Hostile Intent Attributions and Relational Aggression: The Moderating Roles of Emotional Sensitivity, Gender, and Victimization

Mathieson, Lindsay C.; Murray‐Close, Dianna; Crick, Nicki R.; Woods, Kathleen E.; Zimmer‐Gembeck, Melanie J.; Geiger, Tasha C.; Morales, Julie R.

doi:10.1007/s10802-011-9515-5

Cited by 77 publications

(72 citation statements)

References 45 publications

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“…The relational vulnerability model is a good example of one that was developed with a particular emphasis on processes that may be more relevant for relational victimization relative to physical victimization. This model was introduced by Crick and colleagues (Crick, Geiger, & Zimmer-Gembeck, 2003) and recently tested by Mathieson et al (2011). The model was designed to better understand the pathways and risk factors toward relational aggression.…”

Section: Crucial Future Directions and Recommendationsmentioning

confidence: 99%

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Ostrov

Kamper

2015

Journal of Clinical Child & Adolescent Psychology

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Section: Crucial Future Directions and Recommendationsmentioning

confidence: 99%

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Ostrov

Kamper

2015

Journal of Clinical Child & Adolescent Psychology

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“…Γενικότε-ρα, υποστηρίζεται πως τα άτομα που εκδηλώνουν ΕΑΑ είναι πιθανόν να καταφύγουν σε επιθετικές συμπεριφορές (Crick & Dodge, 1994· Mathieson et al, 2011. Ορισμένες έρευνες έχουν καταδείξει πως τα παιδιά που εκδηλώνουν σωματική επιθετικότητα είναι πιθανότερο να εκδηλώσουν ΕΑΑ (Yeung & Leadbeater, 2007· Orobio de Castro et al, 2002, ωστόσο, στην περίπτωση της επιθετικότητας σχέσεων η σχέση αυτή δεν αναδεικνύεται συστηματικά (Nelson, Mitchell, & Yang, 2008· Ostrov & Godleski, 2013.…”

Section: διαδρομές (νόηση)unclassified

“…Σχετική έρευνα των Kokkinos, Karagianni, et al (2016), εξετάζοντας τη σχέση μεταξύ της επιθετικότητας σχέσεων (προληπτικής και αντιδραστικής) και της ΕΕΑ σε αντιλαμβανόμενες προκλήσεις στις σχέσεις, κατέδειξε τη θετική σύνδεση μεταξύ τους. Φαίνεται, δηλαδή, πως τα άτομα που συμμετέχουν στην επιθε-τικότητα σχέσεων, τα οποία αποδίδουν ενδιαφέρον στις διαπροσωπικές τους σχέσεις (Mathieson et al, 2011), είναι πιθανόν να πραγματοποιούν περισσότερες εχθρικές αποδόσεις (Kokkinos, Karagianni, et al, 2016). Αναλόγως, έχει διαφανεί θετική συσχέτιση μεταξύ της ΕΕΑ και της θυματοποίησης σχέσεων σε προεφήβους (Kokkinos & Voulgaridou, 2016b).…”

Section: διαδρομές (νόηση)unclassified

“…Τέτοιου είδους σχέσεις έχουν προταθεί και από άλλα θεωρητικά πλαίσια (π.χ. αλληλεπίδραση ατομι-κών, συμπεριφορικών, γνωστικών και συναισθηματικών διαδικασιών · Μοντέλο Σχεσιακής Ευαλωτότητας , Mathieson et al, 2011). Επίσης, η οργάνωση των ευρημάτων μέσω του ΓΜΕ υποδεικνύει ορισμένες ελλείψεις στην υπάρχουσα βιβλιογραφία στον ελληνικό χώρο ως προς την μελέτη διαδικασιών, όπως η συναισθηματική κατάσταση, η φυσιολογική διέγερση και η αξιολόγηση (με την έννοια της αποτίμησης και της λήψης απόφασης) ως ενδιάμεσων μηχανισμών που μπορεί να εξηγούν την σύνδεση ορισμένων παραγόντων με τον ΠΕ/ΚΕ και την ΠΘ/ΚΘ.…”

Section: συμπεράσματαunclassified

“…Για παράδειγμα, θα μπορούσε να μελετηθεί η πιθανότητα αλληλεπίδρασης ενδοατομικών, νοητικών και συμπεριφορικών παραγόντων προς την εμφάνιση επιθετικών συμπεριφορών (βλ. Μοντέλο Σχεσιακής Ευαλω-τότητας, Mathieson et al, 2011). Επίσης, υποδεικνύεται η αναγκαιότητα μελέτης των αποτε-λεσμάτων της βίωσης/συμμετοχής στον εκφοβισμό και στη θυματοποίηση μέσω διαχρονι-κών ερευνών.…”

Section: δυνατά σημεία και περιορισμοί της ανασκόπησηςunclassified

See 2 more Smart Citations

Εκφοβισμός Και Θυματοποίηση: Βιβλιογραφική Ανασκόπηση Ερευνητικών Ευρημάτων Από Τον Ελληνικό Χώρο

Kokkinos

Karagianni

2017

Ppej

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The current review aims at providing an understanding of factors implicated in traditional and cyber-bullying/victimization (TB, TV, CB, CV). More specifically, the purpose of the present review is to critically analyze and synthesize empirical findings from Greek samples and organize them within the theoretical framework of General Aggression Model (GAM). According to the GAM, some person and situational factors based on pre-existing knowledge structures could lead to specific behavioral outcomes through cognitive, affective and arousal routes. The interplay among these routes reflecting the individual’s internal state may be associated with appraisal and decision- making processes which in turn may be linked to bullying or victimization experiences. Using the GAM as a theoretical framework, a synthetic review of past empirical research of person and situational factors related to TB/TV and CB/CV is presented. Socio-demographic (e.g., gender, age, academic achievement), personality factors (e.g., big five, psychopathic traits, self-esteem, emotional intelligence, social intelligence, sensation seeking, empathy), psychological states (e.g., depression), attachment style, online disinhibition, skills (e.g., social/internet), maladaptive behaviors (e.g., Specific Learning Difficulties), beliefs (e.g., low self-efficacy), and values/perceptions (e.g., moral disengagement), (i.e. person factors), as well as specific parenting styles/practices, low friendship quality, and perceived school climate (i.e. situational factors) are proposed as risk factors of such experiences. Furthermore, possible mechanisms and processes (i.e. present internal state; cognition, affect, arousal), which may serve as routes for both TB/TV and CB/CV experiences are described. In this vein, Hostile Attribution Bias, Theory of Mind, expectation of reward and expectation of victim suffering (i.e. social cognition) are suggested as paths through which specific individual or situational factors could lead to bullying and victimization. The present review also focuses on appraisal and decision-making processes, and specifically on coping strategies, through which individual and situational factors, as well as present internal states, could be linked to bullying and victimization. Moreover, some possible psychological and behavioral consequences (e.g., low self-esteem, internalizing and externalizing problems, aggressive behaviors) of experiencing TB/TV and CB/CV are suggested. Overall, the present review provides indications that some person and situational factors, which in many cases are common in both physical contexts and cyberspace, could be associated through specific processes to TB/TV and CB/CV. However, there are some differentiations among the factors linked with TB/TV and CB/CV suggesting that these phenomena, although partially related, may not be similar. The factors and processes, which could lead to aggression, seem also to be in line with the GAM. However, some empirical findings attest that a cluster of person, cognitive and emotional factors, as well as appraisal processes might interact (e.g., personality, social cognition and coping factors) to predict specific behavioral outcomes such as bullying and aggressive behaviors. These interactive relationships are not currently considered by the GAM. Thus, the present review provides further insights into the strengths and the limitations of the aforementioned theoretical framework. In this direction, it underlines the need for reconsidering past theory and integrating several theoretical models, in order to provide a comprehensive understanding of the factors and mechanisms implicated in bullying and victimization experiences. Some possible explanations about the proposed linkages are provided, while limitations and suggestions for future studies are discussed.

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Peer Relations and Developmental Psychopathology

Prinstein

Giletta

2016

Developmental Psychopathology

104

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Peers provide a context in which child and adolescent development occurs. Peers may right wayward developmental trajectories, buffering the effects of deleterious risk factors. Adverse peer experiences also may distort developmental pathways, contributing to psychopathology. Numerous distinct peer constructs that signal developmental perturbations have been identified and associated with indices of psychopathology. This chapter reviews peer experiences in early childhood (i.e., social withdrawal), school‐age youth (i.e., peer status, peer victimization, and friendship), and adolescence (i.e., peer influence) that are associated with psychological symptoms. This chapter highlights developmental psychopathology approaches for understanding transactions between peer experiences and multiple development systems. New directions for research, integrating affective neuroscience theories, psychophysiology findings, and more complex cascade models of development are discussed. The peer context is highly relevant for understanding psychological and even biological functioning in youth. Ongoing research integrates findings from the peer relations literature with research in related scientific disciplines.

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Hostile Intent Attributions and Relational Aggression: The Moderating Roles of Emotional Sensitivity, Gender, and Victimization

Cited by 77 publications

References 45 publications

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Εκφοβισμός Και Θυματοποίηση: Βιβλιογραφική Ανασκόπηση Ερευνητικών Ευρημάτων Από Τον Ελληνικό Χώρο

Peer Relations and Developmental Psychopathology

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