologists in their practical work to improve the quality of psychological support of adolescents with deviant behaviour. They can also be useful to students who study psychology.
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Desir, Michelle P., and Canan Karatekin. "Parental reactions to parent- and sibling-directed aggression within a domestic violence context." Clinical Child Psychology and Psychiatry 23, no. 3 (2018): 457–70. http://dx.doi.org/10.1177/1359104518755219.
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Parent- and sibling-directed aggression by minor children are two forms of family violence that often co-occur and have strong relations to prior exposure to domestic violence, yet are often overlooked in intervention efforts. In addition, current research does not examine these forms of family violence in tandem, and there is very limited research with samples exposed to domestic violence. To better understand how these forms of aggression operate within a domestic violence context, we interviewed 44 women residing in a domestic violence shelter with at least one child over 3.5 years of age who was aggressive toward them and/or siblings. Caregivers reported on their emotional reactions to children’s parent-directed aggression and the types of and effectiveness of help they sought for parent- and/or sibling-directed aggression. In line with previous literature, caregivers endorsed a complex mix of emotional reactions to their children’s parent-directed aggression, including anger, sadness, guilt, forgiveness, and worthlessness. In contrast to other studies, most caregivers (89%) had sought help for children’s parent- and/or sibling-directed aggression and found it effective. Findings contribute to the literature on parent- and sibling-directed aggression and provide implications for how to effectively intervene.
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Vagos, Paula, Patrícia I. Marinho, Josefa N. S. Pandeirada, Pedro F. S. Rodrigues, and Monica Marsee. "Measuring Forms and Functions of Aggression in Portuguese Young Adults: Validation of the Peer Conflict Scale." Journal of Psychoeducational Assessment 39, no. 7 (2021): 902–8. http://dx.doi.org/10.1177/07342829211018106.
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This work reports a preliminary validation of the Peer Conflict Scale (PCS) for Portuguese young adults (ages 18–30 years). This instrument assesses aggression considering two of its forms (overt and relational aggression) and its two functions (reactive and proactive aggression). The initially proposed 4-factor model provided the best fit for our data and was partially invariant by sex. All subscales revealed good reliability based on internal consistency and test–retest indicators. Construct validity was obtained through the investigation of sex differences that align with previous findings on aggressive behavior and in relation to emotion regulation strategies. These initial results suggest that the PCS, originally designed for adolescents, is a promising tool to assess aggression in young adults, notwithstanding the need of additional psychometric studies to further establish the quality of this instrument.
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Britton, Tobias C., Ellen H. Wilkinson, and Scott S. Hall. "Examining the Specificity of Forms and Functions of Aggressive Behavior in Boys With Fragile X Syndrome." American Journal on Intellectual and Developmental Disabilities 125, no. 4 (2020): 247–59. http://dx.doi.org/10.1352/1944-7558-125.4.247.
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Abstract Limited information is available concerning the specificity of the forms and functions of aggressive behavior exhibited by boys with fragile X syndrome (FXS). To investigate these relationships, we conducted indirect functional assessments of aggressive behavior exhibited by 41 adolescent boys with FXS and 59 age and symptom-matched controls with intellectual and developmental disability (IDD) and compared the data between groups. Results showed that boys with FXS were more likely to exhibit specific forms of aggressive behavior (i.e., scratching others and biting others) compared to controls, but the sources of reinforcement identified for aggression were similar across groups. Boys with FXS who were prescribed psychotropic medications were more likely to be older and to exhibit more forms of aggression. The implications for the treatment of aggressive behavior during this critical developmental period in FXS are discussed.
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Ojanen, Tiina, and Sarah Kiefer. "Instrumental and reactive functions and overt and relational forms of aggression." International Journal of Behavioral Development 37, no. 6 (2013): 514–17. http://dx.doi.org/10.1177/0165025413503423.
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This study examined the development of adolescent self-reported instrumental-overt, instrumental-relational, reactive-overt, and reactive-relational aggression during middle school ( N = 384; 12–14 years; 53% boys). Growth modeling indicated average increases in instrumental-relational aggression, and decreases in reactive-overt and reactive-instrumental aggression over time. Further, overt and relational aggression driven by reactive reasons (functions) predicted gains in aggression driven by instrumental reasons, and overt form of aggression predicted increases in relational form of aggression across time.
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Kikas, Eve, Kätlin Peets, Kristiina Tropp, and Maris Hinn. "Associations Between Verbal Reasoning, Normative Beliefs About Aggression, and Different Forms of Aggression." Journal of Research on Adolescence 19, no. 1 (2009): 137–49. http://dx.doi.org/10.1111/j.1532-7795.2009.00586.x.
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Haller, J., J. Van De Schraaf, and M. R. Kruk. "Deviant Forms of Aggression in Glucocorticoid Hyporeactive Rats: A Model for ‘Pathological’ Aggression?" Journal of Neuroendocrinology 13, no. 1 (2001): 102–7. http://dx.doi.org/10.1111/j.1365-2826.2001.00600.x.
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Haller, J., J. van de Schraaf, and M. R. Kruk. "Deviant Forms of Aggression in Glucocorticoid Hyporeactive Rats: A Model for 'Pathological' Aggression?" Journal of Neuroendocrinology 13, no. 1 (2001): 102–7. http://dx.doi.org/10.1046/j.1365-2826.2001.00600.x.
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Hart, Emily J., and Jamie M. Ostrov. "Relations between forms and functions of aggression and moral judgments of aggressive transgressions." Aggressive Behavior 46, no. 3 (2020): 220–31. http://dx.doi.org/10.1002/ab.21883.
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Chester, David S., C. Nathan DeWall, and Brian Enjaian. "Sadism and Aggressive Behavior: Inflicting Pain to Feel Pleasure." Personality and Social Psychology Bulletin 45, no. 8 (2018): 1252–68. http://dx.doi.org/10.1177/0146167218816327.
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Sadism is a “dark” trait that involves the experience of pleasure from others’ pain, yet much is unknown about its link to aggression. Across eight studies (total N = 2,255), sadism predicted greater aggression against both innocent targets and provocateurs. These associations occurred above-and-beyond general aggressiveness, impulsivity, and other “dark” traits. Sadism was associated with greater positive affect during aggression, which accounted for much of the variance in the sadism–aggression link. This aggressive pleasure was contingent on sadists’ perceptions that their target suffered due to their aggressive act. After aggression, sadism was associated with increases in negative affect. Sadism thus appears to be a potent predictor of aggression that is motivated by the pleasure of causing pain. Such sadistic aggression ultimately backfires, resulting in greater negative affect. More generally, our results support the crucial role of anticipated and positive forms of affect in motivating aggression.
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Sobkin, Vladimir S., and Aleksandra V. Fedotova. "Adolescents on Social Media: Aggression and Cyberbullying." Psychology in Russia: State of the Art 14, no. 4 (2021): 186–201. http://dx.doi.org/10.11621/pir.2021.0412.
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Background. The aggressiveness of social networking is a significant component of the risk modern teenagers face during socialization, and cyberbullying is one of the most controversial forms of aggressive behavior on social media. Objective. This paper deals with the study of secondary school students’ behavior on social media. The parameters characterizing teenagers’ usage of social media — their activity, intensity, motives, and self-presentation — are analyzed with respect to gender, age, and social psychological factors. The main focus is teenagers’ personal experience dealing with aggressive situations on social media: their role in aggressive situations (as aggressor, victim, or witness); the form of aggression (public or private); the aggressor’s characteristics (acquaintances or strangers, persons, or groups); and their views on what action victims should take (ignoring it, confronting it, or asking for help). Design. This article is based on data obtained by researchers at the Center for Sociology of Education of the Institute of Education Management of the Russian Academy of Education in 2020–2021. Using a specially developed questionnaire, we collected responses from 40,575 students from grades 7–11 in 17 regions of Russian Federation through an anonymous online survey. Mathematical statistical methods were used for data processing, specifically, the chi-square test in the “Basic statistics-Difference tests” module of the “StatSoft Statistica 7.0” package. Results. The data showed that the adolescents with high status among their classmates (“leaders”) used social media as an important educational resource, while those with low status (“loners”) used it to compensate for their poor reallife experience. Aggression on social media appears to be quite common among adolescents. The traditional differences between male and female subcultures appeared in the choice between private or public forms of aggression. The increase in aggressive interactions with strangers as the youth aged indicated that the realization of the teenage distinctive basic need for “expanding one’s social environment” in online interaction comes with the risks of encountering unfriendly, aggressive reactions.
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Little, Todd D., Christopher C. Henrich, Stephanie M. Jones, and Patricia H. Hawley. "Disentangling the “whys” from the “whats” of aggressive behaviour." International Journal of Behavioral Development 27, no. 2 (2003): 122–33. http://dx.doi.org/10.1080/01650250244000128.
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We examined the validity of a measurement system for the study of aggression that distinguishes among four principle dimensions of aggressive behaviour: overt and relational aggression (i.e., the “whats”) and instrumental and reactive aggression (i.e., the “whys”). The sample comprised 1723 adolescents (Grades 5 through 10) from Berlin, Germany. The internal validity of the measurement system was strongly supported, revealing four discrete dimensions of aggression: two overriding forms (overt and relational) and two underlying functions (instrumental and reactive). The differential and unique patterns of criterion-related validity strongly supported the distinctions among the constructs. The importance of disentangling these dimensions in understanding the development of aggressive behaviour is discussed.
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Arriaga, Ximena B., Nicole M. Capezza, Wind Goodfriend, and Katherine E. Allsop. "The Invisible Harm of Downplaying a Romantic Partner’s Aggression." Current Directions in Psychological Science 27, no. 4 (2018): 275–80. http://dx.doi.org/10.1177/0963721417754198.
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Nonphysical forms of partner aggression are common and more harmful than is widely recognized. Such aggression does not leave physical marks but nonetheless predicts invisible harm, including unhappiness and psychological distress. Most individuals do not end their relationship the moment a partner becomes aggressive. Instead they may deny, minimize, or justify the aggression, particularly when they are strongly committed to their relationship. Perceptions that downplay a partner’s aggression may protect and prolong a relationship, putting individuals at risk for greater harm. This article presents a model of the causes and consequences of downplaying partner aggression and describes the relevance of commitment for understanding aggression-related perceptions and interventions.
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Evans, Spencer C., Andrew L. Frazer, Jennifer B. Blossom, and Paula J. Fite. "Forms and Functions of Aggression in Early Childhood." Journal of Clinical Child & Adolescent Psychology 48, no. 5 (2018): 790–98. http://dx.doi.org/10.1080/15374416.2018.1485104.
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Fite, Paula J., Kirstin Stauffacher, Jamie M. Ostrov, and Craig R. Colder. "Replication and extension of Little et al.'s (2003) forms and functions of aggression measure." International Journal of Behavioral Development 32, no. 3 (2008): 238–42. http://dx.doi.org/10.1177/0165025408089273.
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The goal of the current study was to replicate the confirmatory factor analysis of Little et al.'s (2003) aggression measure in an American sample of 69 children (mean age = 12.93 years; SD = 1.27). Although an exact replication of the original model could not be estimated given the small sample, a modified model representing a conceptual replication provided a good fit to the data. Findings suggest that this child self-reported aggression measure can be used with American samples to distinguish four domains of aggressive behavior (relational, overt, instrumental, and reactive).
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Kuße, Holger. "Argumentation and Aggression: About Maps and Poems in the Russian-Ukrainian Conflict." East/West: Journal of Ukrainian Studies 5, no. 2 (2018): 37–63. http://dx.doi.org/10.21226/ewjus418.
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Argumentation as a function of human communication, and aggression as a feature of communicative behaviour, seem to be contrary to each other. Argumentation should be understood as the regulation of dissent based on rational arguments, whereas aggression can be seen as the manifestation and intensification of dissent. But the boundaries between rationality and irrationality, as well as between the regulation and the manifestation of dissent are often vague. Therefore, not only hate speech but also seemingly rational argumentation can be motivated by aggression and can lead to aggression. In the present study, this intertwinedness of argumentation and aggression is shown in the current Russian-Ukrainian conflict, where we can find the use of aggressive theses, reasons, and aggressive arguments in different semiotic and textual expressions: not only in political statements, but also in poetry and in multimodal forms like political maps. Combining argumentation theory with a case study of aggressive argumentation in the Russian-Ukrainian conflict, the paper presents several forms of intertwinedness of argumentation and aggression. The research is mainly based on maps as a type of popular geopolitics, in which the aggressive thesis of the non-existence of Ukraine is provided. The study also considers the poeto-political war around Anastasiia Dmytruk’s poem “Nikogda my ne budem brat'iami” (“Never ever we will be brothers”). Responses to Dmytruk’s thesis provoke not only disagreement but also negative and positive-negative agreement, which means that the opponent agrees with the thesis but rejects the reasons of the argument, or s/he agrees with the thesis and the reasons but evaluates them in a contradictory way. Whereas the analysis of maps shows mainly the performing of aggressive theses, the analysis of the poeto-political war highlights how reasons are provided in an aggressive communication frame.
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Banny, Adrienne M., Wan-Ling Tseng, Dianna Murray-Close, Clio E. Pitula, and Nicki R. Crick. "Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity." Development and Psychopathology 26, no. 3 (2014): 789–804. http://dx.doi.org/10.1017/s095457941400039x.
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AbstractThe present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation.
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Hart, Jennifer L., and Michelle T. Tannock. "Playful Aggression in Early Childhood Settings." Children Australia 38, no. 3 (2013): 106–14. http://dx.doi.org/10.1017/cha.2013.14.
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Aggressive behaviour, more often observed in young boys, is a relatively common factor of sociodramatic play recognised in literature to be beneficial for child development. While educators are often uncomfortable with this form of play, it may be argued that the omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children. This is particularly relevant for preschool-aged boys because they engage in aggressive sociodramatic play more often than girls. This article serves to clarify definitions of serious aggression and playful aggression, conceptualise the importance of various forms of sociodramatic play in child development, and provide strategies for educators when confronted with aggressive sociodramatic play in their classrooms.
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Grabowska, Tatiana. "AGGRESSION AMONGST STUDENTS IN FOUNDATION STAGE EDUCATION IN TEACHERS’ AND PARENTS’ OPINION – PROBLEM OR SIGN OF THE TIMES?" Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 20 (June 10, 2019): 135–46. http://dx.doi.org/10.5604/01.3001.0013.2294.
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Phenomenon of an aggression can be seen literally everywhere where we meet other people. No matter of their age, education, skin color, religious beliefs or way of the communication. Aggression is a phenomenon troublesome to society, for person who is aggressive as well as the person who is receiver of aggressive behavior. The worrying fact is that it appears amongst kids at the very young age, in different forms and different ways. Phenomenon of aggression is observed and discussed by many people from different areas of study, such as pedagogy, psychology, and sociology. Every one of them is a witness of aggressive behavior, what is worse they are witnesses to effects which it is causing. This article is presenting a survey results about aggression amongst children in the foundation stage expressed towards peer group, parents and teachers
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Debowska, Agata, and Emek Yuce Zeyrek Rios. "The role of psychopathy factors in reactive aggression within a sample of prisoners." Journal of Criminal Psychology 5, no. 1 (2015): 25–33. http://dx.doi.org/10.1108/jcp-10-2014-0014.
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Purpose – The purpose of this paper is to examine the role of four psychopathy factors (Interpersonal Manipulation (IPM), Callous Affect (CA), Erratic Lifestyle (ELS), and Antisocial Behaviour (ASB)) and the length of incarceration in reactive aggression. The predictive effect of dissatisfaction with peer relations, childhood experiences of violence, and criminal friends on reactive forms of aggressive acts is also explored. Design/methodology/approach – In total, 129 (n=129) male prisoners incarcerated in Stargard Szczecinski Prison were recruited for the study. Cross-sectional design using self-report questionnaire of retrospective and prospective nature was utilised. Findings – Hierarchical multiple regression analysis revealed that only one psychopathy facet, IPM, forms a significant association with reactive aggression. Another accurate correlate of reactive aggression was the length of incarceration. Originality/value – The results of the present study indicate that the commonly suggested two-factor models of psychopathy may be misguided. Future studies examining the effect of psychopathy facets on aggression should consider IPM and CA as separate dimensions. Additionally, this study is the first to demonstrate that reactive aggression may be exacerbated during incarceration.
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Grebneva, N. N., M. A. Slobodenuk, and E. V. Variyasova. "Analytical Review of Studies on the Problem of Aggressive Socially Dangerous Behavior of Youth." Psychology and Law 9, no. 4 (2019): 134–48. http://dx.doi.org/10.17759/psylaw.2019090410.
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The article discusses the problems of studying aggressive socially dangerous behavior of youth. A review of theoretical representations about aggression is given, the views of representatives of biological, biosocial and social scientific directions on the causes of aggressive socially dangerous behavior are described. The history of construction and the current state of research of aggressive socially dangerous behavior of youth is presented. The problems of studying this issue associated with a wide variety of causes, forms and types of aggressive behavior are considered. New, insufficiently studied forms of aggressive behavior that have recently emerged among young people are being observed. The major directions in the study of aggressive socially dangerous behavior of youth, including biological, social, legal and psychological aspects are defined. It has been established that the main task of such interdisciplinary research is to define the complex of determinants and factors inhibiting aggression in the youth environment, with the aim of developing effective preventive measures.
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Ostapenko, A. V., and S. Kolov. "Interrelations between anger and aggression among male veterans with combat-related posttraumatic stress disorder." European Psychiatry 26, S2 (2011): 1077. http://dx.doi.org/10.1016/s0924-9338(11)72782-1.
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ObjectivesCombatants with PTSD show a higher level of aggression and dysfunctional anger influencing clinical picture and determining tolerance to treatment. Interrelations between emotional dysfunctions (anger), symptoms of combat-related PTSD and aggression are not clear.MethodWe studied relations between aggression, anger and PTSD symptoms in the group of 557 males-combatants (109 patients had marked symptoms of PTSD, 448 men showed subclinical symptoms), and in the control group of 234 healthy males. We used the Mississippi Scale for quantitative evaluation of PTSD and authorial methods for assessing anger and aggression.ResultsImpulsive aggression is the main form in veterans with PTSD, exceeding sevenfold indices in the control group (21,17 ± 1,92; 3,18 ± 0,38, P < 0,00001). Indices of this aggression are equal to level of instrumental aggression (3,03 ± 0,27; 3,88 ± 0,19, P < 0,001), in the control group various forms of aggression differed greatly, level of these types of aggressive behaviour was lower (0,45±0,06; 1,88±0,09, P < 0,0000001).Correlation analysis of indices of different aggressive behaviour and anger showed that dysfunctional anger has strong positive interrelations only with indices of impulsive (affective-hostile) aggression (P < 0,01), similar correlation with instrumental aggression was not discovered. In the control group significant correlations between anger and aggressive behaviour were not found.ConclusionsImpulsive aggression is mostly expressed in combatants with PTSD. Anger is the main determining factor for level, strength, intensity and frequency of impulsive aggression. Association between anger and PTSD is unique for combatants with impulsive aggression. Dysfunctional anger serves a general pathogenetic factor for combat-related PTSD and impulsive aggression.
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Persson, Gun E. B. "Developmental perspectives on prosocial and aggressive motives in preschoolers’ peer interactions." International Journal of Behavioral Development 29, no. 1 (2005): 80–91. http://dx.doi.org/10.1080/01650250444000423.
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Preschoolers’ prosocial and aggressive behaviours were explored longitudinally, with a focus on the inferred underlying motives of these behaviours. Forty-four children (initially 22–40 months of age) were observed in naturalistic interactions with peers, during a 2-month period, for each of three consecutive years. Three categories of prosocial behaviour (requested, altruistic, and nonaltruistic) and three categories of aggressive behaviour (reactive, proactive instrumental, and proactive hostile aggression) were explored for: (1) internal consistency; (2) developmental changes; (3) individual stability; (4) gender differences; and (5) interrelations. Internal consistency was moderately high for aggression and low for prosocial behaviour. All types of prosocial behaviour were enacted with increasing frequency as children grew older, whereas no developmental changes were revealed for the enactment of aggressive behaviour. Individual stability was found for aggression and for prosocial altruistic behaviour. A single gender difference was found: Girls outperformed boys on altruistic behaviour at the end of the preschool period. Patterns of intercorrelations indicated that (1) prosocial requested behaviour was unrelated to aggression; (2) prosocial altruistic behaviour was negatively related to aggression, in particular to proactive hostile aggression; (3) prosocial nonaltruistic behaviour was sometimes positively related to aggression. The theoretical significance of focusing on underlying motives rather than on behavioural forms is discussed.
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Cruz, Ana Rita, Rita Pasion, Andreia Castro Rodrigues, Carmen Zabala, Jorge Ricarte, and Fernando Barbosa. "Psychometric properties of the Impulsive/Premeditated Aggression Scale in Portuguese community and forensic samples." Trends in Psychiatry and Psychotherapy 41, no. 2 (2019): 144–48. http://dx.doi.org/10.1590/2237-6089-2018-0055.
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Abstract Introduction Aggression can be defined according to impulsive or premeditated features. Impulsivity is defined as an uncontrolled and unplanned form of aggression. On the contrary, premeditation requires planning and is goal-oriented. Objective The purpose of this study was to validate the basic psychometric properties of the Impulsive/Premeditated Aggression Scale (IPAS) into European Portuguese. The scale evaluates aggression according to impulsive and premeditated features, which are considered the predominant forms of aggressive behavior, and can be used in community, forensic and clinical settings. Methods Participants from a community sample (n = 957; 424 male) and incarcerated individuals (n = 115, all male) completed the IPAS. Results Internal consistency and reliability indicated that the scale has good psychometric properties in both samples. Data from a principal component analysis (PCA) demonstrated similarities to previous structures reported in the literature. Conclusions The scale demonstrated to be sensitive to the bimodal classification of aggression in community and forensic samples, indicating its utility in the characterization of aggressive patterns.
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Santo, Jonathan Bruce, Ellyn Charlotte Bass, Luz Stella-Lopez, and William M. Bukowski. "Contextual influences on the relations between physical and relational aggression and peer victimization." School Psychology International 38, no. 1 (2016): 42–59. http://dx.doi.org/10.1177/0143034316678655.
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Previous studies have demonstrated that several contextual factors influence the relationship between aggression and peer victimization in early adolescence, including gender of the same-sex peer group and gender composition of the school. The current study replicated and expanded on this research by examining the moderating influences of gender of the same-sex peer group, same-sex peer group norms, and classroom gender composition in a sample of early adolescents from Barranquilla, Colombia. Multilevel modeling analyses indicated that both relational and physical aggression were positive predictors of peer victimization. Relationally aggressive girls were at a lower risk for victimization while physically aggressive girls were at a higher risk. Relational aggression was a weaker predictor in classes with a larger proportion of girls. Additionally, relational aggression was a weaker predictor in same-sex peer groups with a greater prevalence of relational aggression. These findings provide further evidence of multiple forms of contextual influence on social behavior. Practical implications for these findings are also provided.
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Boxer, Paul, Laura Edwards-Leeper, Sara E. Goldstein, Dara Musher-Eizenman, and Eric F. Dubow. "Exposure to “Low-Level” Aggression in School: Associations With Aggressive Behavior, Future Expectations, and Perceived Safety." Violence and Victims 18, no. 6 (2003): 691–705. http://dx.doi.org/10.1891/vivi.2003.18.6.691.
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Examined associations with witnessing and being victimized by “low-level” aggressive acts (e.g., pushing, gossip) and three indicators of psychosocial functioning in a sample of 771 elementary school students from one urban and one suburban school district. Results indicated that exposure to low-level aggression appears to relate to psychosocial functioning in ways similar to more severe forms of aggression. Students who were exposed to higher levels of both witnessing and victimization by low-level aggression reported the highest levels of engagement in aggression, the lowest levels of positive expectations for the future, and the lowest levels of perceived safety. Findings are discussed in the context of research on exposure to aggression in general, with suggestions offered for future studies. Implications of the findings for school-based intervention programs are raised.
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HAY, DALE F. "The gradual emergence of sex differences in aggression: alternative hypotheses." Psychological Medicine 37, no. 11 (2007): 1527–37. http://dx.doi.org/10.1017/s0033291707000165.
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ABSTRACTNearly a century of observational studies and more recent longitudinal surveys reveal that, in infancy, girls and boys use force at similar rates. Over the next few years boys become significantly more aggressive. Alternative hypotheses accounting for the widening gender gap are evaluated. These include hypotheses about normative patterns of male escalation and female desistance; boys' preference for active play that promotes aggression; girls' tendency to hide aggression; girls' use of alternative forms of aggression; boys' increased risk for the cognitive and emotional problems that are linked to aggression; boys' sensitivity to situational triggers of aggression; and boys' vulnerability to adverse rearing environments. The evidence bearing on each hypothesis is mixed. In general, the overall difference between the sexes appears to be produced by a minority of boys who deploy aggression at high rates. Three general principles govern the emergence of sex differences in aggression: female precocity, male vulnerability, and the salience of sex as a social category that shapes children's lives.
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Fung, Annis Lai-Chu. "Sex Differences in the Relationships between Forms of Peer Victimization and Reactive and Proactive Aggression in Schoolchildren." International Journal of Environmental Research and Public Health 18, no. 10 (2021): 5443. http://dx.doi.org/10.3390/ijerph18105443.
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The original study investigated sex differences in the relationships between multiple forms of peer victimization (physical victimization, verbal victimization, and social exclusion) and subtypes of aggression (reactive aggression and proactive aggression) in schoolchildren. A self-report questionnaire assessing levels of peer victimization and aggression was administered to 3790 schoolchildren (1916 males and 1874 females) aged 11 to 17 (M = 13.19; SD = 1.17) from 10 middle schools in Hong Kong. The pure effect of each subtype of aggression were evaluated by statistically controlling for another subtype of aggression in analyses. Furthermore, participants were classified as non-aggressors, reactive aggressors, proactive aggressors, and reactive–proactive aggressors to investigate their differences in specific forms of peer victimization. Data were analyzed by hierarchical linear regression and ANOVA. The results showed: (1) Sex significantly moderated the relationship between specific forms of peer victimization and subtypes of aggression; (2) In males, reactive aggression was positively predicted by verbal victimization; proactive aggression was positively predicted by physical victimization and social exclusion, and negatively predicted by verbal victimization; (3) In females, reactive aggression was positively predicted by physical victimization and social exclusion; proactive aggression was negatively predicted by social exclusion; and (4) Reactive–proactive aggressors reported more physical victimization than other types of aggressors. The findings have significant implications for distinctive functions of reactive and proactive aggression and the need to develop differentiated interventions for male and female schoolchildren.
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Ristic-Dimitrijevic, Radmila, Dijana Lazic, Milutin Nenadovic, Katarina Djokic-Pjescic, Nikolaos Klidonas, and Vesna Stefanovic. "Aggression in adolescents: characteristics and treatment." Srpski arhiv za celokupno lekarstvo 139, suppl. 1 (2011): 61–64. http://dx.doi.org/10.2298/sarh11s1061r.
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Introduction. Vulnerability of young people and frustration of their basic biological, emotional, cognitive and social needs can induce a series of psycho-pathological manifestations, including aggression. Objective. Aim of this study is to examine the manifestations of aggressiveness in young people and to establish the difference between aggressive responses of two age groups; adolescents aged 16-19 years and older adolescents aged 20-26 years. Methods. The sample consists of 100 young people aged 16-19 years (46 adolescents) and 20-26 years (54 adolescents). For the purposes of this study, we have constructed a questionnaire in which we entered the data obtained on the basis of a standard psychiatric examination, auto- and hetero-anamnesis data, and data obtained using the standard battery of psychological tests. Results. Statistically significant association was found between verbal aggression and physical aggression (p=0.002), verbal aggression and suicide attempts (p=0.02), verbal aggression and substance abuse (p=0.009), verbal aggression and low frustration tolerance (LFT) (p=0.007), suicide attempt and LFT (p=0.052). The younger group was significantly more verbally aggressive compared to the older group (p=0.01). Conclusion. Verbal aggression, which was significantly associated with physical aggression, suicide attempts, substance abuse and LFT, indicates the need for timely interventions for the prevention of more serious and malignant forms of aggression.
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Ryabov, M. A., and N. A. Bochenkova. "SOCIAL ASPECTS OF THE ANALYSIS OF AGGRESSIVE NETWORK BEHAVIOR." Вестник Удмуртского университета. Социология. Политология. Международные отношения 5, no. 2 (2021): 170–78. http://dx.doi.org/10.35634/2587-9030-2021-5-2-170-178.
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The main characteristics of the structure of network communication are revealed. The features of network interaction, the behavioral strategies of its participants are indicated. The influence of various social factors on the manifestation of aggression in network interaction is considered. As a theoretical basis, the approaches developed both within the framework of the sociological paradigm and within the framework of an interdisciplinary approach are presented. Special emphasis is placed on the theory of social roles by D. Myers and the concept of cyber aggression by D. Chabrot. On the one hand, network communication is presented as the possibility of a more complete, more intense interaction of individuals than in the case of physical presence. On the other hand, as a factor in the emergence of destructive forms of communication, such as trolling, cyberbullying, etc. The features of network communication are the expansion of time boundaries due to slower communication, a more detailed study of the information provided by the interlocutor, selectivity in self-presentation, and the creation of one's own image on the network. The importance of an integrated approach to understanding aggressive behavior in network interaction is indicated. The results of an empirical study of social factors of manifestation of aggression in Internet communication are presented. Communication in the Internet space itself becomes aggressive, as users feel impunity for their aggression. The aggressor often hides behind various social roles that are not characteristic of him. The accumulating aggression, which cannot be expressed in real life, so as not to contradict the role attitudes, is poured out in the form of comments, messages, both written and voice. The insults themselves are one of the external factors in the manifestation of aggression. Users themselves reduce the amount of aggression on the network by ignoring provocateurs. The main social factors of the manifestation of aggression in network interaction include the features of the communication skills of the users themselves and the pressure from the society about the expected behavior corresponding to the social roles of the individual.
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Md. Din, Nur Syafiqa Balqis, and Mahadir Ahmad. "EMOTIONAL REGULATION ON NEGATIVE AFFECT AND AGGRESSION: A REVIEW." Asian People Journal (APJ) 4, no. 2 (2021): 29–44. http://dx.doi.org/10.37231/apj.2021.4.2.281.
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Abstract: The frustration-aggression theorists generally posit aggression based on the influence of negative emotion or affect. Recently, investigation on the principles that influence the tendencies for aggressive responses play out in the mediating pathway, with the context that negative affect may or may not directly lead to aggression. Within the exploration at modifying the frustration-aggression concept, emotional regulation is an identified mechanism that buffers aggression resulting from negative emotional experiences. In turn, this has challenged the traditional frustration-aggression theory that indicates frustration (negative affect) does not always lead to aggression, in the case where the intense emotion from the relevant external situation has a chance to be modulated. However, little studies have documented the role of emotional regulation on negative affect and aggression. Therefore, this paper presents the nature of negative affect and emotional regulation strategies on aggression, while relating their pathway based on the contemporary General Aggression Model (GAM). We utilised the Google Scholar as the database in locating the relevant articles, with the terms focused on “Emotional Regulation” AND “Negative Affect” OR “Negative Mood” OR “Negative Emotion” AND “Aggression”. Reviews on the past studies that have investigated the role of emotional regulation on the relationship between aspects of negative affect and aggression are also discussed. Emotional regulation has been consistently identified as an important mechanism that mediates the effect on negative emotional state on aggressive behaviours. Future studies are suggested to further investigate the inherent strategies of emotional regulation and taps into different forms of negative affect, besides anger, on aggression.
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Preston, Olivia C., Ashley L. Watts, Joye C. Anestis, and Scott O. Lilienfeld. "Psychopathic Traits' Differential Relations With Aggression Forms: Considering the Roles of Gender and Gender Role Adherence." Journal of Social and Clinical Psychology 37, no. 8 (2018): 628–58. http://dx.doi.org/10.1521/jscp.2018.37.8.628.
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Research has yielded inconsistent findings between psychopathy and aggression, with findings varying as a function of type of psychopathic trait (i.e., affective, behavioral) and aggression form (i.e., physical, relational). Although some research has explored the role of gender in these relations, gender role adherence has received scant attention. Using an undergraduate sample (N = 320), we aimed to clarify mixed findings on how psychopathic traits relate to aggression forms across males and females; examine how psychopathic traits relate to gender role adherence; and ascertain the roles of gender and gender role adherence in the relations between psychopathic traits and aggression. Psychopathic traits manifested differential relations with gender role adherence such that Psychopathic Personality Inventory-Revised (PPI-R) Fearless Dominance was most strongly and positively associated with Bem Sex-Role Inventory (BSRI) Masculinity, whereas PPI-R Self-Centered Impulsivity and Coldheartedness were negatively associated with BSRI Femininity. BSRI Masculinity and Femininity were uniquely and differentially associated with aggression forms, and remained associated with aggression forms above and beyond both psychopathy and gender. In addition, BSRI Masculinity moderated the relations between PPI-R Self-Centered Impusivity and physical aggression such that those high in both Masculinity and Self-Centered Impulsivity were most prone to physical aggression. In contrast, although BSRI Femininity was negatively associated with aggression, it did not buffer against aggression in the presence of psychopathic traits. Overall, our results underscore the importance of considering gender role adherence in understanding differences in psychopathy and aggression.
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Neuman, Joel H., and Robert A. Baron. "Workplace Violence and Workplace Aggression: Evidence Concerning Specific Forms, Potential Causes, and Preferred Targets." Journal of Management 24, no. 3 (1998): 391–419. http://dx.doi.org/10.1177/014920639802400305.
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Contrary to the impression generated by an increasing number of news reports in the past several years, the occurrence of workplace violencemextreme acts of aggression involving direct physical assault represents a relatively rare event in work settings. However, workplace aggression--efforts by individuals to harm others with whom they work or have worked---are much more prevalent and may prove extremely damaging to individuals and organizations. This paper presents empirical evidence on the varied forms of workplace aggression and their relative frequency of occurrence in work settings. We offer a theoretical framework for understanding this phenomenon---one based on contemporary theories of human aggression----and demonstrate how principles associated with this framework may be applied to the management and prevention of all forms of aggression in workplaces.
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Nikandrova, Natal'ya, and Elena Veselkova. "The Manifestation of Aggressiveness in Students of Technical University." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 2 (2021): 38–45. http://dx.doi.org/10.12737/2306-1731-2021-10-2-38-45.
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This article examines the current student problem of our time – ways to implement intrapersonal conflict in aggressive forms of behavior, mechanisms of manifestation, gender characteristics of aggressiveness in the student environment. The theoretical part of the research defines the main concepts and modern concepts that the authors adhere to. Practical research is based on the identification and study of groups in the University student environment that are most prone to aggression; on the selection in groups of students who are prone to various types of aggression in the form of deviant behavior.
 The main tools of the research were methods and techniques: the Express survey developed by the authors; the A. bass-A. darky aggression questionnaire (BD); methods for diagnosing the tendency to deviate behavior (SOP); observation; Spearman's rank correlation coefficient method.
 In the course of the study, the following reliable conclusions were obtained. The girls were found to have weak volitional control of the emotional sphere in the manifestation of verbal, physical, indirect aggression, as well as irritability and suspicion. In young men, weakness of volitional control is correlated with irritability, indirect aggression, negativism, and resentment. Delinquent behavior is typical only for young men. Propensity to aggression and violence in the female sample of the risk group is associated with verbal, physical and indirect aggression as a way of detente. Female aggressiveness can manifest itself in a willingness to display negative reactions and an oppositional manner in behavior. In the male sample of the "risk" group, the propensity to aggression and violence have less pronounced correlations with negativism, and the most specific way to solve the situation is physical aggression.
 The authors suggest ways to conduct psychological and pedagogical work in higher education with students who have various forms of aggression.