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Tesis sobre el tema "Proactive aggression"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de abril de 2022

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1

Blier, Heather K. "Social Likeability, Subtypes of Aggression, and the Attributional Style of Aggressive Youth." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/33392.

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Recent efforts to understand and predict the onset and maintenance of aggression have considered the heterogeneity of this behavior. Dodge (1980) and others, have suggested a distinction in aggression based on two primary subtypes: reactive and proactive aggression. The form, severity and persistence of these aggressive subtypes may depend on an on-going interaction between individual characteristics and environmental characteristics that elicit varying antecedents and consequences (Frick, 1998; Lahey et al., 1999). In particular, there exists some empirical support for the existence of re

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2

Machek, Gregory R. "Defensive egotism, reactive aggression, proactive aggression, and bullying behavior in school children." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3203868.

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Thesis (Ph.D.)--Indiana University, School of Education, 2004.<br>Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0461. Adviser: Thomas R. Huberty.

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3

Bodie, Jessica Elizabeth. "CHARACTERIZING AND VALIDATING PROACTIVE AND REACTIVE AGGRESSION CLASSES IN A PROSPECTIVE SAMPLE." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/455597.

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Psychology<br>Ph.D.<br>Research investigating aggressive behavior among youth is plentiful; however, the field contains mixed findings in terms of risk factors, correlates, sequelae, and treatment response, suggesting that individuals who exhibit aggressive behaviors are heterogeneous. The current project utilized a person-centered perspective to characterize youth who differ in frequency and quality of aggressive behaviors and a variable-centered approach to validate these classes. Specifically, the aims of the current study were (a) to use latent class analysis (LCA) to identify classes of y

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4

Marsee, Monica. "Exploring the Functional Subtypes of Relational and Overt Aggression in a Sample of Detained Girls." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/304.

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In the current study, we investigated the association between relational aggression and measures of delinquency and overt aggression in a sample of detained adolescent girls. We also tested the validity of the distinction between reactive and proactive subtypes of relational aggression by testing their independent associations with important emotional, behavioral, personality, social, and cognitive variables that have been studied in past research and found to be important for distinguishing between reactive and proactive overt aggression. Our sample consisted of 58 predominantly Afri

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5

Binti, Amad Suzana. "Self-esteem and aggression : the relationships between explicit-implicit self-esteem, narcissism, and reactive-proactive aggression." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/77062/.

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Aggression can be detrimental to both victims and perpetrators. Recent research on the theoretical risks for aggressive behaviours fail to demonstrate consistent links with the human’s evaluation of self-worth, hence the nature of this relationship remains unclear. Specifically, the purpose of the investigation was to examine the differential association between multidimensional self-esteem using both explicit and implicit measures, narcissism, and reactive and proactive aggression across three samples of different cultures and characteristics. Chapter 1 discusses the general background of the

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6

Crapanzano, Ann. "Understanding Bullying Participant Roles: Stability across School Years and Personality and Behavioral Correlates." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/108.

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This study investigated the factorial validity, stability, and social, behavioral and emotional correlates of several different roles that students can play in the context of bullying. Data were collected from students at two time points across two school years, April and May of 2006 (n=284) and again in November and December of 2006 (n=185). A confirmatory factor analysis provided evidence for the validity of 4 participant roles (i.e. bully, reinforcer, assistant, and defender). However, further analysis revealed that there was a strong degree of intercorrelation between the three bully facto

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7

Goring, Jennifer Christine. "Differential Responses of Children with Varying Degrees of Reactive and Proactive Aggression to Two Forms of Psychosocial Treatment." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31786.

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Based on the unique clinical correlates of two subtypes of childhood aggression (reactive and proactive), this study examined possible differential treatment effects for children with varying degrees of reactive or proactive aggression receiving one of two types of psychosocial treatment aimed at addressing these unique characteristics. Forty-seven affectively dysregulated children with oppositional defiant disorder (ODD) participated in the study. Results suggest a main effect for type of treatment, modest support for the moderating role of proactive aggression, and no support for reactive ag

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8

Hopkins, L. "A mixed methods investigation of a typology of reactive and proactive aggression." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/dbe9f761-d545-48e6-ab29-463cac8e62e4/1.

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The overarching aim of the thesis was to identify and explore a behavioural typology of the use of reactive and proactive aggression in a sample of 9-14 year-old English children and adolescents. To date, few studies have employed a person centred approach to investigate behavioural patterns of the use of both reactive and proactive aggression. Of these only two have investigated the behaviour of community, rather than specialised or clinical participant samples (Crapanzano, Frick and Terranova 2010; Mayberry and Espelage 2007). However, these two studies employed methods which raise questions

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9

Van, Voorhees Elizabeth Eliot. "Social Information Processing, Cortisol Secretion, and Aggression in Adolescents." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11171.

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While both social information processing and cortisol secretion in childhood aggression have generated a great deal of interest and research in the past few decades, these social-cognitive and physiological components of aggressive behavior have not been examined in the context of an integrative model. This lack of an integrative framework may underlie some of the inconsistencies that have plagued the literature in this area to date, especially with respect to hypothalamic-pituitary-adrenal (HPA) axis functioning in aggressive children. This investigation tested a mediational model of the re

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10

Alvarez, Heather Krishna. "Childhood aggression in schools: The impact of behavioral patterns and contextual influences on teachers' cognitive, affective, and behavioral responses." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/11140.

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Despite considerable advances in the development and implementation of school-based interventions, aggressive behavior in schools remains a significant problem for both educators and the community as a whole. The present study was designed to examine possible contextual influences on the course and treatment of aggression in schools, in an effort to inform future intervention development. The aim of the present study was to examine possible influences on teachers' response to reactive and proactive aggression in the classroom, and test the applicability of Weiner's attributional model of mot

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11

Raishevich, Natoshia. "The relationships among aggressive functions, family factors, and internalizing and externalizing symptoms in youth." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/33481.

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Aggression is a heterogeneous behavior that has been conceptualized by two distinct but inter-related functions: proactive and reactive aggression (Dodge, 1991). Proactive aggression has been linked to externalizing behaviors and reactive aggression to internalizing behaviors (Vitaro, Gendreau, Tremblay, & Oligny, 1998). There has been some evidence to suggest that family environment may influence the relationship between the aggressive functions and the related forms of psychopathology (Dodge, 1991). However, given the limited research pertaining to the relationships among aggression, fami

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12

Tanaka, Akiho. "Heart Rate as a Moderator between Child Abuse Potential and Reactive and Proactive Aggression." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/42589.

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Previous research regarding the biosocial approach to aggression suggests that the interaction between biological and environmental variables contribute to aggression. However, this particular relationship has not yet been fully explored in children. Therefore, this study examined the moderating influence of psychophysiological activity, particularly resting heart rate (HR) and HR variability (HRV), on the relationship between child abuse potential (CAP) and child reactive and proactive aggression. Thirty-six children, between the ages of 7 and 13, and their parents were recruited from the loc

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13

Thompson, Kelli R. "The Association between Trauma Exposure, Maladjustment, and Aggression in Detained Boys." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1948.

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Previous research has demonstrated an association between violence exposure and aggression; however, research exploring the association between violence exposure and the forms and functions of aggression is scarce. The aim of this study was to explore the associations between trauma exposure with both reactive and proactive functions of aggression by examining two potential mediators (e.g., psychopathic traits and emotional dysregulation). Participants included 132 male juvenile offenders mandated to treatment in a residential facility (M = 16.78 years old; SD = 1.25). Results indicate emotion

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14

Thompson, Kelli R. "Profiles of the Forms and Functions of Aggression and Psychosocial Outcomes in Two Distinct Juvenile Offender Populations." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2198.

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The current study was designed to explore profiles of reactive and proactive aggression in two distinct juvenile offender populations, in a group of juvenile offenders who have been adjudicated for illegal sexual behavior (n = 138) and in a group of juvenile offenders adjudicated for general delinquent behavior (n = 243). This is the first study of its kind to investigate profiles of aggression in a population of juveniles adjudicated for illegal sexual behavior. Preliminary profile analyses indicated that the two juvenile offender populations had similar profiles of aggression overall. Two

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15

Pursoo, Tiffany. "Predicting Reactive and Proactive Relational Aggression in Early Adolescence as a Function of Individual Differences in Machiavellianism, Empathy, and Emotion Regulation." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26119.

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Relational aggression encompasses behaviour meant to hurt others by destroying their friendships and reputation (Crick & Grotpeter, 1995). As peer relationships take on greater importance in early adolescence, relational aggression becomes more accepted and prevalent, yet perceived as equally or more harmful to its targets than physical aggression. The present study explored whether reactive and proactive subtypes of relational aggression were associated with an inability to empathize with others, regulate emotional states, and hold attitudes that it is acceptable to manipulate and harm others

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16

McCarthy, Shauna Kathleen. "SOCIAL-COGNITIVE PREDICTORS OF REACTIVE AND PROACTIVE AGGRESSION: INVESTIGATION IN A DIVERSE, URBAN, 5TH GRADE SAMPLE." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1129215634.

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17

Francisco, Jenifer. "Social Information Processing as a Mediator of Exposure to Community Violence and Reactive and Proactive Aggression." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32422.

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The relationship between exposure to violence and aggression has been examined by many researchers. It has been reported that physically abused children and children from violent communities have more aggressive behavior than non-abused peers or peers from non-violent communities (Dodge et al., 1990; Dodge, 1993; Miller et al., 1999). In addition, it has been reported that children who are physically abused have social information processing deficits. However, the relationship between community violence exposure and aggression has yet to be fully explored. The present study proposed an und

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18

Schippell, Pamela L. "The role of narcissism, self-esteem and attentional biases in childhood reactive and proactive aggression." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387361435.

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19

Matlock, Scott T. "Development of an Interpersonal Aggression Scale for People with Intellectual and Developmental Disabilities." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211912914.

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20

McCarthy, Shauna K. "Social-cognitive predictors of reactive and proactive aggression investigation in a diverse, urban 5th grade sample /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1129215634.

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21

Oransky, Matthew. "Endorsement of traditional male role norms: Investigating the contribution to proactive and reactive aggression in adolescent boys." FORDHAM UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495878.

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22

Crapanzano, Ann. "Examining Cognitive and Emotional Correlates to Proactive and Reactive Relational and Overt Aggression in a Community Sample." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/601.

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This study attempts to further test the importance of distinguishing between the reactive, proactive, relational, and overt forms of aggression by examining the distinct correlates to these types of aggression and test potential gender differences in these correlates. This study also attempts to tie research on aggression with research on bullying . A sample of 282, 4th through 6th graders were surveyed on instruments meant to assess the subtypes of aggression, as well as their correlates. Participants were placed in categories based on self-reports and peer ratings of whether they acted

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23

Reilly, N. L. "Empathy and rejection sensitivity in relation to reactive, proactive and relational aggression in 10- to 12-year-old children." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445026/.

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The hypothesis that empathy inhibits aggression and therefore that a deficit in empathy may underlie aggressive behaviour (Feshbach, 1978) was investigated in this review. Twenty empirical papers examining the association between empathy and aggression in children and adolescents were reviewed. The studies revealed inconsistent results, particularly in relation to children. Amongst the studies of adolescent samples, there tended to emerge a significant negative association between empathy and aggression. More recent studies, and studies employing measures of situational empathy, yielded the mo

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24

Nigoff, Amy. "Bullying and Social Information Processing: Do the Characteristic Biases Continue into Adulthood?" Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1129926777.

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25

Rasmussen, Eric E. "Proactive vs. Reactive Parental Mediation: The Influence of Mediation’s Timing at Reducing Violent TV’s Effect on Children’s Aggression-related Outcomes." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364468517.

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26

Cordin, Robin M. "Psychopathic-like-traits and aggression in suspended mainstream school children and adolescents." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0100.

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[Truncated abstract] The overall aim of the research reported in this thesis was to explore the viability and utility of the construct of psychopathy and aggression in children and adolescents. Specifically, by taking a developmentally informed approach it sought to develop new instrumentation which measured psychopathic-like-traits, and verbal proactive and reactive aggression in non-referred mainstream school children and adolescents. To achieve this, four separate yet interrelated studies were conducted. Study One comprised three phases relating to the development and validation of two new

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27

Baker, Erin R. "Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459868255.

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28

Oubrahim, Leïla. "Comportements agressifs réactifs et proactifs et du jugement moral chez des enfants et adolescents présentant une déficience intellectuelle associée ou non à un trouble du spectre autistique." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2016/document.

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Ce travail de thèse invite à s’intéresser aux caractéristiques des comportements agressifs chez les personnes présentant une déficience intellectuelle (DI) avec ou sans trouble du spectre autistique (TSA). Pour cela, nous avons procéder à la validation de deux échelles américaines d’évaluation des comportements agressifs, « Children’s Scale of Hostility and Aggression : Reactive/Proactive » (Famer & Aman, 2009) et « Behavior Problem Inventory-S » (Rojahn et al., 2012). Les résultats ont montré de bonnes propriétés psychométriques. Cela nous a permis d’identifier des comportements hétéro et

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29

Pessoa, Marco Valério Levingstone Duarte. "Uma análise dos principais fatores que contribuem para sobrevivência e êxito das unidades lotéricas em São Paulo (SR Ipiranga)." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/9023.

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Submitted by MARCO VALÉRIO L. DUARTE PESSOA (aamarco@pop.com.br) on 2011-12-20T19:43:41Z No. of bitstreams: 1 Dissertação Marco Valério L. Duarte Pessoa 061211.pdf: 814515 bytes, checksum: 9f79ee5e7014f5516c4f3e140d5522cb (MD5)<br>Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2012-01-03T11:34:16Z (GMT) No. of bitstreams: 1 Dissertação Marco Valério L. Duarte Pessoa 061211.pdf: 814515 bytes, checksum: 9f79ee5e7014f5516c4f3e140d5522cb (MD5)<br>Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-17T12:45:48Z (GMT) No. of b

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30

Hecht, Lisa. "Exploring the Differential Associations between Components of Executive Functioning and Reactive and Proactive Aggression." 2015. http://scholarworks.gsu.edu/psych_theses/146.

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The current study explored the nuanced associations between components of executive functioning (EF) and subtypes of aggression, using a latent variable approach. Participants were racially diverse undergraduate students who completed a self-report of reactive (RA) and proactive aggression (PA), and traditional neuropsychological tasks of EF. The appropriateness of using a nested bifactor model of EF was confirmed, and this bifactor model of EF was used to examine the specific associations between components of EF and RA and PA. Results revealed components of EF are differentially associated w

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31

Rathert, Jamie Lee. "Influence of Parenting Behavior on Behavioral and Psychological Associations of Proactive and Reactive Aggression." 2009. http://trace.tennessee.edu/utk_gradthes/552.

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Child aggression is often categorized by the motivation behind the behavior, namely proactive and reactive aggression. Proactive aggression is goal oriented in nature whereas reactive aggression is in response to a perceived threat. There is some evidence to suggest that these subtypes are associated with distinct behavioral and psychological problems, with proactive aggression being associated with delinquency and reactive aggression being associated with depression. However, the behavioral and psychological correlates of these subtypes of aggression are not one to one relations and little re

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32

Bender, Stephanie. ""You meant to do that:" Examining reactive and proactive aggression and their relations to social and emotional correlates." Master's thesis, 2009. http://hdl.handle.net/10048/563.

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This study investigated the relations between teacher-rated reactive and proactive aggression and self-ratings of peer intimacy, peer group integration, inhibition of anger and coping with anger in children in grade 4 to grade 6 (n = 519). Grade and gender differences in the study variables were also examined. Although not significant, as predicted, there was a trend towards significance where proactive aggression increased by grade; however, contrary to predictions, the occurrence of reactive aggression did not decrease by grade. The two functions of aggression were strongly correlated with o

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33

Bender, Stephanie Lee. ""You meant to do that" : examining reactive and proactive aggression and their relations to social and emotional correlates /." 2009. http://hdl.handle.net/10048/563.

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Thesis (M. Ed.) -- University of Alberta, 2009.<br>"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Psychological Studies in Education, Department of Educational Psychology, University of Alberta. Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.

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34

Budhal, Richi. "Identification of aggression of junior primary learners." Diss., 2006. http://hdl.handle.net/10500/1085.

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Identification of aggression in Junior Primary school learners often becomes a difficult task due to the lack of appropriate measuring instruments. The assessment instruments used presently are unable to identify the subtypes of aggression. In order to address this limitation in the field of aggression, the present investigation was undertaken. A literature study was done where the concept aggression was defined and the relationship and differences between the subtypes of aggression (physical, verbal, reactive and proactive aggression) were examined. The factors that relate to aggression,

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35

Dhariwal, Amrit K. "Delinquency, bullying, and depressive symptoms in adolescence : contributions to dating aggression and differential links with proactive and reactive forms /." 2005.

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Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology.<br>Typescript. Includes bibliographical references (leaves 37-43). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11774

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36

Paquin, Stéphane. "Une étude génétiquement informative du développement de l’agression durant l’enfance et de l’influence des pratiques parentales coercitives." Thèse, 2017. http://hdl.handle.net/1866/21172.

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37

Vergel, de Dios Maria Celina. "Examining relations among accuracy of social self-perceptions, reactive and proactive aggression, peer intimacy, and peer group integration in early adolescence." Thesis, 2006. http://hdl.handle.net/2429/18315.

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The purpose of the present study was to examine the relations among accuracy of social self-perceptions, reactive and proactive aggression, peer intimacy and peer group integration for boys and girls in early adolescence. Participants included 335 boys (n = 175) and girls (n = 160) in the fifth through seventh grades. Teachers rated students on reactive and proactive aggression. Self- and peer nominations on a range of social behaviours (prosocial and noncompliant) were collected. Participants provided self-ratings of their peer intimacy and peer group integration. Results revealed that girls

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38

Valiquette, Judith. "Contribution respective du rejet par les pairs et de l’agressivité des amis aux fonctions réactive et proactive de l’agressivité : une étude associative génétiquement contrôlée." Thèse, 2018. http://hdl.handle.net/1866/21306.

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Padayichie, Kumaree. "An investigation of children's aggression in the foundation phase : a socio-education perspective." Diss., 2012. http://hdl.handle.net/10500/8572.

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This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners. Their input assisted the researcher to understand the various discipline structures within the school and als

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40

Bestbier, Anna Maria. "Effek van musiek op die aggressiewe laerskoolkind vanuit `n gestaltspelterapeutiese raamwerk." Thesis, 2005. http://hdl.handle.net/10500/1439.

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Text in Afrikaans<br>The Gestalt Play Therapeutic approach is used as contextual frame in this research where-in music is applied as an aid for the aggressive emotions of the primary learner. Emotional and behavioral problems in children in primary and secondary schools and even in pre-primary schools, are assuming alarming proportions. From the holistic approach of the Gestalt theory, it has an influence on the development of areas such as the emotional, physical, cognitive and social in the phase of middle childhood. There is a lack of research findings on the effect of music during sup

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