Relational aggression in adolescents: A review of theoretical and empirical research

Voulgaridou, Ioanna; Kokkinos, Constantinos M.

doi:10.1016/j.avb.2015.05.006

Cited by 88 publications

(67 citation statements)

References 138 publications

(301 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La literatura científica ha constatado ampliamente las consecuencias negativas de la violencia manifiesta en el ajuste psicosocial del adolescente (Crespo-Ramos et al, 2017;Meeus, Van de Schoot, Hawk, Hale, & Branje, 2016;Moreno, Ramos, Martínez, & Musitu, 2010), sin embargo, los estudios de la violencia relacional, a pesar de que ésta tiene implicaciones igualmente perjudiciales, son aún escasos (Voulgaridou & Kokkinos, 2015).…”

Section: Introductionunclassified

Factores predictores de la violencia relacional en la adolescencia

et al. 2018

View full text Add to dashboard Cite

ResumenEl objetivo del presente trabajo fue examinar la violencia relacional entre iguales desde una perspectiva psicosocial, analizando variables familiares (funcionamiento y comunicación familiar), sociales (reputación social -percibida e ideal -y actitud hacia la autoridad institucional) e individuales (malestar psicológico e ideación suicida) en adolescentes escolarizados. La muestra fue de 8115 adolescentes, con edades comprendidas entre los 11 y los 16 años, del estado de Nuevo León, México. Se realizó un análisis de regresión lineal múltiple, paso a paso, cuyos resultados mostraron que la dimensión más importante en la predicción de la conducta violenta relacional es la autopercepción no conformista, seguido del malestar psicológico. Finalmente, se discuten estos resultados y sus implicaciones.Palabras clave: violencia relacional, reputación social, actitud hacia la autoridad, comunicación familiar, malestar psicológico. AbstractThe aim of this research was to study relational violence between peers from a psychosocial perspective, by analyzing family variables (family functioning and communication), social variables (social reputation -both perceived and ideal-and attitude towards institutional authority), and individual variables (psychological distress and suicide ideation) in adolescent students. The sample consisted of 8,115 adolescents aged 11 to 16 years from the State of Nuevo León, Mexico. We performed a forward stepwise multiple regression analysis, the results of which showed that the most important factor in the prediction of violent relational behavior at school is the nonconformist self-perception, followed by psychological distress. Finally, these results and their implications are discussed.

show abstract

Section: Introductionunclassified

Factores predictores de la violencia relacional en la adolescencia

et al. 2018

View full text Add to dashboard Cite

show abstract

“…As a counterpoint to research and theory suggesting that some degree of relational aggression is normative during the transition from late childhood to adolescence, several studies suggest that relational aggression may be a manifestation of more serious externalizing problems and should be included as atypical symptoms in the DSM (Keenan, Coyne, & Lahey, 2008; Voulgaridou & Kokkinos, 2015). Consistent with this position, elevated rates of relational aggression are associated with increased levels of Attention-Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and Conduct Disorder (CD; Prinstein, Boergers & Vernberg, 2001; Zalecki & Hinshaw, 2004).…”

Section: Is Relational Aggression Indicative Of Mental Health Problems?mentioning

confidence: 99%

“…Relational aggression can have harmful consequences for the perpetrator as well as the victim, including poorer friendship quality, academic failure, suicidal ideation, and delinquency (Card et al, 2008; Crick, Ostrov, & Werner, 2006; Espelage & Holt, 2013; Tackett & Ostrov, 2010). A current debate concerns whether relational aggression should be considered typical or atypical behavior (Voulgaridou & Kokkinos, 2015). Some researchers consider relational aggression a normative, and sometimes adaptive, response to new developmental milestones (e.g.…”

mentioning

confidence: 99%

The Co-development of Relational Aggression and Disruptive Behavior Symptoms From Late Childhood Through Adolescence

Aizpitarte

Atherton

Robins

2017

Clinical Psychological Science

View full text Add to dashboard Cite

Researchers have debated whether relational aggression is a developmentally-normative behavior or a sign of some underlying psychopathology. However, due to the dearth of longitudinal studies, we know little about how relational aggression and more severe forms of disruptive behavior co-develop. The present study examined bidirectional associations between relational aggression and two psychiatric disorders, Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD), using data from a longitudinal study of 674 Mexican-origin youth followed from age 10 to 16. Results showed that individuals who engaged in relational aggression tended to increase over time in ODD and CD symptoms, and conversely, individuals exhibiting symptoms of ODD and CD tended to increase in relational aggression. These findings held for boys and girls, for youth born in Mexico and the U.S., and after controlling for physical aggression. Thus, relational aggression seems to be both a developmentally-normative behavior and a predictor of future mental health problems.

show abstract

“…Η πρώτη είναι στοχοκατευθυνόμενη (π.χ. βελτίωση δημο-τικότητας και κοινωνικού κύρους του θύτη) και απρόκλητη, ενώ η δεύτερη λειτουργεί ως απάντηση σε μία πρόκληση και κατευθύνεται από θυμό (Voulgaridou & Kokkinos, 2015). Παρότι δε συμφωνούν όλοι οι ερευνητές με αυτό το διαχωρισμό της επιθετικής συμπεριφο-ράς (Bushman & Anderson, 2001), πρόσφατες μετα-αναλυτικές μελέτες έχουν καταδείξει ότι η προληπτική και η αντιδραστική επιθετικότητα συνιστούν δύο διακριτούς τύπους επιθετι-κότητας που συνδέονται με διαφορετικές αιτίες και επιφέρουν διαφορετικές συνέπειες στο άτομο (Card & Little, 2006).…”

unclassified

“…Στη βάση αυτής της θεώρησης, η ψυχοφυσιολογική θεωρία της προσωπικότητας που προτάθηκε από τον Gray το 1970 αναφέρεται σε δύο συστήματα που ελέγχουν την συμπεριφορική δράση και που μπο-ρούν να χρησιμοποιηθούν για την κατανόηση των επιθετικών συμπεριφορών, το Σύστημα Ενεργοποίησης της Συμπεριφοράς (ΣΕΣ, σχετίζεται με παρορμητικές συμπεριφορές, αναζήτηση αισθητηριακών ερεθισμάτων και ανταμοιβών) και το Σύστημα Αναστολής της Συμπεριφοράς (ΣΑΣ, συμβάλλει στη ρύθμιση του άγχους που εκδηλώνεται ως απόκριση σε εχθρικά ερεθί-σματα) (Voulgaridou & Kokkinos, 2015). Πρόσφατες έρευνες σε προέφηβους και έφηβους μαθητές (Kokkinos & Voulgaridou, 2016a, 2016c, οι οποίες διερεύνησαν τη σχέση του ΣΕΣ με την επιθετικότητα σχέσεων, ανέδειξαν θετική συσχέτιση.…”

unclassified

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

Kokkinos

Karagianni

2017

Ppej

View full text Add to dashboard Cite

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.

show abstract

Relational aggression in adolescents: A review of theoretical and empirical research

Cited by 88 publications

References 138 publications

Factores predictores de la violencia relacional en la adolescencia

Factores predictores de la violencia relacional en la adolescencia

The Co-development of Relational Aggression and Disruptive Behavior Symptoms From Late Childhood Through Adolescence

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

Contact Info

Product

Resources

About