TY - JOUR A1 - Jung, Janis Moritz A1 - Krahé, Barbara A1 - Busching, Robert T1 - Beyond the positive reinforcement of aggression BT - Peers’ acceptance of aggression promotes aggression via external control beliefs JF - International Journal of Behavioral Development N2 - 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. KW - adolescence KW - aggression KW - aggressive peers KW - childhood KW - control beliefs KW - Germany KW - longitudinal Y1 - 2016 U6 - https://doi.org/10.1177/0165025416671613 SN - 0165-0254 SN - 1464-0651 VL - 42 IS - 1 SP - 73 EP - 82 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Lutz, Johannes T1 - The Validity of Crowdsourcing Data in Studying Anger and Aggressive Behavior A Comparison of Online and Laboratory Data JF - Social psychology N2 - Crowdsourcing platforms provide an affordable approach for recruiting large and diverse samples in a short time. Past research has shown that researchers can obtain reliable data from these sources, at least in domains of research that are not affectively involving. The goal of the present study was to test if crowdsourcing platforms can also be used to conduct experiments that incorporate the induction of aversive affective states. First, a laboratory experiment with German university students was conducted in which a frustrating task induced anger and aggressive behavior. This experiment was then replicated online using five crowdsourcing samples. The results suggest that participants in the online samples reacted very similarly to the anger manipulation as participants in the laboratory experiments. However, effect sizes were smaller in crowdsourcing samples with non-German participants while a crowdsourcing sample with exclusively German participants yielded virtually the same effect size as in the laboratory. KW - crowdsourcing KW - online research KW - anger KW - aggression KW - frustration KW - mechanical turk Y1 - 2016 U6 - https://doi.org/10.1027/1864-9335/a000256 SN - 1864-9335 SN - 2151-2590 VL - 47 SP - 38 EP - 51 PB - Taylor & Francis Group CY - Göttingen ER - TY - JOUR A1 - Holz, Nathalie A1 - Boecker-Schlier, Regina A1 - Buchmann, Arlette F. A1 - Blomeyer, Dorothea A1 - Baumeister, Sarah A1 - Hohmann, Sarah A1 - Jennen-Steinmetz, Christine A1 - Wolf, Isabella A1 - Rietschel, Marcella A1 - Witt, Stephanie H. A1 - Plichta, Michael M. A1 - Meyer-Lindenberg, Andreas A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Banaschewski, Tobias A1 - Brandeis, Daniel A1 - Laucht, Manfred T1 - Evidence for a Sex-Dependent MAOAx Childhood Stress Interaction in the Neural Circuitry of Aggression JF - Cerebral cortex N2 - Converging evidence emphasizes the role of an interaction between monoamine oxidase A (MAOA) genotype, environmental adversity, and sex in the pathophysiology of aggression. The present study aimed to clarify the impact of this interaction on neural activity in aggression-related brain systems. Functional magnetic resonance imaging was performed in 125 healthy adults from a high-risk community sample followed since birth. DNA was genotyped for the MAOA-VNTR (variable number of tandem repeats). Exposure to childhood life stress (CLS) between the ages of 4 and 11 years was assessed using a standardized parent interview, aggression by the Youth/Young Adult Self-Report between the ages of 15 and 25 years, and the VIRA-R (Vragenlijst Instrumentele En Reactieve Agressie) at the age of 15 years. Significant interactions were obtained between MAOA genotype, CLS, and sex relating to amygdala, hippocampus, and anterior cingulate cortex (ACC) response, respectively. Activity in the amygdala and hippocampus during emotional face-matching increased with the level of CLS in male MAOA-L, while decreasing in male MAOA-H, with the reverse pattern present in females. Findings in the opposite direction in the ACC during a flanker NoGo task suggested that increased emotional activity coincided with decreased inhibitory control. Moreover, increasing amygdala activity was associated with higher Y(A)SR aggression in male MAOA-L and female MAOA-H carriers. Likewise, a significant association between amygdala activity and reactive aggression was detected in female MAOA-H carriers. The results point to a moderating role of sex in the MAOAx CLS interaction for intermediate phenotypes of emotional and inhibitory processing, suggesting a possible mechanism in conferring susceptibility to violence-related disorders. KW - aggression KW - amygdala KW - fMRI KW - life stress KW - MAOA Y1 - 2016 U6 - https://doi.org/10.1093/cercor/bhu249 SN - 1047-3211 SN - 1460-2199 VL - 26 SP - 904 EP - 914 PB - Oxford Univ. Press CY - Cary ER - TY - JOUR A1 - Bondü, Rebecca A1 - Richter, Philipp T1 - Interrelations of Justice, Rejection, Provocation, and Moral Disgust Sensitivity and Their Links with the Hostile Attribution Bias, Trait Anger, and Aggression JF - Frontiers in psychology N2 - Several personality dispositions with common features capturing sensitivities to negative social cues have recently been introduced into psychological research. To date, however, little is known about their interrelations, their conjoint effects on behavior, or their interplay with other risk factors. We asked N = 349 adults from Germany to rate their justice, rejection, moral disgust, and provocation sensitivity, hostile attribution bias, trait anger, and forms and functions of aggression. The sensitivity measures were mostly positively correlated; particularly those with an egoistic focus, such as victim justice, rejection, and provocation sensitivity, hostile attributions and trait anger as well as those with an altruistic focus, such as observer justice, perpetrator justice, and moral disgust sensitivity. The sensitivity measures had independent and differential effects on forms and functions of aggression when considered simultaneously and when controlling for hostile attributions and anger. They could not be integrated into a single factor of interpersonal sensitivity or reduced to other well-known risk factors for aggression. The sensitivity measures, therefore, require consideration in predicting and preventing aggression. KW - justice sensitivity KW - rejection sensitivity KW - provocation sensitivity KW - moral disgust sensitivity KW - trait anger KW - hostile attribution bias KW - aggression Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.00795 SN - 1664-1078 VL - 7 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Bondü, Rebecca A1 - Richter, Philipp T1 - Interrelations of justice, rejection, provocation, and moral disgust sensitivity and their links with the hostile attribution bias, trait anger, and aggression T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Several personality dispositions with common features capturing sensitivities to negative social cues have recently been introduced into psychological research. To date, however, little is known about their interrelations, their conjoint effects on behavior, or their interplay with other risk factors. We asked N = 349 adults from Germany to rate their justice, rejection, moral disgust, and provocation sensitivity, hostile attribution bias, trait anger, and forms and functions of aggression. The sensitivity measures were mostly positively correlated; particularly those with an egoistic focus, such as victim justice, rejection, and provocation sensitivity, hostile attributions and trait anger as well as those with an altruistic focus, such as observer justice, perpetrator justice, and moral disgust sensitivity. The sensitivity measures had independent and differential effects on forms and functions of aggression when considered simultaneously and when controlling for hostile attributions and anger. They could not be integrated into a single factor of interpersonal sensitivity or reduced to other well-known risk factors for aggression. The sensitivity measures, therefore, require consideration in predicting and preventing aggression. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 446 KW - justice sensitivity KW - rejection sensitivity KW - provocation sensitivity KW - moral disgust sensitivity KW - trait anger KW - hostile attribution bias KW - aggression Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-407697 IS - 446 ER - TY - GEN A1 - Makowicz, Amber M. A1 - Tiedemann, Ralph A1 - Steele, Rachel N. A1 - Schlupp, Ingo T1 - Kin recognition in a clonal fish, Poecilia formosa T2 - PLoS ONE N2 - Relatedness strongly influences social behaviors in a wide variety of species. For most species, the highest typical degree of relatedness is between full siblings with 50% shared genes. However, this is poorly understood in species with unusually high relatedness between individuals: clonal organisms. Although there has been some investigation into clonal invertebrates and yeast, nothing is known about kin selection in clonal vertebrates. We show that a clonal fish, the Amazon molly (Poecilia formosa), can distinguish between different clonal lineages, associating with genetically identical, sister clones, and use multiple sensory modalities. Also, they scale their aggressive behaviors according to the relatedness to other females: they are more aggressive to non-related clones. Our results demonstrate that even in species with very small genetic differences between individuals, kin recognition can be adaptive. Their discriminatory abilities and regulation of costly behaviors provides a powerful example of natural selection in species with limited genetic diversity. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 431 KW - toxic hydrogen-sulfide KW - sexual selection KW - hybrid origin KW - discrimination KW - behavior KW - competition KW - aggression KW - cues KW - consequences KW - avoidance Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-411329 ER - TY - THES A1 - Jung, Janis Moritz T1 - The role of dysfunctional peer relationships and academic failure in the development and progression of aggression T1 - Die Rolle dysfunktionaler Peerbeziehungen und akademischen Misserfolgs in der Entwicklung und Progression aggressiven Verhaltens BT - a longitudinal perspective BT - eine längsschnittliche Perspektive N2 - Background: Aggression is a severe behavioral problem that interferes with many developmental challenges individuals face in middle childhood and adolescence. Particularly in the peer and in the academic domain, aggression inhibits the individual from making important learning experiences that are predictive for a healthy transition into adulthood. Furthermore, the resulting developmental deficits have the propensity to feedback and to promote aggression at later developmental stages. The aim of the present PhD thesis was to investigate pathways and processes involved in the etiology of aggression by examining the interrelation between multiple developmental problems in the peer and in the academic domain. More specifically, the relevance of affiliation with deviant peers as a driving mechanism for the development of aggression, factors promoting the affiliation with deviant peers (social rejection; academic failure), and mechanisms by which affiliation with deviant peers leads to aggression (external locus of control) were investigated. Method: The research questions were addressed by three studies. Three data waves were available for the first study, the second and third study were based on two data waves. The first study specified pathways to antisocial behavior by investigating the temporal interrelation between social rejection, academic failure, and affiliation with deviant peers in a sample of 1,657 male and female children and adolescents aged between 6 and 15 years. The second study examined the role of external control beliefs as a potential mediator in the link between affiliation with deviant peers and aggression in a sample of 1,466 children and adolescents in the age of 9 to 19 years, employing a half-longitudinal design. The third study aimed to expand the findings of Study 1 and Study 2 by examining the differential predictivity of combinations of developmental risks for different functions of aggression, using a sample of 1,479 participants in the age between 9 and 19 years. First, profiles of social rejection, academic failure, and affiliation with deviant peers were identified, using latent profile analysis. Second, prospective pathways between risk-profiles and reactive and proactive aggression were investigated, using latent path analysis. Results: The first study revealed that antisocial behavior at T1 was associated with social rejection and academic failure at T2. Both mechanisms promoted affiliation with deviant peers at the same data wave, which predicted deviancy at T3. Furthermore, both an indirect pathway via social rejection and affiliation with deviant peers and an indirect pathway via academic failure and affiliation with deviant peers significantly mediated the link between antisocial behavior at the first and the third data wave. Additionally, the proposed pathways generalized across genders and different age groups. The second study yielded that external control beliefs significantly mediated the link between affiliation with deviant peers and aggression, with affiliation with deviant peers at T1 predicting external control beliefs at T2 and external control beliefs at T1 predicting aggressive behavior at T2. Again, the analyses provided no evidence for gender and age specific variations in the proposed pathways. In the third study, three distinct risk groups were identified, made up of a large non-risk group, with low scores on all risk measures, a group characterized by high scores on social rejection (SR group), and a group with the highest scores on measures of affiliation with deviant peers and academic failure (APAF group). Importantly, risk group membership was differentially associated with reactive and proactive aggression. Only membership in the SR group at T1 was associated with the development of reactive aggression at T2 and only membership in the APAF group at T1 predicted proactive aggression at T2. Additionally, proactive aggression at T1 predicted membership in the APAF group at T2, indicating a reciprocal relationship between both constructs. Conclusion: The results demonstrated that aggression causes severe behavioral deficits in social and academic domains which promote future aggression by increasing individuals’ tendency to affiliate with deviant peers. The stimulation of external control beliefs provides an explanation for deviant peers’ effect on the progression and intensification of aggression. Finally, multiple developmental risks were shown to co-occur within individuals and to be differentially predictive of reactive and proactive aggression. The findings of this doctoral dissertation have possible implications for the conceptualization of prevention and intervention programs aimed to reduce aggression in middle childhood and adolescence. N2 - Hintergrund: Aggression ist ein Verhaltensproblem, das mit zahlreichen Entwicklungsherausforderungen der mittleren Kindheit und Adoleszenz interferiert. Besonders in der Peer- und in der akademischen Domäne lässt sich beobachten, dass aggressiven Kindern und Jugendlichen häufig soziale Lernerfahrungen fehlen, die bedeutsam für einen normativen Übergang in das Erwachsenenalter sind. Die resultierenden Entwicklungsdefizite sind dabei nicht nur an sich problematisch, sondern weisen zudem die Tendenz auf, über Rückkopplungsschleifen zu der Chronifizierung aggressiven Verhaltens beizutragen. Die Zielsetzung der vorliegenden Dissertation war die Identifikation und Untersuchung von multiplen Risikofaktoren in der Peer- und in der akademischen Domäne im Entwicklungsprozess aggressiven Verhaltens in der mittleren Kindheit und Jugend. Dabei wurde die Relevanz einer Anbindung an deviante Peers, von sozialer Zurückweisung und schulischen Misserfolg sowie die Rolle von externalen Kontrollüberzeugungen betrachtet. Methode: Drei Studien mit drei (Studie 1) bzw. zwei Messzeitpunkten (Studie 2 und 3) adressierten die zentralen Forschungsfragen. Die erste Studie untersuchte die Interrelation von sozialer Zurückweisung, schulischen Misserfolg und devianten Peers in der Ätiologie antisozialen Verhaltens in einer Stichprobe von 1657 Kindern und Jugendlichen im Alter zwischen 6 und 15 Jahren. Die zweite Studie überprüfte die Entwicklung von externalen Kontrollüberzeugungen als einen zugrundeliegenden Mechanismus in der Beziehung zwischen Anbindung an deviante Peers und Aggression in einer Stichprobe von 1466 Kindern und Jugendlichen im Alter zwischen 9 und 19 Jahren. Die dritte Studie erweiterte die Befunde von Studie 1 und Studie 2 durch die Untersuchung des differentiellen Vorhersagepotenzials von Kombinationen von Risikofaktoren für die Entwicklung unterschiedlicher Aggressionsfunktionen. In einer Stichprobe von 1479 männlichen und weiblichen Versuchsteilnehmern im Alter zwischen 9 und 19 Jahren wurden zuerst mittels latenter Profilanalyse Risikoprofile von sozialer Zurückweisung, schulischen Misserfolgs und der Anbindung an deviante Peers ermittelt. In einem zweiten Schritt wurden prospektive Pfade zwischen den beobachteten Risikoprofilen und reaktiver und proaktiver Aggression analysiert. Ergebnisse: Die Ergebnisse der ersten Studie zeigten signifikante Assoziationen zwischen antisozialem Verhalten zu MZP 1 und sozialer Zurückweisung und schulischem Misserfolg zu MZP 2. Beide Mechanismen unterstützten die Anbindung an deviante Peers zu MZP 2, welche antisoziales Verhalten zu MZP 3 vorhersagte. Bei den beobachteten Entwicklungspfaden zeigten sich keine statistisch bedeutsamen Geschlechts- oder Alterseffekte. Die Ergebnisse der zweiten Studie ergaben, dass die Entwicklung von externalen Kontrollüberzeugungen signifikant den Pfad von Anbindung an deviante Peers zu MZP 1 zu Aggression zu MZP 2 vermittelte. Erneut ließ sich keine Evidenz für alters- oder geschlechtsspezifische Effekte bei den Entwicklungspfaden beobachten. In der dritten Studie ergaben sich drei distinkte Risikoprofile: eine Non-Risiko-Gruppe, eine Gruppe, die durch ein hohes Maß an sozialer Zurückweisung charakterisiert war (SR-Gruppe) und eine Gruppe mit hohen Werten auf den Maßen des schulischen Misserfolgs und der Anbindung an deviante Peers (APAF-Gruppe). Erwartungsgemäß zeigte sich, dass nur die Mitgliedschaft in der SR-Gruppe zu MZP 1 signifikant mit reaktiver Aggression zu MZP 2 assoziiert war und nur die Mitgliedschaft in der APAF-Gruppe zu MZP 1 die Entwicklung proaktiver Aggression zu MZP 2 vorhersagte. Zudem ließ sich eine signifikante Assoziation zwischen proaktiver Aggression zu MZP 1 und der Mitgliedschaft in der APAF-Gruppe zu MZP 2 beobachten, was auf eine reziproke Beziehung der Konstrukte schließen lässt. Schlussfolgerung: Die Ergebnisse der drei Studien verdeutlichen das Potenzial aggressiven Verhaltens, eine Sequenz an negativen Erfahrungen in der Peer- und der akademischen Domäne zu evozieren. Insbesondere Erlebnisse sozialer Exklusion und schulischen Misserfolgs zeigten sich als kritische soziale Reaktionen, die eine selektive Anbindung an deviante Peers begünstigen und zu einer langfristigen Stabilisierung und Chronifizierung aggressiven Verhaltens führen können. Die Entwicklung von externalen Kontrollüberzeugungen bietet dabei einen möglichen Erklärungsansatz für den Einfluss von devianten Peers auf die Entwicklung aggressiven Verhaltens. Zudem zeigte sich, dass Entwicklungsrisiken dazu tendieren, komorbid aufzutreten und dass diese Kombinationen von Risikofaktoren ein unterschiedliches Vorhersagepotenzial für reaktive und proaktive Aggression besitzen. Die Befunde dieser Doktorarbeit bieten mögliche Anknüpfungspunkte für die Gestaltung und Implementation von Interventionen zur Reduktion aggressiven Verhaltens in der mittleren Kindheit und Adoleszenz. KW - aggression KW - development KW - peer relationships KW - academic failure KW - Aggression KW - Entwicklung KW - soziale Beziehungen KW - schulischer Misserfolg KW - externale Kontrollüberzeugungen Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-394477 ER - TY - THES A1 - Rohlf, Helena L. T1 - The development of aggression in middle childhood T1 - Die Entwicklung aggressiven Verhaltens in der mittleren Kindheit BT - longitudinal analyses of the role of anger regulation, social rejection, and peer socialization BT - längsschnittliche Analysen des Einflusses von Ärgerregulation, sozialer Zurückweisung und Peer-Sozialisation N2 - Background: The engagement in aggressive behavior in middle childhood is linked to the development of severe problems in later life. Thus, identifying factors and processes that con-tribute to the continuity and increase of aggression in middle childhood is essential in order to facilitate the development of intervention programs. The present PhD thesis aimed at expand-ing the understanding of the development of aggression in middle childhood by examining risk factors in the intrapersonal and interpersonal domains as well as the interplay between these factors: Maladaptive anger regulation was examined as an intrapersonal risk factor; processes that occur in the peer context (social rejection and peer socialization) were included as interpersonal risk factors. In addition, in order to facilitate the in situ assessment of anger regulation strategies, an observational measure of anger regulation was developed and validated. Method: The research aims were addressed within the scope of four articles. Data from two measurement time points about ten months apart were available for the analyses. Participants were elementary school children aged from 6 to 10 years at T1 and 7 to 11 years at T2. The first article was based on cross-sectional analyses including only the first time point; in the remaining three articles longitudinal associations across the two time points were analyzed. The first two articles were concerned with the development and cross-sectional as well as longitudinal validation of observational measure of anger regulation in middle childhood in a sample of 599 children. Using the same sample, the third article investigated the longitudinal link between maladaptive anger regulation and aggression considering social rejection as a mediating variable. The frequency as well as different functions of aggression (reactive and proactive) were included as outcomes measures. The fourth article examined the influence of class-level aggression on the development of different forms of aggression (relational and physical) over time under consideration of differences in initial individual aggression in a sample of 1,284 children. In addition, it was analyzed if the path from aggression to social rejection varies as a function of class-level aggression. Results: The first two articles revealed that the observational measure of anger regulation developed for the purpose of this research was cross-sectionally related to anger reactivity, aggression and social rejection as well as longitudinally related to self-reported anger regula-tion. In the third article it was found that T1 maladaptive anger regulation showed no direct link to T2 aggression, but an indirect link through T1 social rejection. This indirect link was found for the frequency of aggression as well as for reactive and proactive aggression. The fourth article revealed that with regard to relational aggression, a high level of classroom ag-gression predicted an increase of individual aggression only among children with initially low levels of aggression. For physical aggression, it was found that the overall level of aggression in the class affected all children equally. In addition, physical aggression increased the likelihood of social rejection irrespective of the class-level of aggression whereas relational aggression caused social rejection only in classes with a generally low level of relational aggression. The analyses of gender-specific effects showed that children were mainly influenced by their same-gender peers and that the effect on the opposite gender was higher if children engaged in gender-atypical forms of aggressive behavior. Conclusion: The results provided evidence for the construct and criterion validity of the observational measure of maladaptive anger regulation that was developed within the scope of this research. Furthermore, the findings indicated that maladaptive anger regulation constitutes an important risk factor of aggression through the influence of social rejection. Finally, the results demonstrated that the level of aggression among classmates is relevant for the development of individual aggression over time and that the children´s evaluation of relationally aggressive behavior varies as a function of the normativity of relational aggression in the class. The study findings have implications for the measurement of anger regulation in middle childhood as well as for the prevention of aggression and social rejection. N2 - Hintergrund: Das Auftreten aggressiven Verhaltens in der mittleren Kindheit ist mit einer Reihe von problematischen Folgen verbunden. Das Identifizieren von Prozessen und Faktoren, die zur Kontinuität und zu einem Anstieg aggressiven Verhaltens in der mittleren Kindheit beitragen, ist essentiell; nicht zuletzt, um die Entwicklung von Interventionsprogrammen zu ermöglichen. Das Ziel der vorliegenden Dissertation war es, das Wissen über die Entwicklung von Aggression in der mittleren Kindheit auszuweiten, indem Risikofaktoren aus dem intrapersonalen und dem interpersonalen Bereich sowie das Zusammenspiel dieser Faktoren untersucht wurden: Maladaptive Ärgerregulation wurde als ein intrapersonaler Risikofaktor untersucht; Prozesse, die sich im Peerkontext abspielen (soziale Zurückweisung und Peersozialisation), wurden als interpersonale Risikofaktoren analysiert. Zudem wurde eine Beobachtungsmethode für Ärgerregulation entwickelt und validiert, um die Erfassung von Ärgerregulationsstrategien in situ zu ermöglichen. Methode: Die Forschungsfragen wurden im Rahmen von vier Artikeln addressiert. Daten aus zwei Messzeitpunkten, die etwa zehn Monate auseinander lagen, wurden für die Analysen verwendet. Die Teilnehmer waren Grundschulkinder, die zu T1 zwischen 6 bis 10 Jahre und zu T2 zwischen 7 und 11 Jahre alt waren. Der erste Artikel basierte auf querschnittlichen Analysen, die nur den ersten Messzeitpunkt einschlossen; in den weiteren drei Artikeln wurden längsschnittliche Effekte über die zwei Messzeitpunkte analysiert. Die ersten beiden Artikel beschäftigten sich mit der Entwicklung und der quer- und längsschnittlichen Validierung der Beobachtungsmethode für Ärgerregulation, wobei eine Stichprobe aus 599 Kindern verwendet wurde. Mittels der gleichen Stichprobe wurde im dritten Artikel der längsschnittliche Zusammenhang zwischen maladaptiver Ärgerregulation und Aggression unter Berücksichtigung des vermittelnden Einflusses sozialer Zurückweisung untersucht. Die Häufigkeit und die verschiedenen Funktionen von Aggression (reaktiv und proaktiv) wurden als abhängige Variablen einbezogen. Der vierte Artikel untersuchte in einer Stichprobe aus 1.284 Kindern den Einfluss der mittleren Aggression in einer Klasse auf die Entwicklung verschiedener Formen von Aggression (physisch und relational) unter Berücksichtigung der ursprünglichen individuellen Aggression. Zudem wurde analysiert, ob der Effekt von Aggression auf soziale Zurückweisung in Abhängigkeit der Aggression in der Klasse variiert. Ergebnisse: Die ersten beiden Artikel zeigten, dass die Beobachtungsmethode für Ärgerregulation im Querschnitt mit Ärgerreaktivität, Aggression und sozialer Zurückweisung und im Längsschnitt mit selbstberichteter Ärgerregulation zusammenhängt. Im dritten Artikel wurde gefunden, dass Ärgerregulation zu T1 nicht direkt mit T2 Aggression assoziiert ist, aber es zeigte sich ein indirekter Effekt über den Einfluss von T1 sozialer Zurückweisung. Dieser indirekte Effekt fand sich sowohl für die Häufigkeit von Aggression als auch für reaktive und proaktive Aggression. Der vierte Artikel zeigte, dass in Hinblick auf relationale Aggression ein hohes Maß an Aggression in der Klasse nur bei Kindern, die ein niedriges Ausgangsniveau an Aggression hatten, einen Anstieg an individueller Aggression vorhersagt. Für physische Aggression zeigte sich, dass die Aggression in der Klasse alle Kinder gleichermaßen beeinflusst. Zudem erhöhte physische Aggression die Wahrscheinlichkeit für soziale Zurückweisung, unabhängig von der mittleren Aggression in der Klasse, während sich für relationale Aggression gezeigt hat, dass aggressives Verhalten nur in Klassen mit einem niedrigen Level an Aggression mit sozialer Zurückweisung assoziiert ist. Diskussion: Die Ergebnisse liefern Evidenz für die Kontrukt- und Kriteriumsvalidität der Beobachtungsmethode für Ärgerregulation, die im Rahmen dieser Dissertation entwickelt wurde. Außerdem deuten die Ergebnisse darauf hin, dass maladaptive Ärgerregulation über den Einfluss von sozialer Zurückweisung einen wichtigen Risikofaktor für Aggression darstellt. Die Ergebnisse zeigen zudem, dass das Maß an Aggression in einer Klasse relevant ist für die Entwicklung individueller Aggression über die Zeit und dass die Bewertung von relationaler Aggression abhängig ist von der Normativität von relationaler Aggression in der Klasse. Die Ergebnisse dieser Dissertation haben Implikationen, die zum einen die Erfassung von Ärgerregulation in der mittleren Kindheit und zum anderen die Prävention von Aggression und sozialer Zurückweisung betreffen. KW - aggression KW - middle childhood KW - anger regulation KW - social rejection KW - peer influences KW - Aggression KW - mittlere Kindheit KW - Ärgerregulation KW - soziale Zurückweisung KW - Peer-Einflüsse Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-95457 ER -