TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States BT - the role of console-gaming aggression JF - Journal of children and media N2 - The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86% boys; M age = 12.99 years) in the 7(th) or 8(th) grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. IMPACT SUMMARY Prior State of Knowledge. Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions. Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications. Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes. KW - Depression KW - subjective health complaints KW - problematic online gaming KW - first-person shooter games KW - aggression Y1 - 2022 U6 - https://doi.org/10.1080/17482798.2022.2036211 SN - 1748-2798 SN - 1748-2801 VL - 16 IS - 3 SP - 451 EP - 460 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Krahé, Barbara T1 - Risk cactors for the development of aggressive behavior from middle childhood to adolescence BT - the interaction of person and environment JF - Current directions in psychological science N2 - 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? KW - aggression KW - development KW - anger regulation KW - contagion KW - media violence KW - peer influences Y1 - 2020 U6 - https://doi.org/10.1177/0963721420917721 SN - 0963-7214 SN - 1467-8721 VL - 29 IS - 4 SP - 333 EP - 339 PB - Sage CY - Thousand Oaks ER - 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 - GEN A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Huang, Zheng T1 - Adolescents’ Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - As competition over peer status becomes intense during adolescence, some adolescents develop insecure feelings regarding their social standing among their peers (i.e., social status insecurity). These adolescents sometimes use aggression to defend or promote their status. The aim of this study was to examine the relationships among social status insecurity, callous-unemotional (CU) traits, and popularity-motivated aggression and prosocial behaviors among adolescents, while controlling for gender. Another purpose was to examine the potential moderating role of CU traits in these relationships. Participants were 1,047 (49.2% girls; Mage = 12.44 years; age range from 11 to 14 years) in the 7th or 8th grades from a large Midwestern city. They completed questionnaires on social status insecurity, CU traits, and popularity-motivated relational aggression, physical aggression, cyberaggression, and prosocial behaviors. A structural regression model was conducted, with gender as a covariate. The model had adequate fit. Social status insecurity was associated positively with callousness, unemotional, and popularity-motivated aggression and related negatively to popularity-motivated prosocial behaviors. High social status insecurity was related to greater popularity-motivated aggression when adolescents had high callousness traits. The findings have implications for understanding the individual characteristics associated with social status insecurity. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 740 KW - social status insecurity KW - callousness KW - unemotional KW - uncaring KW - callous-unemotional traits KW - aggression KW - cyberaggression KW - prosocial Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-538493 SN - 1866-8364 SP - 1 EP - 8 PB - Universität Potsdam CY - Potsdam ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Huang, Zheng T1 - Adolescents’ Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity JF - Frontiers in Psychology N2 - As competition over peer status becomes intense during adolescence, some adolescents develop insecure feelings regarding their social standing among their peers (i.e., social status insecurity). These adolescents sometimes use aggression to defend or promote their status. The aim of this study was to examine the relationships among social status insecurity, callous-unemotional (CU) traits, and popularity-motivated aggression and prosocial behaviors among adolescents, while controlling for gender. Another purpose was to examine the potential moderating role of CU traits in these relationships. Participants were 1,047 (49.2% girls; Mage = 12.44 years; age range from 11 to 14 years) in the 7th or 8th grades from a large Midwestern city. They completed questionnaires on social status insecurity, CU traits, and popularity-motivated relational aggression, physical aggression, cyberaggression, and prosocial behaviors. A structural regression model was conducted, with gender as a covariate. The model had adequate fit. Social status insecurity was associated positively with callousness, unemotional, and popularity-motivated aggression and related negatively to popularity-motivated prosocial behaviors. High social status insecurity was related to greater popularity-motivated aggression when adolescents had high callousness traits. The findings have implications for understanding the individual characteristics associated with social status insecurity. KW - social status insecurity KW - callousness KW - unemotional KW - uncaring KW - callous-unemotional traits KW - aggression KW - cyberaggression KW - prosocial Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.606865 SN - 1664-1078 SP - 1 EP - 8 PB - Frontiers CY - Lausanne, Schweiz ER - TY - JOUR A1 - Krahe, Barbara A1 - Lutz, Johannes A1 - Sylla, Isabel T1 - Lean back and relax BT - Reclined seating position buffers the effect of frustration on anger and aggression JF - European journal of social psychology N2 - Frustration is a powerful instigator of anger-based aggression. We hypothesized that the impact of a frustration on anger and aggressive behavior is reduced in a state of feeling relaxed, which is considered incompatible with the experience of anger. Seventy-nine participants received frustrating feedback either when sitting upright or sitting in a reclined position and were then given a chance to act aggressively toward the frustrator. Feelings of anger and relaxation were assessed before and after the frustration. Participants in the reclined position felt more relaxed than those sitting upright, which indirectly predicted less aggressive behavior via lower anger. The results are consistent with theories of incompatible states and embodiment and have implications for using body-related cues to mitigate anger-based aggression. KW - frustration KW - aggression KW - anger KW - incompatible states KW - seating KW - embodiment Y1 - 2018 U6 - https://doi.org/10.1002/ejsp.2363 SN - 0046-2772 SN - 1099-0992 VL - 48 IS - 5 SP - 718 EP - 723 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Bondü, Rebecca T1 - Is bad intent negligible? BT - Linking victim justice sensitivity, hostile attribution bias, and aggression JF - Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals N2 - The hostile attribution bias (HAB) is a well-established risk factor for aggression. It is considered part of the suspicious mindset that may cause highly victim-justice sensitive individuals to behave uncooperatively. Thus, links of victim justice sensitivity (JS) with negative behavior, such as aggression, may be better explained by HAB. The present study tested this hypothesis in N=279 German adolescents who rated their JS, HAB, and physical, relational, verbal, reactive, and proactive aggression. Victim JS predicted physical, relational, verbal, reactive, and proactive aggression when HAB was controlled. HAB only predicted physical and proactive aggression. There were no moderator effects. Injustice seems an important reason for aggression irrespective of whether or not it is intentionally caused, particularly among those high in victim JS. Thus, victim JS should be considered as a potential important risk factor for aggression and receive more attention by research on aggression and preventive efforts. KW - adolescence KW - aggression KW - hostile attribution bias KW - justice sensitivity Y1 - 2018 U6 - https://doi.org/10.1002/ab.21764 SN - 0096-140X SN - 1098-2337 VL - 44 IS - 5 SP - 442 EP - 450 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Holz, Nathalie E. A1 - Boecker-Schlier, Regina A1 - Jennen-Steinmetz, Christine A1 - Hohm, Erika A1 - Buchmann, Arlette F. A1 - Blomeyer, Dorothea A1 - Baumeister, Sarah A1 - Plichta, Michael M. A1 - Esser, Günter A1 - Schmidt, Martin A1 - Meyer-Lindenberg, Andreas A1 - Banaschewski, Tobias A1 - Brandeis, Daniel A1 - Laucht, Manfred T1 - Early maternal care may counteract familial liability for psychopathology in the reward circuitry JF - Social Cognitive and Affective Neuroscience N2 - Reward processing is altered in various psychopathologies and has been shown to be susceptible to genetic and environmental influences. Here, we examined whether maternal care may buffer familial risk for psychiatric disorders in terms of reward processing. Functional magnetic resonance imaging during a monetary incentive delay task was acquired in participants of an epidemiological cohort study followed since birth (N = 172, 25 years). Early maternal stimulation was assessed during a standardized nursing/playing setting at the age of 3 months. Parental psychiatric disorders (familial risk) during childhood and the participants’ previous psychopathology were assessed by diagnostic interview. With high familial risk, higher maternal stimulation was related to increasing activation in the caudate head, the supplementary motor area, the cingulum and the middle frontal gyrus during reward anticipation, with the opposite pattern found in individuals with no familial risk. In contrast, higher maternal stimulation was associated with decreasing caudate head activity during reward delivery and reduced levels of attention deficit hyperactivity disorder (ADHD) in the high-risk group. Decreased caudate head activity during reward anticipation and increased activity during delivery were linked to ADHD. These findings provide evidence of a long-term association of early maternal stimulation on both adult neurobiological systems of reward underlying externalizing behavior and ADHD during development. KW - maternal care KW - ADHD KW - ventral striatum KW - fMRI KW - resilience KW - aggression Y1 - 2018 U6 - https://doi.org/10.1093/scan/nsy087 SN - 1749-5016 SN - 1749-5024 VL - 13 IS - 11 SP - 1191 EP - 1201 PB - Oxford Univ. Press CY - Oxford ER - TY - JOUR A1 - Wright, Michelle F. A1 - Harper, Bridgette D. A1 - Wachs, Sebastian T1 - Differences in Adolescents’ Response Decision and Evaluation for Face-to-Face and Cyber Victimization JF - The Journal of Early Adolescence N2 - The current study was designed to assess early adolescents’ response evaluation and decision for hypothetical peer victimization vignettes. Participants were 336 (59% girls; X¯¯¯ age = 12.55) seventh and eighth graders from one school in the Midwestern United States. Adolescents read a hypothetical online or offline social situation and answered questions designed to access internal congruence, response evaluation, response efficacy, emotional outcome expectancy, and social outcome expectancy. Girls were more likely to believe that aggressive responses online and offline would lead to positive social and emotional outcome expectancies when compared with boys. Adolescents were more likely to believe that offline and online aggressive responses were legitimate responses to face-to-face victimization, feel that aggressive responses online or offline were easier to execute in response to face-to-face victimization, and that aggressive responses online or offline would lead to positive emotions and better social outcomes. KW - response decision KW - response evaluation KW - cyber aggression KW - cyberbullying KW - aggression KW - bullying Y1 - 2018 U6 - https://doi.org/10.1177/0272431618806052 SN - 0272-4316 SN - 1552-5449 VL - 39 IS - 8 SP - 1110 EP - 1128 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Anderson, Craig A. A1 - Suzuki, Kanae A1 - Swing, Edward L. A1 - Groves, Christopher L. A1 - Gentile, Douglas A. A1 - Prot, Sara A1 - Lam, Chun Pan A1 - Sakamoto, Akira A1 - Horiuchi, Yukiko A1 - Krahé, Barbara A1 - Jelic, Margareta A1 - Wei Liuqing, A1 - Toma, Roxana A1 - Warburton, Wayne A. A1 - Zhang, Xue-Min A1 - Tajima, Sachi A1 - Qing, Feng A1 - Petrescu, Poesis T1 - Media Violence and Other Aggression Risk Factors in Seven Nations JF - Personality and social psychology bulletin N2 - 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. KW - mass media KW - aggression KW - culture KW - ethnicity Y1 - 2017 U6 - https://doi.org/10.1177/0146167217703064 SN - 0146-1672 SN - 1552-7433 VL - 43 SP - 986 EP - 998 PB - Sage Publ. CY - Thousand Oaks 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 - Eccard, Jana A1 - Fey, Karen A1 - Caspers, Barbara A. A1 - Ylönen, Hannu T1 - Breeding state and season affect interspecific interaction types BT - indirect resource competition and direct interference T2 - Postprints der Universität Potsdam Mathematisch-Naturwissenschaftliche Reihe N2 - Indirect resource competition and interference are widely occurring mechanisms of interspecific interactions. We have studied the seasonal expression of these two interaction types within a two-species, boreal small mammal system. Seasons differ by resource availability, individual breeding state and intraspecific social system. Live-trapping methods were used to monitor space use and reproduction in 14 experimental populations of bank voles Myodes glareolus in large outdoor enclosures with and without a dominant competitor, the field vole Microtus agrestis. We further compared vole behaviour using staged dyadic encounters in neutral arenas in both seasons. Survival of the non-breeding overwintering bank voles was not affected by competition. In the spring, the numbers of male bank voles, but not of females, were reduced significantly in the competition populations. Bank vole home ranges expanded with vole density in the presence of competitors, indicating food limitation. A comparison of behaviour between seasons based on an analysis of similarity revealed an avoidance of costly aggression against opponents, independent of species. Interactions were more aggressive during the summer than during the winter, and heterospecific encounters were more aggressive than conspecific encounters. Based on these results, we suggest that interaction types and their respective mechanisms are not either–or categories and may change over the seasons. During the winter, energy constraints and thermoregulatory needs decrease direct aggression, but food constraints increase indirect resource competition. Direct interference appears in the summer, probably triggered by each individual’s reproductive and hormonal state and the defence of offspring against conspecific and heterospecific intruders. Both interaction forms overlap in the spring, possibly contributing to spring declines in the numbers of subordinate species. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 729 KW - rodents KW - aggression KW - seasonality KW - space use KW - winter biology Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-429398 SN - 1866-8372 IS - 729 SP - 623 EP - 633 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying BT - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy JF - International journal of environmental research and public health : IJERPH N2 - Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2018 U6 - https://doi.org/10.3390/ijerph15112577 SN - 1660-4601 SN - 1661-7827 VL - 15 PB - MDPI CY - Basel ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying BT - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 495 KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - self-efficacy Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-421185 SN - 1866-8364 IS - 495 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 - GEN A1 - Rohlf, Helena L. A1 - Krahé, Barbara T1 - Assessing anger regulation in middle childhood BT - development and validation of a behavioral observation measure T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 407 KW - anger regulation KW - middle childhood KW - behavioral observation KW - aggression KW - social rejection Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-406241 IS - 407 ER - TY - GEN A1 - Busching, Robert A1 - Krahé, Barbara T1 - The girls set the tone BT - gendered classroom norms and the development of aggression in adolescence T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 401 KW - aggression KW - normative beliefs KW - adolescence KW - class-level effects KW - multilevel modelling Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-404831 IS - 401 ER - TY - THES A1 - Kirsch, Fabian T1 - Intrapersonal risk factors of aggressive behavior in childhood T1 - Intrapersonale Risikofaktoren für die Entwicklung aggressiven Verhaltens in der Kindheit BT - a longitudinal perspective BT - eine längsschnittliche Perspektive N2 - BACKGROUND: Aggressive behavior at an early age is linked to a broad range of psychosocial problems in later life. That is why risk factors of the occurrence and the development of aggression have been examined for a long time in psychological science. The present doctoral dissertation aims to expand this research by investigating risk factors in three intrapersonal domains using the prominent social-information processing approach by Crick and Dodge (1994) as a framework model. Anger regulation was examined as an affective, theory of mind as a cognitive, and physical attractiveness as an appearance-related developmental factor of aggression in middle childhood. An additional goal of this work was to develop and validate a behavioral observation assessment of anger regulation as past research lacked in ecologically valid measures of anger regulation that are applicable for longitudinal studies. METHODS: Three empirical studies address the aforementioned intrapersonal risk factors. In each study, data from the PIER-project were used, a three-wave-longitudinal study covering three years with a total sample size of 1,657 children in the age between 6 and 11 years (at the first measurement point). The central constructs were assessed via teacher-reports (aggression), behavioral observation (anger regulation), computer tests (theory of mind), and independent ratings (physical attractiveness). The predictive value of each proposed risk factor for the development of aggressive behavior was examined via structural equation modeling. RESULTS AND CONCLUSION: The newly developed behavioral observation measure was found to be a reliable and valid tool to assess anger regulation in middle childhood, but limited in capturing a full range of relevant regulation strategies. That might be the reason, why maladaptive anger regulation was not found to function as a risk factor of subsequent aggressive behavior. However, children’s deficits in theory of mind and a low level in physical attractiveness significantly predicted later aggression. Problematic peer relationships were identified as underlying the link between low attractiveness and aggression. Thus, fostering children’s skills in theory of mind and their ability to call existing beliefs about the nature of more versus less attractive individuals into question may be important starting points for the prevention of aggressive behavior in middle childhood. N2 - HINTERGRUND: Aggressives Verhalten in einem sehr jungen Alter steht im Zusammenhang mit einer Vielzahl psychosozialer Probleme im späteren Leben. Aus diesem Grund sind Risikofaktoren für das Auftreten von Aggression seit langer Zeit Gegenstand psychologischer Forschung. Die vorliegende Dissertation knüpft an dieser Forschung an und zielt darauf ab, potentielle Risikofaktoren aus drei intrapersonalen Domänen zu untersuchen. Als Grundlage wird das prominente Modell der sozialen Informationsverarbeitung von Crick und Dodge (1994) herangezogen. Hierbei wird Ärgerregulation als ein affektiver, Theory of Mind als ein kognitiver, und physische Attraktivität als ein aussehensbezogener Entwicklungsfaktor aggressiven Verhaltens in der mittleren Kindheit näher betrachtet. Ein zusätzliches Ziel dieser Arbeit besteht darin, ein Verhaltensbeobachtungsverfahren zur Erfassung der Ärgerregulation zu entwickeln und zu validieren, da in der Forschung ein Mangel an ökologisch validen Verfahren, die insbesondere auch für längsschnittliche Studien geeignet sind, besteht. METHODIK: Drei empirische Studien nehmen sich den benannten intrapersonalen Risikofaktoren an. Dabei werden in jeder Studie Daten aus dem PIER-Projekt genutzt, einer Längsschnittstudie, die drei Messzeitpunkte über drei Jahre abdeckt und eine Stichprobe von insgesamt 1657 Kinder im Alter zwischen 6 und 11 Jahren umfasst (zum ersten Messzeitpunkt). Die zentralen Konstrukte wurden mittels Lehrerberichte (aggressives Verhalten), Verhaltensbeobachtung (Ärgerregulation), Computerverfahren (Theory of Mind), und unabhängigen Ratings (physische Attraktivität) operationalisiert. Der prädiktive Wert der Risikofaktoren im Hinblick auf die Entwicklung aggressiven Verhaltens wurde mithilfe von Strukturgleichungsmodellen ermittelt. ERGEBNISSE UND KONKLUSION: Das neu entwickelte Verhaltensbeobachtungsverfahren hat sich als ein reliables und valides Instrument zur Messung ärgerregulativer Kompetenzen innerhalb der mittleren Kindheit herausgestellt; gleichzeitig wird deutlich, dass nicht alle relevanten Regulationsstrategien von solch einem Verfahren erfasst werden können. Das könnte ein Grund sein, dass sich maladaptive Ärgerregulation nicht als ein Risikofaktor für späteres aggressives Verhalten herausstellte. Allerdings zeigte sich, dass Defizite in der Theory of Mind und eine niedrig ausgeprägte physische Attraktivität signifikant spätere Aggression vorhersagte. Problematische Peerbeziehungen konnten als ein vermittelnder Mechanismus für den Zusammenhang von niedriger Attraktivität und Aggression identifiziert werden. Die Förderung der Theory of Mind und der Fähigkeit, bereits existierende Überzeugungen über die Persönlichkeit von attraktiven und weniger attraktiven Individuen in Frage zu stellen, können wichtige Ansatzpunkte für die Prävention aggressiven Verhaltens in der mittleren Kindheit darstellen. KW - aggression KW - anger regulation KW - theory of mind KW - physical attractiveness KW - development KW - childhood KW - longitudinal methodology KW - Aggression KW - Ärgerregulation KW - Theory of Mind KW - physische Attraktivität KW - Entwicklung KW - Kindheit KW - Längsschnitt Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-407369 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 - JOUR A1 - Krahé, Barbara A1 - Busching, Robert T1 - Breaking the Vicious Cycle of Media Violence Use and Aggression: A Test of Intervention Effects Over 30 Months JF - Psychology of violence N2 - 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. KW - aggression KW - experimental evaluation KW - intervention KW - longitudinal study KW - media violence Y1 - 2015 U6 - https://doi.org/10.1037/a0036627 SN - 2152-0828 SN - 2152-081X VL - 5 IS - 2 SP - 217 EP - 226 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Rohlf, Helena L. A1 - Krahé, Barbara T1 - Assessing anger regulation in middle childhood: development and validation of a behavioral observation measure JF - Frontiers in psychology N2 - 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. KW - anger regulation KW - middle childhood KW - behavioral observation KW - aggression KW - social rejection Y1 - 2015 U6 - https://doi.org/10.3389/fpsyg.2015.00453 SN - 1664-1078 VL - 6 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Busching, Robert A1 - Krahé, Barbara T1 - The Girls Set the Tone: Gendered Classroom Norms and the Development of Aggression in Adolescence JF - Personality and social psychology bulletin N2 - 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. KW - aggression KW - normative beliefs KW - adolescence KW - class-level effects KW - multilevel modelling Y1 - 2015 U6 - https://doi.org/10.1177/0146167215573212 SN - 0146-1672 SN - 1552-7433 VL - 41 IS - 5 SP - 659 EP - 676 PB - Sage Publ. CY - Thousand Oaks ER - TY - INPR A1 - Krahé, Barbara T1 - Restoring the spirit of fair play in the debate about violent video games a comment on Elson and Ferguson (2013) T2 - EUROPEAN PSYCHOLOGIST N2 - 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. KW - media violence KW - aggression KW - mediation KW - socialization effects Y1 - 2014 U6 - https://doi.org/10.1027/1016-9040/a000165 SN - 1016-9040 SN - 1878-531X VL - 19 IS - 1 SP - 56 EP - 59 PB - Hogrefe CY - Kirkland ER - TY - JOUR A1 - Möller, Ingrid A1 - Krahé, Barbara A1 - Busching, Robert T1 - Consumption of media violence and aggressive behavior a longitudinal study of German adolescents with and without migration background JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie N2 - 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. KW - media violence KW - aggression KW - migration KW - adolescence KW - longitudinal study Y1 - 2013 U6 - https://doi.org/10.1026/0049-8637/a000086 SN - 0049-8637 VL - 45 IS - 3 SP - 121 EP - 130 PB - Hogrefe CY - Göttingen 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 - TY - THES A1 - Busching, Robert T1 - Affektive und kognitive Desensibilisierung als Konsequenz von Mediengewaltkonsum : eine experimentelle Untersuchung auf Basis lerntheoretischer Überlegungen T1 - Affective and cognitive desensitization as a consequence of violent media exposure : an experimental investigation based on learning theories N2 - NutzerInnen von gewalthaltigen Medien geben einerseits oftmals zu, dass sie fiktionale, gewalthaltige Medien konsumieren, behaupten jedoch gleichzeitig, dass dies nicht ihr Verhalten außerhalb des Medienkontexts beeinflusst. Sie argumentieren, dass sie leicht zwischen Dingen, die im fiktionalen Kontext und Dingen, die in der Realität gelernt wurden, unterscheiden können. Im Kontrast zu diesen Aussagen zeigen Metanalysen Effektstärken im mittleren Bereich für den Zusammenhang zwischen Gewaltmedienkonsum und aggressivem Verhalten. Diese Ergebnisse können nur erklärt werden, wenn MediennutzerInnen gewalthaltige Lernerfahrungen auch außerhalb des Medienkontexts anwenden. Ein Prozess, der Lernerfahrungen innerhalb des Medienkontexts mit dem Verhalten in der realen Welt verknüpft, ist Desensibilisierung, die oftmals eine Reduktion des negativen Affektes gegenüber Gewalt definiert ist. Zur Untersuchung des Desensibilisierungsprozesses wurden vier Experimente durchgeführt. Die erste in dieser Arbeit untersuchte Hypothese war, dass je häufiger Personen Gewaltmedien konsumieren, desto weniger negativen Affekt zeigen sie gegenüber Bildern mit realer Gewalt. Jedoch wurde angenommen, dass diese Bewertung auf Darstellungen von realer Gewalt beschränkt ist und nicht bei Bildern ohne Gewaltbezug, die einen negativen Affekt auslösen, zu finden ist. Die zweite Hypothese bezog sich auf den Affekt während des Konsums von Mediengewalt. Hier wurde angenommen, dass besonders Personen, die Freude an Gewalt in den Medien empfinden weniger negativen Affekt gegenüber realen Gewaltdarstellungen zeigen. Die letzte Hypothese beschäftigte sich mit kognitiver Desensibilisierung und sagte vorher, dass Gewaltmedienkonsum zu einem Transfer von Reaktionen, die normalerweise gegenüber gewalthaltigen Reizen gezeigt werden, auf ursprünglich neutrale Reize führt. Das erste Experiment (N = 57) untersuchte, ob die habituelle Nutzung von gewalthaltigen Medien den selbstberichteten Affekt (Valenz und Aktivierung) gegenüber Darstellungen von realer Gewalt und nichtgewalthaltigen Darstellungen, die negativen Affekt auslösen, vorhersagt. Die habituelle Nutzung von gewalthaltigen Medien sagte weniger negative Valenz und weniger allgemeine Aktivierung gegenüber gewalthalten und nichtgewalthaltigen Bildern vorher. Das zweite Experiment (N = 103) untersuchte auch die Beziehung zwischen habituellem Gewaltmedienkonsum und den affektiven Reaktionen gegenüber Bildern realer Gewalt und negativen affektauslösenden Bildern. Als weiterer Prädiktor wurde der Affekt beim Betrachten von gewalthaltigen Medien hinzugefügt. Der Affekt gegenüber den Bildern wurde zusätzlich durch psychophysiologische Maße (Valenz: C: Supercilii; Aktivierung: Hautleitreaktion) erhoben. Wie zuvor sagte habitueller Gewaltmedienkonsum weniger selbstberichte Erregung und weniger negative Valenz für die gewalthaltigen und die negativen, gewalthaltfreien Bilder vorher. Die physiologischen Maßen replizierten dieses Ergebnis. Jedoch zeigte sich ein anderes Muster für den Affekt beim Konsum von Gewalt in den Medien. Personen, die Gewalt in den Medien stärker erfreut, zeigen eine Reduktion der Responsivität gegenüber Gewalt auf allen vier Maßen. Weiterhin war bei drei dieser vier Maße (selbstberichte Valenz, Aktivität des C. Supercilii und Hautleitreaktion) dieser Zusammenhang auf die gewalthaltigen Bilder beschränkt, mit keinem oder nur einem kleinen Effekt auf die negativen, aber nichtgewalthaltigen Bilder. Das dritte Experiment (N = 73) untersuchte den Affekt während die Teilnehmer ein Computerspiel spielten. Das Spiel wurde eigens für dieses Experiment programmiert, sodass einzelne Handlungen im Spiel mit der Aktivität des C. Supercilii, dem Indikator für negativen Affekt, in Bezug gesetzt werden konnten. Die Analyse des C. Supercilii zeigte, dass wiederholtes Durchführen von aggressiven Spielzügen zu einem Rückgang von negativen Affekt führte, der die aggressiven Spielhandlungen begleitete. Der negative Affekt während gewalthaltiger Spielzüge wiederum sagte die affektive Reaktion gegenüber Darstellungen von gewalthaltigen Bildern vorher, nicht jedoch gegenüber den negativen Bildern. Das vierte Experiment (N = 77) untersuchte kognitive Desensibilisierung, die die Entwicklung von Verknüpfungen zwischen neutralen und aggressiven Kognitionen beinhaltete. Die Teilnehmer spielten einen Ego-Shooter entweder auf einem Schiff- oder einem Stadtlevel. Die Beziehung zwischen den neutralen Konstrukten (Schiff/Stadt) und den aggressiven Kognitionen wurde mit einer lexikalischen Entscheidungsaufgabe gemessen. Das Spielen im Schiff-/Stadt-Level führte zu einer kürzen Reaktionszeit für aggressive Wörter, wenn sie einem Schiff- bzw. Stadtprime folgten. Dies zeigte, dass die im Spiel enthaltenen neutralen Konzepte mit aggressiven Knoten verknüpft werden. Die Ergebnisse dieser vier Experimente wurden diskutiert im Rahmen eines lerntheoretischen Ansatzes um Desensibilisierung zu konzeptualisieren. N2 - Users of violent media often state that they consume fictional violent media and claim that this does not influence their behavior outside of the media context. Media users reason that they can easily distinguish between things learned in a fictional context and things learned in reality. In contrast to these claims, meta-analyses report medium-sized effects between media violence consumption and aggressive behavior. These effects can only be explained if media users also apply learning experiences from the media outside the media context. One of the processes linking learning experiences in the media context to behavior in the real word is desensitization, which is often defined as a reduction of negative affect towards violence. To investigate the process of desensitization, four experiments were conducted. The first hypothesis investigated in these experiments was that persons who have a higher level of violent media exposure show less negative affect towards depictions of real violence compared to persons with a lower level. However, it was assumed that this reduction in reaction would be limited to depictions of real violence and would not be found in response to depictions of nonviolent pictures electing negative affect. The second hypothesis referred to the role of affect experienced during exposure to media depictions of violence, assuming that especially people who enjoy the violence while consuming the media show less negative affect towards depictions of real violence. The final hypothesis addressed cognitive desensitization effects and predicted that media violence use leads to transfer effects from responses to violent cues to initially neutral stimuli The first experiment (N = 57) examined to what extent the habitual use of media violence predicts the self-reported affect (Valence and Arousal) towards depictions of real violence and nonviolent pictures eliciting negative affect. Habitual media violence exposure predicted less negative valence and less arousal toward violent pictures and negative nonviolent pictures. The second experiment (N = 103) also examined the relationship between habitual media violence exposure and the affective reactions towards images of real violence as well as negative, nonviolent scenes. Additionally, affect while watching violent media was added as a second predictor. The affect toward the images was also obtained by psychophysical measures (Valence: activity of C. Supercilii; Activation: skin conductance). As in experiment 1, habitual media violence exposure predicted less self-reported negative valence and less self-reported arousal for the violent pictures and the negative nonviolent pictures. The physiological measures replicated this result. However, a different pattern emerged for the enjoyment of violent media. People who enjoyed violent media more showed a reduction of affective responsivity toward violence on all four different measures. Additionally, for three of the four measures (skin conductance, self-reported negative valence and the activity on the C. Supercilii) this relationship was limited to the violent pictures, with no or little effect on the negative, but nonviolent pictures. A third experiment (N = 73) studied affect while participants played a violent computer game. A game was specially programmed in which specific actions could be linked to the activity of the C. Supercilii, an indicator for negative affect. The analysis of the C. Supercilii showed that repeatedly performing aggressive actions during the game led to a decline in negative affect accompanying the aggressive actions. The negative affect during aggressive actions in turn predicted less negative affective responses to violent images of real-life violence but not to nonviolent, negative images. The fourth experiment (N=77) showed cognitive desensitization effects, which involved the formation of links between neutral and aggressive cognitions. Participants played a first-person shooter game either on a ship or a city level. The relationship between neutral constructs (ship/city) and aggressive cognitions was measured using a lexical decision task. Playing the game in a ship/city level led to shorter reaction time for aggressive words following ship/city primes respectively. This indicated that the neutral concepts introduced in the game had become associated with aggressive cognitions. The findings of these four experiments are discussed in terms of a learning theory approach to conceptualizing desensitization. KW - Mediengewalt KW - Desensibilisierung KW - Videospiele KW - physiologische Verfahren KW - Aggression KW - media violence KW - desensitization KW - video games KW - psychophysiological measures KW - aggression Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-71360 ER -