Social-cognitive influences on change in aggression over time.
This study examined whether social cognitions that have been assumed to influence aggression actually forecast change in aggressive habits over time. Participants were 189 3rd- through 7th-grade boys and girls; data on social cognitions and social behaviors were collected in the fall and spring of the school year. Aggression-encouraging cognitions assessed in the fall indeed promoted aggression over the school year, but such developments hinged critically on child sex and on initial (fall) levels of aggression and victimization. Results illustrate the principle that cognitions affect behavioral development mainly when the child's transactions with the social environment support the use of the cognitions as guides for behavior.
Department of Psychology, Florida Atlantic University, Boca Raton 33431, USA.
S K
SK
Egan
T C
TC
Monson
D G
DG
Perry
D000293:Adolescent; D000374:Aggression / Q000523:psychology*; D002648:Child; D004291:Dominance-Subordination; D005260:Female; D005500:Follow-Up Studies; D005783:Gender Identity; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010553:Personality Development; D020377:Self Efficacy; D012919:Social Behavior; D012931:Social Environment; D012945:Social Values; D012951:Socialization