@article{Lutz2016, author = {Lutz, Johannes}, title = {The Validity of Crowdsourcing Data in Studying Anger and Aggressive Behavior A Comparison of Online and Laboratory Data}, series = {Social psychology}, volume = {47}, journal = {Social psychology}, publisher = {Taylor \& Francis Group}, address = {G{\"o}ttingen}, issn = {1864-9335}, doi = {10.1027/1864-9335/a000256}, pages = {38 -- 51}, year = {2016}, abstract = {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.}, language = {en} } @phdthesis{Jung2016, author = {Jung, Janis Moritz}, title = {The role of dysfunctional peer relationships and academic failure in the development and progression of aggression}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-394477}, school = {Universit{\"a}t Potsdam}, pages = {163}, year = {2016}, abstract = {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.}, language = {en} } @article{BuschingKrahe2015, author = {Busching, Robert and Krah{\´e}, Barbara}, title = {The Girls Set the Tone: Gendered Classroom Norms and the Development of Aggression in Adolescence}, series = {Personality and social psychology bulletin}, volume = {41}, journal = {Personality and social psychology bulletin}, number = {5}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0146-1672}, doi = {10.1177/0146167215573212}, pages = {659 -- 676}, year = {2015}, abstract = {In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.}, language = {en} } @misc{BuschingKrahe2015, author = {Busching, Robert and Krah{\´e}, Barbara}, title = {The girls set the tone}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {401}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404831}, pages = {18}, year = {2015}, abstract = {In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.}, language = {en} } @phdthesis{Rohlf2016, author = {Rohlf, Helena L.}, title = {The development of aggression in middle childhood}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-95457}, school = {Universit{\"a}t Potsdam}, pages = {242}, year = {2016}, abstract = {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.}, language = {en} } @misc{WachsBilzFischeretal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {495}, issn = {1866-8364}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-421185}, pages = {11}, year = {2018}, abstract = {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.}, language = {en} } @article{WachsBilzFischeretal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying}, series = {International journal of environmental research and public health : IJERPH}, volume = {15}, journal = {International journal of environmental research and public health : IJERPH}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph15112577}, pages = {11}, year = {2018}, abstract = {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.}, language = {en} } @article{Krahe2020, author = {Krah{\´e}, Barbara}, title = {Risk cactors for the development of aggressive behavior from middle childhood to adolescence}, series = {Current directions in psychological science}, volume = {29}, journal = {Current directions in psychological science}, number = {4}, publisher = {Sage}, address = {Thousand Oaks}, issn = {0963-7214}, doi = {10.1177/0963721420917721}, pages = {333 -- 339}, year = {2020}, abstract = {In this article, I examine the development of aggressive behavior from middle childhood to adolescence as a result of the interaction between the person and the environment and discuss implications for intervention measures. Three main questions are addressed and illustrated by examples from recent research: What are intrapersonal risk factors for the development and persistence of aggressive behavior from middle childhood to adolescence? What factors in the social environment contribute to the development of aggressive behavior? How do individual dispositions and environmental risk factors interact to explain developmental trajectories of aggressive behavior?}, language = {en} } @unpublished{Krahe2014, author = {Krah{\´e}, Barbara}, title = {Restoring the spirit of fair play in the debate about violent video games a comment on Elson and Ferguson (2013)}, series = {EUROPEAN PSYCHOLOGIST}, volume = {19}, journal = {EUROPEAN PSYCHOLOGIST}, number = {1}, publisher = {Hogrefe}, address = {Kirkland}, issn = {1016-9040}, doi = {10.1027/1016-9040/a000165}, pages = {56 -- 59}, year = {2014}, abstract = {This commentary argues that, rather than providing an "exhaustive review," Elson and Ferguson (2013) discuss a selective sample of empirical studies on violent video game use which corroborate their claim that there is no systematic evidence for a link between violent video game play and aggression. In evaluating the evidence, the authors portray a biased picture of the current state of knowledge about media violence effects. They fail to distinguish between aggression and violence and between everyday and clinical forms of aggression. Furthermore, they misrepresent key constructs, such as mediation, moderation, and external validity, to discredit methodologies used to assess aggression and media violence use. The paper moves the debate backward rather than forward, falling behind existing meta-analytic studies that consider a much wider and more balanced range of studies.}, language = {en} } @article{WrightWachs2022, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States}, series = {Journal of children and media}, volume = {16}, journal = {Journal of children and media}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1748-2798}, doi = {10.1080/17482798.2022.2036211}, pages = {451 -- 460}, year = {2022}, abstract = {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.}, language = {en} } @article{AndersonSuzukiSwingetal.2017, author = {Anderson, Craig A. and Suzuki, Kanae and Swing, Edward L. and Groves, Christopher L. and Gentile, Douglas A. and Prot, Sara and Lam, Chun Pan and Sakamoto, Akira and Horiuchi, Yukiko and Krah{\´e}, Barbara and Jelic, Margareta and Wei Liuqing, and Toma, Roxana and Warburton, Wayne A. and Zhang, Xue-Min and Tajima, Sachi and Qing, Feng and Petrescu, Poesis}, title = {Media Violence and Other Aggression Risk Factors in Seven Nations}, series = {Personality and social psychology bulletin}, volume = {43}, journal = {Personality and social psychology bulletin}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0146-1672}, doi = {10.1177/0146167217703064}, pages = {986 -- 998}, year = {2017}, abstract = {Cultural generality versus specificity of media violence effects on aggression was examined in seven countries (Australia, China, Croatia, Germany, Japan, Romania, the United States). Participants reported aggressive behaviors, media use habits, and several other known risk and protective factors for aggression. Across nations, exposure to violent screen media was positively associated with aggression. This effect was partially mediated by aggressive cognitions and empathy. The media violence effect on aggression remained significant even after statistically controlling a number of relevant risk and protective factors (e.g., abusive parenting, peer delinquency), and was similar in magnitude to effects of other risk factors. In support of the cumulative risk model, joint effects of different risk factors on aggressive behavior in each culture were larger than effects of any individual risk factor.}, language = {en} } @article{KraheLutzSylla2018, author = {Krahe, Barbara and Lutz, Johannes and Sylla, Isabel}, title = {Lean back and relax}, series = {European journal of social psychology}, volume = {48}, journal = {European journal of social psychology}, number = {5}, publisher = {Wiley}, address = {Hoboken}, issn = {0046-2772}, doi = {10.1002/ejsp.2363}, pages = {718 -- 723}, year = {2018}, abstract = {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.}, language = {en} } @misc{MakowiczTiedemannSteeleetal.2016, author = {Makowicz, Amber M. and Tiedemann, Ralph and Steele, Rachel N. and Schlupp, Ingo}, title = {Kin recognition in a clonal fish, Poecilia formosa}, series = {PLoS ONE}, journal = {PLoS ONE}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-411329}, pages = {20}, year = {2016}, abstract = {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.}, language = {en} } @article{Bondue2018, author = {Bond{\"u}, Rebecca}, title = {Is bad intent negligible?}, series = {Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals}, volume = {44}, journal = {Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals}, number = {5}, publisher = {Wiley}, address = {Hoboken}, issn = {0096-140X}, doi = {10.1002/ab.21764}, pages = {442 -- 450}, year = {2018}, abstract = {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.}, language = {en} } @phdthesis{Kirsch2017, author = {Kirsch, Fabian}, title = {Intrapersonal risk factors of aggressive behavior in childhood}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-407369}, school = {Universit{\"a}t Potsdam}, pages = {X, 182}, year = {2017}, abstract = {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.}, language = {en} } @misc{BondueRichter2016, author = {Bond{\"u}, Rebecca and Richter, Philipp}, title = {Interrelations of justice, rejection, provocation, and moral disgust sensitivity and their links with the hostile attribution bias, trait anger, and aggression}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {446}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-407697}, pages = {15}, year = {2016}, abstract = {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.}, language = {en} } @article{BondueRichter2016, author = {Bond{\"u}, Rebecca and Richter, Philipp}, title = {Interrelations of Justice, Rejection, Provocation, and Moral Disgust Sensitivity and Their Links with the Hostile Attribution Bias, Trait Anger, and Aggression}, series = {Frontiers in psychology}, volume = {7}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2016.00795}, pages = {15}, year = {2016}, abstract = {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.}, language = {en} } @article{HolzBoeckerSchlierBuchmannetal.2016, author = {Holz, Nathalie and Boecker-Schlier, Regina and Buchmann, Arlette F. and Blomeyer, Dorothea and Baumeister, Sarah and Hohmann, Sarah and Jennen-Steinmetz, Christine and Wolf, Isabella and Rietschel, Marcella and Witt, Stephanie H. and Plichta, Michael M. and Meyer-Lindenberg, Andreas and Schmidt, Martin H. and Esser, G{\"u}nter and Banaschewski, Tobias and Brandeis, Daniel and Laucht, Manfred}, title = {Evidence for a Sex-Dependent MAOAx Childhood Stress Interaction in the Neural Circuitry of Aggression}, series = {Cerebral cortex}, volume = {26}, journal = {Cerebral cortex}, publisher = {Oxford Univ. Press}, address = {Cary}, issn = {1047-3211}, doi = {10.1093/cercor/bhu249}, pages = {904 -- 914}, year = {2016}, abstract = {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.}, language = {en} } @article{HolzBoeckerSchlierJennenSteinmetzetal.2018, author = {Holz, Nathalie E. and Boecker-Schlier, Regina and Jennen-Steinmetz, Christine and Hohm, Erika and Buchmann, Arlette F. and Blomeyer, Dorothea and Baumeister, Sarah and Plichta, Michael M. and Esser, G{\"u}nter and Schmidt, Martin and Meyer-Lindenberg, Andreas and Banaschewski, Tobias and Brandeis, Daniel and Laucht, Manfred}, title = {Early maternal care may counteract familial liability for psychopathology in the reward circuitry}, series = {Social Cognitive and Affective Neuroscience}, volume = {13}, journal = {Social Cognitive and Affective Neuroscience}, number = {11}, publisher = {Oxford Univ. Press}, address = {Oxford}, issn = {1749-5016}, doi = {10.1093/scan/nsy087}, pages = {1191 -- 1201}, year = {2018}, abstract = {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.}, language = {en} } @article{WrightHarperWachs2018, author = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian}, title = {Differences in Adolescents' Response Decision and Evaluation for Face-to-Face and Cyber Victimization}, series = {The Journal of Early Adolescence}, volume = {39}, journal = {The Journal of Early Adolescence}, number = {8}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0272-4316}, doi = {10.1177/0272431618806052}, pages = {1110 -- 1128}, year = {2018}, abstract = {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.}, language = {en} }