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Related Concept Videos

Bullying02:04

Bullying

A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying.
Conduct Disorder01:28

Conduct Disorder

Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
Aggression01:47

Aggression

Humans engage in aggression when they seek to cause harm or pain to another person. Aggression takes two forms depending on one’s motives: hostile or instrumental. Hostile aggression is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, instrumental aggression is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for hire...
Secondary Motives: Affiliation Motivation and Aggression Motivation01:21

Secondary Motives: Affiliation Motivation and Aggression Motivation

Affiliation motivation is the intrinsic desire to connect with others and belong to a social group, which plays a crucial role in forming and maintaining personal relationships. This type of motivation is essential for psychological well-being, as it provides individuals with a sense of community and support. An example of this is a student who joins a study group in order to feel a sense of connection. People with high affiliation motivation actively seek social approval, take satisfaction in...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...

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Related Experiment Video

Updated: Jun 29, 2026

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress
09:12

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

Published on: July 4, 2013

Overt and Relational Aggression and Victimization: Multiple Perspectives within the School Setting.

Martha Putallaz1, Christina L Grimes, Kristen J Foster

  • 1Duke University Department of Psychology Box 90085 Durham, NC 27708.

Journal of School Psychology
|October 7, 2008
PubMed
Summary

This study examined overt and relational aggression in 4th graders. Rejected children experienced more aggression and victimization, with girls showing higher relational aggression, impacting adjustment.

Related Experiment Videos

Last Updated: Jun 29, 2026

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress
09:12

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

Published on: July 4, 2013

Area of Science:

  • Child Psychology
  • Social Psychology
  • Developmental Psychology

Background:

  • Aggression in schools is a significant concern.
  • Understanding different forms of aggression (overt and relational) is crucial.
  • Multiple perspectives are needed to accurately assess aggression and victimization.

Purpose of the Study:

  • To compare overt and relational aggression and victimization across different viewpoints.
  • To explore patterns related to sociometric status, ethnicity, and gender in 4th graders, focusing on girls.
  • To investigate the association between aggression/victimization and child adjustment.

Main Methods:

  • Data collected from peers, teachers, lunchroom observers, and self-reports.
  • Involved 4th-grade students, analyzing sociometric status, ethnicity, and gender.
  • Utilized a comparative examination of overt and relational aggression and victimization.

Main Results:

  • Controversial and rejected children reported higher aggression; rejected children also reported victimization.
  • European American and African American girls displayed more relational aggression and victimization than overt forms.
  • Both overt and relational victimization, and overt aggression, were linked to negative outcomes and poorer adjustment in girls.

Conclusions:

  • Rejected status is a risk factor for both aggression and victimization.
  • Relational aggression, while prevalent in girls, did not show the same negative adjustment links as overt aggression or victimization.
  • Findings highlight the complex interplay of aggression types, victimization, and social adjustment in school-aged children.