rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Social-cognitive processing in aggressive/withdrawn, aggressive/nonwithdrawn, and nondeviant children
  name:
    name part: Hart, Michelle Thompson.
    role:
      role term: creator
  name:
    name part: Barker, Donald G.
    role:
      role term: degree committee member.
  name:
    name part: Cavell, Timothy
    role:
      role term: degree committee member.
  name:
    name part: Hughes, Jan
    role:
      role term: degree supervisor.
  name:
    name part: Worchel, Frances
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1993
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xii, 181 leaves : illustrations ; 28 cm
  abstract: The purpose of this study was to further investigate subtypes of aggressive children by examining the classroom behavior, social-cognitive, self-control and self-concept differences between aggressive/withdrawn, aggressive/nonwithdrawn, and nondeviant children. Analyses to determine findings were conducted twice, once with two subtypes of aggressive children and a nondeviant group, then again with all aggressive children combined into one group who were then compared as one group with the nondeviant group. An additional purpose of this research was to develop and validate an interview measure of social-cognitive processes implicated in aggressive behavior such as attribution of hostile intent towards the self when presented with an ambiguous hypothetical situation, and types and number of solutions generated to solve hypothetical problems of a social nature. In addition, outcome expectancies, defined as one's perception of the instrumental and relational outcomes of various behavioral strategies utilized as solutions to social problems were analyzed. Finally, children's self-efficacy for successfully engaging in each type of behavioral strategy was included in the measure. Results indicated that aggressive/nonwithdrawn children significantly differed from aggressive/withdrawn and nondeviant children in their classroom behavior, with the aggressive/nonwithdrawn children exhibiting significantly more disruptive classroom behavior. Aggressive children, significantly more than nondeviant children, exhibited more hostile attributional biases in hypothetical, ambiguous situations. Aggressive/nonwithdrawn children generated significantly more aggressive solutions and significantly more aggressive first solutions to social situations than did the aggressive/withdrawn and nondeviant groups. No differences were found on outcome expectancies or self-efficacy for the different types of behavioral strategies. No difference was found between the groups on self-esteem. Scores on t…
  note: "Major subject: School Psychology."
  note: Vita.
  note: Ph. D. Texas A & M University 1993
  note: Includes bibliographical references.
  subject:
    topic: Major school psychology
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-1520116
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-1520116
  record info:
    record content source: TXA
    record creation date: 960305
    record change date: 20220103134957.0
    record identifier: in00001265642
    language of cataloging:
      language term: eng