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  - Wachs, Sebastian
A1  - Machimbarrena, Juan Manuel
A1  - Wright, Michelle F.
A1  - Gámez-Guadix, Manuel
A1  - Yang, Soeun
A1  - Sittichai, Ruthaychonnee
A1  - Singh, Ritu
A1  - Biswal, Ramakrishna
A1  - Flora, Katerina
A1  - Daskalou, Vassiliki
A1  - Maziridou, Evdoxia
A1  - Sung Hong, Jun
A1  - Krause, Norman
T1  - Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions
JF  - International Journal of Environmental Research and Public Health
N2  - Cyberhate represents a risk to adolescents’ development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents’ ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim–perpetrators. The sample consisted of 6829 adolescents aged 12–18 years old (Mage = 14.93, SD = 1.64; girls: 50.4%, boys: 48.9%, and 0.7% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim–perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim–perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim–perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents’ ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed.
KW  - cyberhate
KW  - hate speech
KW  - coping strategies
KW  - cross-national
KW  - counter-speech
Y1  - 2022
U6  - https://doi.org/10.3390/ijerph19116749
SN  - 1660-4601
VL  - 19
SP  - 1
EP  - 14
PB  - MDPI
CY  - Basel, Schweiz
ET  - 11
ER  -