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Related Concept Videos

Aggression01:47

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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...
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The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress
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Explicit beliefs about aggression, implicit knowledge structures, and teen dating violence.

Ernest N Jouriles1, David Rosenfield, Renee McDonald

  • 1Department of Psychology, Southern Methodist University, Dallas, TX 75275-0442, USA. ejourile@smu.edu

Journal of Abnormal Child Psychology
|February 12, 2013
PubMed
Summary

Both explicit beliefs and implicit knowledge structures influence teen dating violence (TDV) between individuals. However, only explicit beliefs predict changes in TDV over time.

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Published on: December 30, 2015

Area of Science:

  • Psychology
  • Criminology
  • Developmental Psychology

Background:

  • Teen dating violence (TDV) is a significant public health concern.
  • Understanding the cognitive underpinnings of TDV perpetration is crucial for effective intervention.
  • Both conscious beliefs and unconscious associations may play a role in aggressive behavior.

Purpose of the Study:

  • To investigate the independent contributions of explicit beliefs and implicit knowledge structures to TDV.
  • To examine the predictive power of explicit and implicit cognitions on changes in TDV over a 6-month period.
  • To explore the interplay between explicit and implicit factors in adolescent aggression.

Main Methods:

  • Longitudinal study with 147 adolescents (aged 14-17) recruited from juvenile justice and social services.
  • Assessment of explicit beliefs justifying aggression using self-report measures.
  • Measurement of implicit knowledge structures related to aggression via a speeded word-completion task.
  • Evaluation of TDV perpetration at three time points over 6 months.

Main Results:

  • Explicit beliefs justifying aggression and implicit aggressive knowledge structures independently predicted between-subjects differences in TDV.
  • Only explicit beliefs about aggression were significantly associated with within-subjects changes in TDV over the 6-month study duration.
  • Findings suggest distinct roles for explicit and implicit cognitions in TDV.

Conclusions:

  • Both explicit attitudes and implicit associations are important for understanding TDV.
  • Interventions targeting explicit beliefs may be more effective in reducing changes in TDV over time.
  • Future research should consider the dynamic interplay of explicit and implicit cognitive processes in adolescent aggression.