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Related Experiment Videos

Aggressive boys in the classroom: biased attributions or shared perceptions?

S Trachtenberg1, R J Viken

  • 1Department of Psychology, Indiana University, Bloomington 47405.

Child Development
|June 1, 1994
PubMed
Summary

Aggressive boys perceive more teacher anger toward themselves and prefer aggressive solutions. However, nonaggressive boys were more effective in enacting aggression, suggesting different response strategies.

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Area of Science:

  • Child Psychology
  • Social Psychology
  • Developmental Psychology

Background:

  • Aggressive behavior in children is a significant concern.
  • Understanding social information processing is key to explaining aggressive tendencies.
  • Teacher-student interactions play a crucial role in child development.

Purpose of the Study:

  • To analyze social information processing in aggressive (AG) versus nonaggressive (NA) boys during teacher interactions.
  • To investigate how target status influences anger perception in ambiguous situations.
  • To compare the problem-solving approaches and perceived competence of aggressive solutions between AG and NA boys.

Main Methods:

  • A social information processing analysis was applied to 32 AG and 32 NA boys.

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  • Participants estimated teacher anger in ambiguous scenarios targeting themselves, NA peers, or AG peers.
  • Boys' choices and judgments of solutions to teacher-related problems were assessed.

    • Main Results:

    • Aggressive boys predicted greater teacher anger directed at themselves compared to nonaggressive boys.
    • Both AG and NA boys perceived greater hostility towards AG peers, indicating target status as a primary factor.
    • Aggressive boys favored and judged aggressive solutions as more competent when dealing with teachers.

    Conclusions:

    • Target status significantly influences children's interpretation of social cues.
    • While aggressive boys prefer aggressive responses, nonaggressive boys may be more adept at implementing them.
    • Findings suggest distinct social information processing patterns underlying aggressive and nonaggressive behaviors in boys.