Abstract
Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2– 3 and 5–6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a “second-best” solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as “wouldn't care” or as not “unhappy. “ In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bandura, A. (1973).Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice-Hall.
Chandler, M. (1973). Egocentrism and antisocial behavior: The assessment and training of social perspective-taking skills.Developmental Psychology, 9, 326–332.
Damon, W. (1984). Self-understanding and moral development from childhood to adolescence. In W. Kurtines & J. Gewirtz (Eds.),Morality, moral behavior, and moral development (pp. 109–127). New York: Wiley.
Deluty, R. H. (1981). Alternative-thinking ability of aggressive, assertive, and submissive children.Cognitive Therapy and Research, 5, 309–312.
Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.),Minnesota symposia on child psychology (Vol. 19, pp. 77–125). Hillsdale, NJ: Erlbaum.
Dodge, K. A., & Coie, J. D. (1987). Social information processing factors in reactive and proactive aggression in children's peer groups.Journal of Personality and Social Psychology, 53, 1146–1158.
Dodge, K. A., & Frame, C. L. (1982). Social cognitive biases and deficits in aggressive boys.Child Development, 53, 620–635.
Enright, R. D., & Sutterfield, S. J. (1980). An ecological validation of social cognitive development.Child Development, 51, 156–161.
Eron, L. D. (1987). The development of aggressive behavior from the perspective of a developing behaviorist.American Psychologist, 42, 435–442.
Eron, L. D., Walder, L. O., & Lefkowitz, M. M.Learning of aggression in children. Boston: Little, Brown.
Fiedler, D., & Beach, L. R. (1978). On the decision to be assertive.Journal of Consulting and Clinical Psychology, 46, 537–546.
Gouze, K. R. (1987). Attention and social problem solving as correlates of aggression in preschool males.Journal of Abnormal Child Psychology, 15, 181–197.
Guerra, N. G. (in press). Consequential thinking and self-reported delinquency in high school youth.Criminal Justice and Behavior.
Guerra, N. G., & Slaby, R. G. (1989).Cognitive mediators of aggression in adolescent offenders: 2. Intervention. Manuscript submitted for publication.
Marsh, D. T. (1982). The development of interpersonal problem solving among elementary school children.Journal of Genetic Psychology, 140, 107–118.
Mischel, W. (1973). Towards a cognitive social learning reconceptualization of personality.Psychological Review, 80, 252–283.
Perry, D. G., Perry, L. C., & Rasmussen, P. (1986). Cognitive social learning mediators of aggression.Child Development, 57, 700–711.
Richard, B., & Dodge, K. A. (1982). Social maladjustment and problem-solving in school-aged children.Journal of Consulting and Clinical Psychology, 50, 226–233.
Selman, R. (1976). Toward a structural analysis of developing interpersonal relations concepts: Research with normal and disturbed pre-adolescent boys. In A. D. Pick (Ed.),Minnesota symposia on child psychology (Vol. 10, pp. 156–200). Minneapolis: University of Minnesota Press.
Slaby, R. G., & Guerra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: 1. Assessment.Developmental Psychology, 24, 580–588.
Smith, M. S. (1987).Social problem solving skills of aggressive and nonaggressive boys in hostile and ambiguous situations. (Doctoral dissertation, DePaul University, 1987).Dissertation Abstracts International, 49, 557B.
Spivack, G., Platt, J. J., & Shure, M. B. (1976).The problem-solving approach to adjustment. San Francisco: Jossey-Bass.
Spivack, G., & Shure, M. B. (1974).Social adjustment of young children: A cognitive approach to solving real-life problems. Washington, DC: Jossey-Bass.
Author information
Authors and Affiliations
Additional information
The authors would like to thank the staff of the Santa Barbara, City and County school districts for their cooperation.
Rights and permissions
About this article
Cite this article
Guerra, N.G., Slaby, R.G. Evaluative factors in social problem solving by aggressive boys. J Abnorm Child Psychol 17, 277–289 (1989). https://doi.org/10.1007/BF00917399
Revised:
Issue Date:
DOI: https://doi.org/10.1007/BF00917399