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The role of alcohol and victim sexual interest in Spanish students' perceptions of sexual assault
(2017)
Two studies investigated the effects of information related to rape myths on Spanish college students’ perceptions of sexual assault. In Study 1, 92 participants read a vignette about a nonconsensual sexual encounter and rated whether it was a sexual assault and how much the woman was to blame. In the scenario, the man either used physical force or offered alcohol to the woman to overcome her resistance. Rape myth acceptance (RMA) was measured as an individual difference variable. Participants were more convinced that the incident was a sexual assault and blamed the woman less when the man had used force rather than offering her alcohol. In Study 2, 164 college students read a scenario in which the woman rejected a man’s sexual advances after having either accepted or turned down his offer of alcohol. In addition, the woman was either portrayed as being sexually attracted to him or there was no mention of her sexual interest. Participants’ RMA was again included. High RMA participants blamed the victim more than low RMA participants and were less certain that the incident was a sexual assault, especially when the victim had accepted alcohol and was described as being sexually attracted to the man. The findings are discussed in terms of their implications for the prevention and legal prosecution of sexual assault.
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.
Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.
Despite recent growth of research on the effects of prosocial media, processes underlying these effects are not well understood. Two studies explored theoretically relevant mediators and moderators of the effects of prosocial media on helping. Study 1 examined associations among prosocial- and violent-media use, empathy, and helping in samples from seven countries. Prosocial-media use was positively associated with helping. This effect was mediated by empathy and was similar across cultures. Study 2 explored longitudinal relations among prosocial-video-game use, violent-video-game use, empathy, and helping in a large sample of Singaporean children and adolescents measured three times across 2 years. Path analyses showed significant longitudinal effects of prosocial- and violent-video-game use on prosocial behavior through empathy. Latent-growth-curve modeling for the 2-year period revealed that change in video-game use significantly affected change in helping, and that this relationship was mediated by change in empathy.
Die Frage, ob gewalthaltige Bildschirmspiele die Aggressionsbereitschaft der SpielerInnen erhöht, wird in der Öffentlichkeit kontrovers diskutiert. Demgegenüber spricht die vorliegende Forschung mehrheitlich für die Annahme eines aggressionsfördernden Effekts, auch wenn die Größenordnung und praktische Bedeutung der gefundenen Zusammenhänge unterschiedlich beurteilt wird. Der vorliegende Beitrag stellt den aktuellen wissenschaftlichen Erkenntnisstand zum Zusammenhang zwischen Gewaltspielkonsum und Aggression dar, präsentiert Ansätze zur Erklärung der Wirkmechanismen von Mediengewalt und stellt zwei eigene Untersuchungen vor, die den Zusammenhang für das Medium der gewalthaltigen Bildschirmspiele im Quer- und Längsschnitt analysieren.
Two studies are reported which examine the availability of scientific propositions of personality in lay conceptions of personality. It is argued from a social constructivist perspective that models of personality must derive from and refer to lay conceptions of persons. Eysenck's trait-type model of introversion-extroversion, containing specific propositions about phenotypic and genotypic differences between extraverts and introverts, was utilized as the scientific model of personality and its availability in lay conceptions of personality was examined in two studies. In the first study, subjects were presented with a genotypic characterization of either an introvert or an extravert target person and asked to infer corresponding phenotypic differences. In the second study, the inference process was reversed with subjects being asked to infer genotypic characteristics of introverts versus extraverts on the basis of phenotypic target person descriptions of the two types. Results from both studies show a high degree of accuracy in subjects' inferences, suggesting that laypersons have well-formed conceptions about personality containing 'higher-order' psychogenetic propositions corresponding to Eysenck's trait-type model. The implications of the findings for theory construction are discussed.
Explaining perceived cross-situational consistency : intuitive psychometrics or semantic mediation?
(1988)
Recent studies at the interface of social cognition and personality theory have stressed lay persons' ability to 'function as intuitive psychometricians' (Epstein and Teraspulsky, 1986). This research argues that lay persons not only show a substantial degree of accuracy in estimating cross-situational generality of behaviour, but also take into account principles of aggregation over time. In contrast, it is argued here that lay persons' perceptions of the degree of relatedness of different behaviours are mediated largely by the decontextualized semantic relationships between behavioural descriptions. This argument finds support in two experimental studies which demonstrate that the main source for subjects' judgments of 'cross-situational consistency' can be found in an abstracted knowledge base which is represented and mediated through language. The implications of the findings are drawn out for personality research. in particular with reference to domain and item selection in questionnaires for research.
The main points raised by Borkenau against our challenge of the 'intuitive psychometrics' view of personality judgements are discussed, in particular his example of the link between school grades and intelligence. It is argued that the semantic similarity interpretation advanced in our paper is more adequate and more parsimonious than explanations in terms of psychometric reasoning.
Glaubwürdigkeitsbeurteilung bei Vergewaltigungsanzeigen : ein aussagenanalytisches Feldexperiment
(1992)
Die Studie untersucht die Frage, ob sich anhand eines bereits bei kindlichen Zeugenaussagen bewährten Katalogs von Glaubhaftigkeitskriterien zwischen wahren und falschen Vergewaltigungsanzeigen unterscheiden läßt. Das Fallmaterial bestand aus dreißig authentischen Vernehmungsprotokollen, von denen je die Hälfte eingestandene Falschaussagen bzw. anhand von Tätergeständnissen oder Indizien als wahr klassifizierte Aussagen waren. Erfahrene Polizeibeamte aus dem Bereich Sexualstraftaten (N = 30) beurteilten diese Fälle anhand des Kriterienkatalogs von Steiler und Köhnken (1989) und gaben ein abschließendes Urteil über die Glaubwürdigkeit jedes Falles ab. Eine zweite Gruppe von Polizeibeamten (N=22) beurteilte die Fälle ohne Rückgriff auf Realkennzeichen als wahr bzw, falsch. Die diskriminanzanalytische Auswertung der Ergebnisse zeigt, daß der Kriterienkatalog insgesamt gut dazu geeignet ist, zwischen wahren und falschen Vergewaltigungsanzeigen zu differenzieren. Die Ergebnisse der schrittweisen Diskriminanzanalyse zeigen darüber hinaus, welche Glaubhaftigkeitskriterien im einzelnen einen signifikanten Beitrag zur Trennung zwischen Wahr- und Falschaussagen leisten. Der höhere Prozentsatz korrekter Klassifikationen in der Gruppe, die die Realkennzeichen verwendete, erreichte allerdings nur knapp statistische Signifikanz. Insgesamt stützt die vorliegende Studie die Grundannahme der Aussagenanalyse, daß die Analyse der sprachlichen Merkmale einer Aussage einen wesentlichen Beitrag zur Beurteilung des Wahrheitsgehalts einer Anzeige leisten kann.
Inhalt: 1 Einleitung 2 Zur Auseinandersetzung mit sozialen Vorurteilen im Rahmen desschulischen Bildungsauftrags - 2.1 Aspekte des Vorurteilsabbaus aus pädagogischer Sicht - 2.2 Vorurteilsfreie Erziehung als demokratisches Leitziel 3 Ergebnisse der sozialwissenschaftlichen Vorurteilsforschung - 3.1 Zur theoretischen Fundierung des Vorurteilsbegriffs - 3.2 Zur individuellen Genese sozialer Vorurteile 4 Einstellungsänderung gegenüber sozialen Minderheiten - 4.1 Konstituierende Elemente des Unterrichts - 4.2 Methodisch-didaktische Überlegungen zur Veränderung vorurteilshafterEinstellungen - 4.3 Sozialformen, Lehrerrolle und Schülerverhalten 5 Grenzen des Abbaus sozialer Vorurteile innerhalb der Schule - 5.1 Vorurteilsabbau als gesamtgesellschaftliches Problem - 5.2 Hemmende Faktoren innerhalb der Schulorganisation