@misc{RohlfKrahe2015, author = {Rohlf, Helena L. and Krah{\´e}, Barbara}, title = {Assessing anger regulation in middle childhood}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {407}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-406241}, pages = {14}, year = {2015}, abstract = {An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection.}, language = {en} } @article{RohlfKrahe2015, author = {Rohlf, Helena L. and Krah{\´e}, Barbara}, title = {Assessing anger regulation in middle childhood: development and validation of a behavioral observation measure}, series = {Frontiers in psychology}, volume = {6}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2015.00453}, pages = {14}, year = {2015}, abstract = {An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection.}, language = {en} } @article{JungKraheBusching2016, author = {Jung, Janis Moritz and Krah{\´e}, Barbara and Busching, Robert}, title = {Beyond the positive reinforcement of aggression}, series = {International Journal of Behavioral Development}, volume = {42}, journal = {International Journal of Behavioral Development}, number = {1}, publisher = {Sage Publ.}, address = {London}, issn = {0165-0254}, doi = {10.1177/0165025416671613}, pages = {73 -- 82}, year = {2016}, abstract = {Being surrounded by peers who are accepting of aggression is a significant predictor of the development and persistence of aggression in childhood and adolescence. Whereas past research has focused on social reinforcement mechanisms as the underlying processes, the present longitudinal study analysed the role of external control beliefs as an additional mediator explaining the link between peers' acceptance of aggression and the development of aggressive behaviour. Drawing on a large community sample of N = 1,466 male and female children and adolescents from Germany aged between 10 and 18 years, results of latent structural equation modeling were consistent with the hypotheses that peer acceptance of aggression would predict external control beliefs in the social domain, which in turn, should predict aggressive behaviour over time. Additional multigroup analyses showed that the predicted pathways were consistent across gender and age groups.}, language = {en} } @article{KraheBusching2015, author = {Krah{\´e}, Barbara and Busching, Robert}, title = {Breaking the Vicious Cycle of Media Violence Use and Aggression: A Test of Intervention Effects Over 30 Months}, series = {Psychology of violence}, volume = {5}, journal = {Psychology of violence}, number = {2}, publisher = {American Psychological Association}, address = {Washington}, issn = {2152-0828}, doi = {10.1037/a0036627}, pages = {217 -- 226}, year = {2015}, abstract = {Objective: This study examined the sustained efficacy of a media violence intervention in reducing media violence use, normative acceptance of aggression, and aggressive behavior in adolescents. It used an experimental design to evaluate the effects of the intervention over a period of 30 months. Method: N = 627 German 7th and 8th graders were assigned to a 5-week school-based intervention to reduce media violence use or to a no-intervention control group. Media violence use, normative acceptance of aggression, and aggressive behavior were measured 3 months before the intervention (T1), 7 months post intervention (T2), and at 2 follow-ups 18 (T3) and 30 (T4) months after the intervention. This article focuses on the findings from the 2 follow-ups. Results: Controlling for baseline levels and various demographic covariates, media violence use at T2, T3, and T4 and self-reported physical aggression at T3 were significantly lower in the intervention group, and the indirect path from the intervention to T3 aggression via T2 media violence use was significant. Lower T2 media violence use predicted lower T3 normative acceptance of aggression among participants with lower initial aggression. No effects on nonviolent media use and relational aggression were observed. Conclusion: The findings show that a short class-based intervention can produce lasting changes in media violence use that are linked to a decrease in aggression.}, language = {en} } @article{MoellerKraheBusching2013, author = {M{\"o}ller, Ingrid and Krah{\´e}, Barbara and Busching, Robert}, title = {Consumption of media violence and aggressive behavior a longitudinal study of German adolescents with and without migration background}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {45}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {3}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000086}, pages = {121 -- 130}, year = {2013}, abstract = {The consumption of media violence and aggressive behavior were assessed three times in a sample of N=1,052 German adolescents with and without migration background over a period of two years with 12-month intervals. The adolescents in the two groups, who were in grades 7 and 8 at T1, were matched by gender, age, type of school, and academic achievement. Students in the migrant group reported higher consumption of violent media. At T3, they showed more physical but less relational aggression than their peers of German background. Cross-lagged panel analyses showed parallel associations between media violence use and aggression in both groups: Media violence consumption at T1 and T2 predicted physical aggression at T2 and T3 independent of ethnic background. The reverse path from physical aggression to media violence consumption was nonsignificant. No link was found between media violence use and relational aggression over time.}, language = {de} } @article{AndersonSuzukiSwingetal.2017, author = {Anderson, Craig A. and Suzuki, Kanae and Swing, Edward L. and Groves, Christopher L. and Gentile, Douglas A. and Prot, Sara and Lam, Chun Pan and Sakamoto, Akira and Horiuchi, Yukiko and Krah{\´e}, Barbara and Jelic, Margareta and Wei Liuqing, and Toma, Roxana and Warburton, Wayne A. and Zhang, Xue-Min and Tajima, Sachi and Qing, Feng and Petrescu, Poesis}, title = {Media Violence and Other Aggression Risk Factors in Seven Nations}, series = {Personality and social psychology bulletin}, volume = {43}, journal = {Personality and social psychology bulletin}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0146-1672}, doi = {10.1177/0146167217703064}, pages = {986 -- 998}, year = {2017}, abstract = {Cultural generality versus specificity of media violence effects on aggression was examined in seven countries (Australia, China, Croatia, Germany, Japan, Romania, the United States). Participants reported aggressive behaviors, media use habits, and several other known risk and protective factors for aggression. Across nations, exposure to violent screen media was positively associated with aggression. This effect was partially mediated by aggressive cognitions and empathy. The media violence effect on aggression remained significant even after statistically controlling a number of relevant risk and protective factors (e.g., abusive parenting, peer delinquency), and was similar in magnitude to effects of other risk factors. In support of the cumulative risk model, joint effects of different risk factors on aggressive behavior in each culture were larger than effects of any individual risk factor.}, language = {en} } @unpublished{Krahe2014, author = {Krah{\´e}, Barbara}, title = {Restoring the spirit of fair play in the debate about violent video games a comment on Elson and Ferguson (2013)}, series = {EUROPEAN PSYCHOLOGIST}, volume = {19}, journal = {EUROPEAN PSYCHOLOGIST}, number = {1}, publisher = {Hogrefe}, address = {Kirkland}, issn = {1016-9040}, doi = {10.1027/1016-9040/a000165}, pages = {56 -- 59}, year = {2014}, abstract = {This commentary argues that, rather than providing an "exhaustive review," Elson and Ferguson (2013) discuss a selective sample of empirical studies on violent video game use which corroborate their claim that there is no systematic evidence for a link between violent video game play and aggression. In evaluating the evidence, the authors portray a biased picture of the current state of knowledge about media violence effects. They fail to distinguish between aggression and violence and between everyday and clinical forms of aggression. Furthermore, they misrepresent key constructs, such as mediation, moderation, and external validity, to discredit methodologies used to assess aggression and media violence use. The paper moves the debate backward rather than forward, falling behind existing meta-analytic studies that consider a much wider and more balanced range of studies.}, language = {en} } @article{Krahe2020, author = {Krah{\´e}, Barbara}, title = {Risk cactors for the development of aggressive behavior from middle childhood to adolescence}, series = {Current directions in psychological science}, volume = {29}, journal = {Current directions in psychological science}, number = {4}, publisher = {Sage}, address = {Thousand Oaks}, issn = {0963-7214}, doi = {10.1177/0963721420917721}, pages = {333 -- 339}, year = {2020}, abstract = {In this article, I examine the development of aggressive behavior from middle childhood to adolescence as a result of the interaction between the person and the environment and discuss implications for intervention measures. Three main questions are addressed and illustrated by examples from recent research: What are intrapersonal risk factors for the development and persistence of aggressive behavior from middle childhood to adolescence? What factors in the social environment contribute to the development of aggressive behavior? How do individual dispositions and environmental risk factors interact to explain developmental trajectories of aggressive behavior?}, language = {en} } @misc{BuschingKrahe2015, author = {Busching, Robert and Krah{\´e}, Barbara}, title = {The girls set the tone}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {401}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404831}, pages = {18}, year = {2015}, abstract = {In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.}, language = {en} } @article{BuschingKrahe2015, author = {Busching, Robert and Krah{\´e}, Barbara}, title = {The Girls Set the Tone: Gendered Classroom Norms and the Development of Aggression in Adolescence}, series = {Personality and social psychology bulletin}, volume = {41}, journal = {Personality and social psychology bulletin}, number = {5}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0146-1672}, doi = {10.1177/0146167215573212}, pages = {659 -- 676}, year = {2015}, abstract = {In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.}, language = {en} }