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The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress
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Relationship specificity of aggressogenic thought-behavior processes.

Kätlin Peets1, Ernest V E Hodges, Christina Salmivalli

  • 1Department of Psychology, Turku Institute for AdvancedStudies, University of Turku, Turku, Finland. katlin.peets@utu.fi

Journal of Personality and Social Psychology
|May 25, 2011
PubMed
Summary

Childhood aggression is linked to thoughts and behaviors, with self-esteem influencing these processes differently for liked and disliked peers. Understanding this person-situation interaction is key.

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Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Child Psychology

Background:

  • Aggression in children is a significant concern.
  • Understanding the cognitive and behavioral precursors to aggression is crucial.
  • The role of individual differences, like self-esteem, in modulating aggression requires further investigation.

Purpose of the Study:

  • To examine the relationship specificity of aggressogenic thought-behavior processes in children.
  • To investigate how self-esteem influences the translation of aggressive thoughts into aggressive behavior.
  • To differentiate the effects of self-esteem on aggression towards liked versus disliked peers.

Main Methods:

  • Longitudinal study design with data collected over a 1-year interval.
  • Participants: 186 Finnish children (11-12 years old at Time 1).
  • Measures included attributions of hostility, relational goals, anger expectations, self-efficacy, and aggression towards liked/disliked peers.

Main Results:

  • Cognitions primarily guide behavior within specific relationship contexts.
  • High self-esteem enhanced cognition-behavior links towards liked peers.
  • High self-esteem inhibited aggressive thought actualization towards disliked peers.

Conclusions:

  • Aggression is context-dependent, influenced by individual cognitions and relationship dynamics.
  • Self-esteem plays a differential role in modulating aggression based on the target's relationship.
  • A Person × Situation approach is essential for understanding cognition-behavior processes in aggression.