TY  - JOUR
A1  - Holl, Anna Katharina
A1  - Kirsch, Fabian
A1  - Rohlf, Helena L.
A1  - Krahe, Barbara
A1  - Elsner, Birgit
T1  - Longitudinal reciprocity between theory of mind and aggression in middle childhood
JF  - International Journal of Behavioral Development
N2  - Theory of mind is one of the most important cognitive factors in social information-processing, and deficits in theory of mind have been linked to aggressive behavior in childhood. The present longitudinal study investigated reciprocal links between theory of mind and two forms of aggression – physical and relational – in middle childhood with three data waves over 3 years. Theory of mind was assessed by participants’ responses to cartoons, and physical and relational aggression were assessed through teacher reports in a community sample of 1657 children (mean age at Time 1: 8 years). Structural equation modeling analyses showed that theory of mind was a negative predictor of subsequent physical and relational aggression, both from Time 1 to Time 2 as well as from Time 2 to Time 3. Moreover, relational aggression was a negative predictor of theory of mind from Time 1 to Time 2. There were no significant gender or age differences in the tested pathways. The results suggest that reciprocal and negative longitudinal relations exist between children’s theory of mind and aggressive behavior. Our study extends current knowledge about the development of such relations across middle childhood.
KW  - Aggressive behavior
KW  - theory of mind
KW  - middle childhood
KW  - longitudinal study
KW  - relational aggression
KW  - physical aggression
Y1  - 2018
U6  - https://doi.org/10.1177/0165025417727875
SN  - 0165-0254
SN  - 1464-0651
VL  - 42
IS  - 2
SP  - 257
EP  - 266
PB  - Sage Publ.
CY  - London
ER  - 
TY  - JOUR
A1  - Krahé, Barbara
A1  - Möller, Ingrid
T1  - Links between self-reported media violence exposure and teacher ratings of aggression and prosocial behavior among German adolescents
JF  - Journal of adolescence
N2  - The relations between adolescents' habitual usage of media violence and their tendency to engage in aggressive and prosocial behavior in a school setting were examined in a cross-sectional study with 1688 7th and 8th graders in Germany who completed measures of violent media exposure and normative acceptance of aggression. For each participant, ratings of prosocial and aggressive behavior were obtained from their class teacher. Media violence exposure was a unique predictor of teacher-rated aggression even when relevant covariates were considered, and it predicted prosocial behavior over and above gender. Path analyses confirmed a direct positive link from media violence usage to teacher-rated aggression for girls and boys, but no direct negative link to prosocial behavior was found. Indirect pathways were identified to higher aggressive and lower prosocial behavior via the acceptance of aggression as normative. Although there were significant gender differences in media violence exposure, aggression, and prosocial behavior, similar path models were identified for boys and girls.
KW  - Media violence
KW  - Aggressive behavior
KW  - Prosocial behavior
KW  - Aggressive norms
KW  - Teacher ratings
Y1  - 2011
U6  - https://doi.org/10.1016/j.adolescence.2010.05.003
SN  - 0140-1971
VL  - 34
IS  - 2
SP  - 279
EP  - 287
PB  - Elsevier
CY  - London
ER  -