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Research on Child and Adolescent Psychopathology
Gepubliceerd in:

01-05-2010

Relational Aggression and Hostile Attribution Biases: Testing Multiple Statistical Methods and Models

Auteurs: Stephanie A. Godleski, Jamie M. Ostrov

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 4/2010

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Abstract

The present study used both categorical and dimensional approaches to test the association between relational and physical aggression and hostile intent attributions for both relational and instrumental provocation situations using the National Institute of Child Health and Human Development longitudinal Study of Early Child Care and Youth Development (M = 8.3 years-old, SD = 0.19, N = 840). A one standard deviation threshold was used to create categorical aggression status groups. In categorical analyses, children who were both relationally and physically aggressive were found to attribute more hostile intent attributions in relationally provocative situations. Results from the dimensional analyses indicated that female gender, physical aggression, and hostile attribution biases for instrumental provocations each predicted increases in relational aggression over time. Further, relational aggression was not predictive of hostile attribution biases for relational provocations, and instead physical aggression was predictive. Implications for the fields of developmental psychology and psychopathology are discussed.
vorige artikel Patterns of Physical and Relational Aggression in a School-Based Sample of Boys and Girls
volgende artikel Behavior Problems in Children Adopted from Psychosocially Depriving Institutions
Voetnoten
1
Mother-report data (n = 903) was also analyzed and results were examined using the same statistical procedures. Deviations between mother- and teacher-report in predicting the various dependent variables are available by contacting the first author. Teacher-report was used instead of mother-report as teachers might be more valid informants of peer relations and aggression as teachers may be more objective and at reduced risk of social desirability concerns. Further, teachers are cited as being more appropriate reporters of relational aggression due to the externalizing nature of the behavior in middle childhood (Crick et al. 2007). There is also limited use of the Children Behavior with Peers measure with parents, as it is most frequently used with teachers (e.g., Crick 1996; Crick et al. 1996) and parent-report of relational aggression appears to be of questionable psychometric properties (Casas et al. 2006).
 
2
Two 4 (Aggression status: Relational, physical, comorbid, non-aggressive) x 2 (Racial Status: Minority and non-minority status) x 2 (Gender) ANOVA’s were conducted with either child-reported hostile attribution biases for relational provocations or instrumental provocations as the dependent variable. There were no significant main effects of racial status [F(1, 840) = 1.66, p = 0.20, ηp 2 = 0.002 for relational provocations and F(1, 840) = 2.05, p = 0.15, ηp 2 = 0.002 for instrumental provocations] and no significant interactions with racial status.
 
3
Simple effects of the physical aggression by gender interaction predicting instrumental hostile attribution biases were also run considering physical aggression as dichotomous (i.e., either no reported aggression or reported aggression). Using this criterion physical aggression was a significant predictor of instrumental hostile attribution biases above and beyond relational aggression and gender when there was reported aggression [F(3,156) = 2.86, p = 0.039, R 2 = 0.052].
 
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Metagegevens
Titel
Relational Aggression and Hostile Attribution Biases: Testing Multiple Statistical Methods and Models
Auteurs
Stephanie A. Godleski
Jamie M. Ostrov
Publicatiedatum
01-05-2010
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 4/2010
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-010-9391-4

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