Do Distinct Groups of Reactively and Proactively Aggressive Children Exist? A Confirmatory Latent Profile Approach

Dijk, Anouk van; Hubbard, Julie A.; Deschamps, Peter; Hiemstra, Wieteke; Polman, Hanneke

doi:10.1007/s10802-021-00813-0

Cited by 11 publications

(20 citation statements)

References 53 publications

(100 reference statements)

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“…On the one hand, relatively high aggressiveness and obvious aggressive behavior in children may affect the development of their attention, reduce academic performance, and produce negative emotions [3][4][5]. On the other hand, aggressive behavior is closely related to peer victimization and bullying [6]. People involved in bullying may have more internalizing problems, and even develop suicidal ideation [7], resulting in more serious consequences.…”

Section: Introductionmentioning

confidence: 99%

Harsh Parenting and Children’s Aggressive Behavior: A Moderated Mediation Model

Liu

Yang

Geng

et al. 2022

IJERPH

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Harsh parenting and its effect on children’s aggressive behavior has received attention from researchers, however few studies have considered the role of the emotional process. This study aims to examine the relationship between harsh parenting, children’s aggressive behavior, normative beliefs about aggression, and regulatory emotional self-efficacy, alongside their mechanism of interplay. A sample of 235 senior primary school students in Beijing were recruited as participants by using the Harsh Parenting Scale, the Normative Beliefs about Aggression Scale, the Buss–Warren Aggression Questionnaire, and the Regulatory Emotional Self-Efficacy Scale. Results indicated that: (1) Harsh parenting had a significant positive predictive effect on children’s aggressive behavior after controlling gender; (2) normative beliefs about the aggression of children mediated the relationship between harsh parenting and children’s aggressive behavior; and (3) regulatory emotional self-efficacy had moderating effects both the mediation model of normative beliefs about the aggression of children and in the direct predictive model of harsh parenting on children’s aggressive behavior. The results are not only helpful to understand the relationship between harsh parenting and children’s aggressive behavior from the perspective of an integrated model of emotion processes and cognition, but also provide a new practical way to prevent and intervene in children’s aggressive behavior in the future.

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Section: Introductionmentioning

confidence: 99%

Harsh Parenting and Children’s Aggressive Behavior: A Moderated Mediation Model

Liu

Yang

Geng

et al. 2022

IJERPH

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“…Third, to assess individual differences in children's aggressive SIP, we designed different social scenarios to assess both reactive and proactive aggression (Dodge, 1991). Reactive aggression is defined as an impulsive aggressive response to perceived threat or provocation, whereas proactive aggression is defined as planned aggressive behaviour aimed at obtaining a desired outcome (Dodge, 1991; Hubbard et al, 2010; Van Dijk et al, 2021). This suggests that different social contexts are needed to assess these types of aggression and their underlying SIP patterns, such as peer provocation for reactive SIP and the opportunity to obtain instrumental gain for proactive SIP.…”

Section: Introductionmentioning

confidence: 99%

Interactive virtual reality assessment of aggressive social information processing in boys with behaviour problems: A pilot study

Verhoef

Dijk

Verhulp

et al. 2021

Clin Psychology and Psychoth

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Children's aggressive behaviour is partly determined by how they process social information (e.g., making hostile interpretations or aiming to seek revenge). Such aggressive social information processing (SIP) may be most evident if children are emotionally engaged in actual social interactions. Current methods to assess aggressive SIP, however, often ask children to reflect on hypothetical vignettes. This pilot study therefore examined a new method that actually involves children in emotionally engaging social interactions: interactive virtual reality (VR).We developed a virtual classroom where children could play games with virtual peers. A sample of boys (N = 32; ages 8-13) from regular and special education reported on their SIP in distinct VR contexts (i.e., neutral, instrumental gain and provocation). They also completed a standard vignette-based assessment of SIP.Results demonstrated good convergent validity of interactive VR assessment of SIP, as indicated by significant moderate to large correlations of VR-assessed SIP with vignette-assessed SIP for all SIP variables except anger. Interactive VR showed improved measurement sensitivity (i.e., larger variances in SIP compared to vignettes) for aggressive responding, but not for other SIP variables. Discriminant validity (i.e., distinct SIP patterns across contexts) of interactive VR was supported for provocation contexts, but not for instrumental gain contexts. Last, children were more enthusiastic about the VR assessment compared to the vignette-based assessment.These findings suggest that interactive VR may be a promising tool, allowing for the assessment of children's aggressive SIP in standardized yet emotionally engaging social interactions.

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“…

variable-based approach [5,6], it remains unclear whether this distinction can be useful for scientific and clinical practice [2,7]. Some researchers argue that unique correlates or precursors do not necessarily reflects the existence of different groups of aggressive individuals [8,9]. Thus, the identification of different subtypes of aggressive children and adolescents from a person-based approach becomes relevant to inform effective interventions tailored to their specific needs [1,10].

RA and PA from a Variable-Based ApproachThe distinctiveness of RA and PA has been supported by several variable-based studies, mainly through factor analysis and differential correlates [6,11,12].

…”

mentioning

confidence: 99%

Distinctiveness of Reactive and Proactive Aggression from a Variable- and Person-based Approach in Juvenile Offenders and Community Youth

Maneiro

Argudo

Fraguela

2022

Child Psychiatry Hum Dev

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The goal of this study was to examine the distinctiveness of reactive aggression (RA) and proactive aggression (PA) from a variable- and person-based approach, their psychosocial correlates and behavioral outcomes, and analyze their replicability across two samples of adolescents. The forensic sample was composed of 231 juvenile offenders and the community sample included 321 youth. At a variable-based level, the results of the factor analysis supported the original two-factor model of aggression, and RA and PA showed differential associations with a set of psychosocial correlates and behavioral outcomes. At a person-based level, three subgroups were identified, namely low aggression, moderate RA, and mixed aggression. The mixed aggression group showed the most severe profile in both samples. These results support the distinctiveness of RA and PA at a variable-based level but lead to consider PA as a severity marker rather than a distinct subgroup at a person-based level.

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Do Distinct Groups of Reactively and Proactively Aggressive Children Exist? A Confirmatory Latent Profile Approach

Cited by 11 publications

References 53 publications

Harsh Parenting and Children’s Aggressive Behavior: A Moderated Mediation Model

Harsh Parenting and Children’s Aggressive Behavior: A Moderated Mediation Model

Interactive virtual reality assessment of aggressive social information processing in boys with behaviour problems: A pilot study

Distinctiveness of Reactive and Proactive Aggression from a Variable- and Person-based Approach in Juvenile Offenders and Community Youth

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