Social-cognitive mediators of the relation of environmental and emotion regulation factors to children's aggression

Dara R. Musher-Eizenman, Paul Boxer, Stephanie Danner, Eric F. Dubow, Sara E. Goldstein, Donna M.L. Heretick

Research output: Contribution to journalArticle

73 Citations (Scopus)

Abstract

Tested a theoretical model in which social cognitions about aggression partially mediated the relation of environmental and emotion regulation factors to children's aggressive behavior. An ethnically diverse sample of 778 children (57% girls) in grades 4-6 from both urban and suburban schools participated. Measures included exposure to aggression (seeing/hearing about aggression, victimization), emotion regulation (impulsivity, anger control), social cognitions about aggression (self-evaluation, self-efficacy, retaliation approval, aggressive fantasizing, caring about consequences), and aggressive behavior. Results supported the hypothesis that social cognitions mediate the relations of exposure to aggression and anger control to aggressive behavior. Also, social cognitions about direct and indirect aggression differentially predicted the respective behaviors with which they are associated. That is, social cognitions about direct aggression were mediators of direct aggressive behavior, whereas social cognitions about indirect aggression were mediators of indirect aggressive behavior. Finally, gender moderated the relations among the variables such that for girls, retaliation approval beliefs were a strong mediator, whereas for boys, self-evaluation was more important.

Original languageEnglish
Pages (from-to)389-408
Number of pages20
JournalAggressive Behavior
Volume30
Issue number5
DOIs
StatePublished - 1 Sep 2004

Fingerprint

Aggression
Emotions
Cognition
Diagnostic Self Evaluation
Anger
Crime Victims
Environmental Regulation
Mediator
Emotion Regulation
Impulsive Behavior
Child Behavior
Self Efficacy
Interpersonal Relations
Hearing
Social Cognition
Theoretical Models

Keywords

  • Direct and indirect aggression
  • School
  • Social-cognitive mediation

Cite this

Musher-Eizenman, Dara R. ; Boxer, Paul ; Danner, Stephanie ; Dubow, Eric F. ; Goldstein, Sara E. ; Heretick, Donna M.L. / Social-cognitive mediators of the relation of environmental and emotion regulation factors to children's aggression. In: Aggressive Behavior. 2004 ; Vol. 30, No. 5. pp. 389-408.
@article{a9ef9337c2e3450fb11d6916a5bcd043,
title = "Social-cognitive mediators of the relation of environmental and emotion regulation factors to children's aggression",
abstract = "Tested a theoretical model in which social cognitions about aggression partially mediated the relation of environmental and emotion regulation factors to children's aggressive behavior. An ethnically diverse sample of 778 children (57{\%} girls) in grades 4-6 from both urban and suburban schools participated. Measures included exposure to aggression (seeing/hearing about aggression, victimization), emotion regulation (impulsivity, anger control), social cognitions about aggression (self-evaluation, self-efficacy, retaliation approval, aggressive fantasizing, caring about consequences), and aggressive behavior. Results supported the hypothesis that social cognitions mediate the relations of exposure to aggression and anger control to aggressive behavior. Also, social cognitions about direct and indirect aggression differentially predicted the respective behaviors with which they are associated. That is, social cognitions about direct aggression were mediators of direct aggressive behavior, whereas social cognitions about indirect aggression were mediators of indirect aggressive behavior. Finally, gender moderated the relations among the variables such that for girls, retaliation approval beliefs were a strong mediator, whereas for boys, self-evaluation was more important.",
keywords = "Direct and indirect aggression, School, Social-cognitive mediation",
author = "Musher-Eizenman, {Dara R.} and Paul Boxer and Stephanie Danner and Dubow, {Eric F.} and Goldstein, {Sara E.} and Heretick, {Donna M.L.}",
year = "2004",
month = "9",
day = "1",
doi = "10.1002/ab.20078",
language = "English",
volume = "30",
pages = "389--408",
journal = "Aggressive Behavior",
issn = "0096-140X",
publisher = "Wiley-Liss Inc.",
number = "5",

}

Social-cognitive mediators of the relation of environmental and emotion regulation factors to children's aggression. / Musher-Eizenman, Dara R.; Boxer, Paul; Danner, Stephanie; Dubow, Eric F.; Goldstein, Sara E.; Heretick, Donna M.L.

In: Aggressive Behavior, Vol. 30, No. 5, 01.09.2004, p. 389-408.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Social-cognitive mediators of the relation of environmental and emotion regulation factors to children's aggression

AU - Musher-Eizenman, Dara R.

AU - Boxer, Paul

AU - Danner, Stephanie

AU - Dubow, Eric F.

AU - Goldstein, Sara E.

AU - Heretick, Donna M.L.

PY - 2004/9/1

Y1 - 2004/9/1

N2 - Tested a theoretical model in which social cognitions about aggression partially mediated the relation of environmental and emotion regulation factors to children's aggressive behavior. An ethnically diverse sample of 778 children (57% girls) in grades 4-6 from both urban and suburban schools participated. Measures included exposure to aggression (seeing/hearing about aggression, victimization), emotion regulation (impulsivity, anger control), social cognitions about aggression (self-evaluation, self-efficacy, retaliation approval, aggressive fantasizing, caring about consequences), and aggressive behavior. Results supported the hypothesis that social cognitions mediate the relations of exposure to aggression and anger control to aggressive behavior. Also, social cognitions about direct and indirect aggression differentially predicted the respective behaviors with which they are associated. That is, social cognitions about direct aggression were mediators of direct aggressive behavior, whereas social cognitions about indirect aggression were mediators of indirect aggressive behavior. Finally, gender moderated the relations among the variables such that for girls, retaliation approval beliefs were a strong mediator, whereas for boys, self-evaluation was more important.

AB - Tested a theoretical model in which social cognitions about aggression partially mediated the relation of environmental and emotion regulation factors to children's aggressive behavior. An ethnically diverse sample of 778 children (57% girls) in grades 4-6 from both urban and suburban schools participated. Measures included exposure to aggression (seeing/hearing about aggression, victimization), emotion regulation (impulsivity, anger control), social cognitions about aggression (self-evaluation, self-efficacy, retaliation approval, aggressive fantasizing, caring about consequences), and aggressive behavior. Results supported the hypothesis that social cognitions mediate the relations of exposure to aggression and anger control to aggressive behavior. Also, social cognitions about direct and indirect aggression differentially predicted the respective behaviors with which they are associated. That is, social cognitions about direct aggression were mediators of direct aggressive behavior, whereas social cognitions about indirect aggression were mediators of indirect aggressive behavior. Finally, gender moderated the relations among the variables such that for girls, retaliation approval beliefs were a strong mediator, whereas for boys, self-evaluation was more important.

KW - Direct and indirect aggression

KW - School

KW - Social-cognitive mediation

UR - http://www.scopus.com/inward/record.url?scp=7444239178&partnerID=8YFLogxK

U2 - 10.1002/ab.20078

DO - 10.1002/ab.20078

M3 - Article

AN - SCOPUS:7444239178

VL - 30

SP - 389

EP - 408

JO - Aggressive Behavior

JF - Aggressive Behavior

SN - 0096-140X

IS - 5

ER -