Physical and Verbal Aggression in Peer Groups Among Finnish Adolescent Boys and Girls

1989 ◽  
Vol 12 (4) ◽  
pp. 473-484 ◽  
Author(s):  
Maijaliisa Rauste-von Wright
Keyword(s):  
Sex Differences ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Peer Group ◽  
Peer Groups ◽  
Verbal Aggression ◽  
Adolescent Boys ◽  
Clear Cut ◽  
Internal Conflicts ◽  
Perceived Reasons

A total of 396 15-16-year-old boys and girls were interviewed about their experiences of physical and verbal aggression in their peer group, the circumstances in which aggression had occurred, the perceived reasons for and functions of the aggressive behaviour, and their own responses to it. Clear-cut sex differences were found in most respects, especially in the case of physical aggression. It was assumed that girls experience more internal conflicts than boys in relation to the expression/inhibition of aggression, and that they hence analyse the function of aggressive behaviour in a more differentiated manner than boys do. The results were consistent with this assumption. The subjects were also asked how they would respond to (specified) frustrating situations. Aggressive modes of coping were associated with (self-reported) participation in peer-group fights, aggressive responses to such fights and to verbal aggression, and with the belief that aggressive actions are valued by peers.

scholarly journals Facial width-to-height ratio predicts self-reported dominance and aggression in males and females, but a measure of masculinity does not

2014 ◽  
Vol 10 (10) ◽  
pp. 20140729 ◽  
Author(s):  
Carmen E. Lefevre ◽  
Peter J. Etchells ◽  
Emma C. Howell ◽  
Andrew P. Clark ◽  
Ian S. Penton-Voak
Keyword(s):  
Sex Difference ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Verbal Aggression ◽  
Facial Structure ◽  
Height Ratio ◽  
Facial Masculinity ◽  
Specific Dimension ◽  
Dominance Behaviour ◽  
Males And Females

Recently, associations between facial structure and aggressive behaviour have been reported. Specifically, the facial width-to-height ratio (fWHR) is thought to link to aggression, although it is unclear whether this association is related to a specific dimension of aggression, or to a more generalized concept of dominance behaviour. Similarly, an association has been proposed between facial masculinity and dominant and aggressive behaviour, but, to date, this has not been formally tested. Because masculinity and fWHR are negatively correlated, it is unlikely that both signal similar behaviours. Here, we thus tested these associations and show that: (i) fWHR is related to both self-reported dominance and aggression; (ii) physical aggression, verbal aggression and anger, but not hostility are associated with fWHR; (iii) there is no evidence for a sex difference in associations between fWHR and aggression; and (iv) the facial masculinity index does not predict dominance or aggression. Taken together, these results indicate that fWHR, but not a measure of facial masculinity, cues dominance and specific types of aggression in both sexes.

scholarly journals Social Information Processing, Experiences of Aggression in Social Contexts, and Aggressive Behavior in Adolescents

2007 ◽  
Vol 34 (3) ◽  
pp. 330-347 ◽  
Author(s):  
Friedrich Lösel ◽  
Thomas Bliesener ◽  
Doris Bender
Keyword(s):  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Physical Aggression ◽  
Peer Group ◽  
Social Information ◽  
Verbal Aggression ◽  
Social Contexts ◽  
Impulsive Response ◽  
Violent Offenses

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.

How Peers Make a Difference: The Role of Peer Groups and Peer Relationships in Personality Development

2014 ◽  
Vol 28 (3) ◽  
pp. 279-288 ◽  
Author(s):  
Anne K. Reitz ◽  
Julia Zimmermann ◽  
Roos Hutteman ◽  
Jule Specht ◽  
Franz J. Neyer
Keyword(s):  
Peer Relationships ◽  
Peer Group ◽  
Personality Development ◽  
Peer Groups ◽  
Developmental Differences ◽  
Future Research ◽  
Peer Relationship ◽  
Personality Psychology ◽  
Clear Cut

Peers are a pervasive aspect of people's lives, but their role in personality development has rarely been considered. This is surprising, given that peers are promising candidates to explain personality development over the entire lifespan. Owing to the lack of clear–cut definitions of peers, we first elaborate on their defining criteria and functions in different life phases. We then discuss the role of peers in personality development across the lifespan. We advocate that an integration of social group perspectives and social relationship perspectives is essential to understand peer effects on personality development. Group socialization theory is particularly suited to explain developmental differences between groups as a result of group norms. However, it is blind towards differences in development within peer groups. In contrast, the PERSOC framework is particularly suited to explain individual differences in development within groups as a result of specific dyadic peer–relationship experiences. We propose that a conjunct consideration of peer–group effects and dyadic peer–relationship effects can advance the general understanding of personality development. We discuss examples for a cross–fertilization of the two frameworks that suggest avenues for future research. Copyright © 2014 European Association of Personality Psychology

Social networks and aggressive behaviour in Chinese children

2004 ◽  
Vol 28 (5) ◽  
pp. 401-410 ◽  
Author(s):  
Yiyuan Xu ◽  
Jo Ann M. Farver ◽  
David Schwartz ◽  
Lei Chang
Keyword(s):  
Social Networks ◽  
Aggressive Behaviour ◽  
Peer Group ◽  
Peer Groups ◽  
Group Affiliation ◽  
School Students ◽  
Mainland Chinese ◽  
Group Members ◽  
Peer Preference ◽  
Aggressive Children

This exploratory study investigated Mainland Chinese children’s social networks and peer group affiliations with a particular emphasis on their aggressive behaviour. The participants were 294 elementary school students in Tianjin, P. R. China (mean age 11.5 years; 161 boys). Social network analysis identified relatively large and gender-specific peer groups. Although different measures were used, the pattern of homophily characteristic of Western aggressive children was partially supported. This finding may be due to the large size of the peer groups. The results showed that some aggressive children formed friendships with nonaggressive children. Moreover, for the aggressive children who were group members, the number of within-group friendships moderated the relation between aggression and overall peer preference. In addition, despite the moderating effect of within-group friendship, the relation between aggression and peer preference remained significantly negative even at the highest levels of friendship. Aggressive children who were isolated from all peer groups had higher hyperactivity ratings and were less liked by peers than were aggressive children who were group members. These findings illustrate how culture may be an influence on patterns of peer group affiliation.

From research: hidden aggressive behaviours of children at pre-school age

2020 ◽  
Vol 29 ◽  
pp. 207-217
Author(s):  
Barbora Kováčová
Keyword(s):  
Early Childhood ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Social Ties ◽  
Peer Group ◽  
Preschool Age ◽  
School Age ◽  
Latent Form ◽  
Childhood Problems ◽  
Research Show

The hidden aggression of children at early and preschool age is linked to early childhood problems. Peer-group rejection is associated with a broad range of social and psychological problems related to child development such as difficulties in development of mutual social ties. The study analyses the utterances and responses of pre-school children connected with hidden aggressive behaviour they met in an inclusive kindergarten classes. The results of the research show that beginning of aggressive behaviour is observed in the early childhood groups (latent form of aggression), and later it metamorphoses into direct verbal or physical aggression.

A cross-cultural analysis of the relations of physical and relational aggression with peer victimization

2016 ◽  
Vol 42 (1) ◽  
pp. 132-142 ◽  
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Saldarriaga ◽  
Josafa Cunha ◽  
Bin-Bin Chen ◽  
Jonathan Bruce Santo ◽  
...  
Keyword(s):  
Peer Victimization ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Peer Group ◽  
Peer Groups ◽  
Equation Modeling ◽  
Theoretical Understanding ◽  
National Differences ◽  
The Relationship ◽  
Cross National

To better address the many consequences of peer victimization, research must identify not only aspects of individuals that put them at risk for victimization, such as aggression, but also aspects of the context that influence the extent of that risk. To this end, this study examined the contextual influences of gender, same-sex peer group norms of physical and relational aggression, and nationality on the associations of physical and relational aggression with peer victimization in early adolescents from Canada, China, Brazil, and Colombia ( N = 865; Mage = 11.01, SD = 1.24; 55% boys). Structural equation modeling was used to test for measurement invariance of the latent constructs. Multilevel modeling revealed that both forms of aggression were positive predictors of peer victimization, but physical aggression was a stronger predictor for girls than boys. Cross-national differences emerged in levels of peer victimization, such that levels were highest in Brazil and lowest in Colombia. Cross-national differences were also evidenced in the relationship between relational aggression and victimization: the relationship was positive in China, Brazil, and Canada (listed in descending order of magnitude), but negative in Colombia. Above and beyond the cross-national differences, physical aggression was a stronger predictor of victimization in peer groups low in physical aggression, and relational aggression was a stronger predictor in peer groups low in relational aggression. Ultimately, this research is intended to contribute to a better theoretical understanding of risk factors for peer victimization and the development of more effective and culturally-appropriate prevention and intervention efforts.

Aggressive Behaviour in Slot Machine Gamblers: A Preliminary Observational Study

2004 ◽  
Vol 95 (1) ◽  
pp. 109-114 ◽  
Author(s):  
Adrian Parke ◽  
Mark Griffiths
Keyword(s):  
Observational Study ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Verbal Aggression ◽  
Slot Machine ◽  
Slot Machines ◽  
Psychological Perspective ◽  
Negative Effects

Gambling is acknowledged to have many negative effects on individuals. However, from a psychological perspective, aggression as an outcome of gambling has been largely overlooked to date. The incidence of aggressive behaviour was monitored in 303 slot machine players over four 6-hr. observation periods. Analysis identified four types of common aggressive behaviour. These were (1) verbal aggression towards the gambling arcade staff, (2) verbal aggression towards the slot machines, (3) verbal aggression towards other slot machine players, and (4) physical aggression towards the slot machines. The findings add support to the increasing number of studies highlighting a possible link between gambling and aggression.

SOCIAL SUPPORT AND DECLARED AGGRESSIVE BEHAVIOUR AMONG YOUNG PEOPLE

2019 ◽  
Vol 3 ◽  
pp. 254
Author(s):  
Anna Lawnik ◽  
Brygida Krucińska
Keyword(s):  
Social Support ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Quantitative Research ◽  
Verbal Aggression ◽  
High Social Support ◽  
Social Support Scale ◽  
Aggression Questionnaire ◽  
Aggressive Attitude ◽  
The Relationship

Aggression is a behaviour seeking to defuse anger or displeasure on people or things. It is an offensive, enemy, and aggressive attitude toward someone. The purpose of the study is to analyse the relationship between perceived social support and aggressive behaviour of students of secondary schools. Field (quantitative) research was conducted among students of third and fourth grades of secondary schools.To collect the data the following research tools were used: Aggression Questionnaire by A. Buss and M. Perry (Amity version), Interpersonal Social Support Scale (Scale ISEL College 48 Version), Author’s questionnaire. The study showed statistically significant correlation for belonging to clusters and sex of respondents, their place of residence and membership in organized social groups. High social support affects low aggressiveness of youth in all subscales: (A- anger, PA- physical aggression, VA- verbal aggression, H - hostility)The highest aggressiveness in the form of A- anger, PA- physical aggression and VA - verbal aggression -  is characteristic of people with an average level of social support. The highest-H hostility is characteristic of responders with the lowest social support. 

scholarly journals Relationship of PSYCO-Sosial Maturity and Aggressive Behavior Among School Children

2019 ◽  
Vol 8 (12) ◽  
pp. 1075-1079
Keyword(s):  
Social Support ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Verbal Aggression ◽  
Indirect Aggression ◽  
School Students ◽  
Emotional Literacy ◽  
Support Mechanism ◽  
Family Social Support ◽  
Relationship Of

This study was conducted to determine the social support mechanism, emotional literacy and its relationship as a predictor of aggressive behaviour among secondary school students. Skor Keagresifan Pelajar Sekolah (English: student aggression score) or termed as SKiPS was used to obtain the data. The study had been conducted at three secondary schools (N=212) in Malaysia. The findings revealed that social competence of cooperation, social communication competence, emotional literacy, friend social support, and family social support were found negatively correlated with physical aggression, indirect aggression, verbal aggression and authority aggression. On the other hand, a positive relationship was found between the teacher's social support and the student’s physical aggression, indirect aggression, verbal aggression and authority aggression. Findings of this study suggested that increases in psycho-social maturity are associated with decreases in aggressive behaviour. Teachers and education authorities are recommended to include more moral values and provide comfortable and lively atmosphere in school as a way to reduce the tendency of students to develop aggressive behaviour.

Gender aspects of aggressive behaviour in adolescence

2020 ◽  
pp. 45-49
Author(s):  
Dmitriy Ivashinenko ◽  
Elena Burdelova ◽  
Lyubov Ivashinenko
Keyword(s):  
Young People ◽  
Young Women ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Preventive Measures ◽  
Young Men ◽  
Target Audience ◽  
Preventive Work ◽  
Gender Aspects ◽  
High Level

This article presents the results of a study the purpose of which was research of the factors and patterns of aggression in adolescence. Its results are required to find personas, who need preventive work, and features of the system of preventive measures, depending on the structure of the target audience. In 2016 there were 721 respondents who took part in the study, and 1437 in 2019. The method used in this study is the Buss-Durkee test modified by G. V. Rezapkina (BDHI). Results of the study clearly demonstrate that amongst young people there is a high-level spread of severe irritation, especially among young women. Also, the predominance of such components of aggression as negativity and irritation was noted. According to the results, young women more often get irritated than young men, and on the scale of “negativism”, there is no significant differences. Physical aggression was discovered to be more characteristic for young men.

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