Children's social cognitive processing patterns in peer conflict : understanding the relationships between aggression status, sex, aggression subtype, and provocation type /
Research investigating the social cognitive correlates of aggressive behavior has proven valuable to the development of effective intervention strategies for aggressive children. Although research in this field has expanded over the past decade, our knowledge regarding the roles that different vari...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=726477271&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Research investigating the social cognitive correlates of aggressive behavior has proven valuable to the development of effective intervention strategies for aggressive children. Although research in this field has expanded over the past decade, our knowledge regarding the roles that different variables play in children's social cognitive processing remains incomplete at this time. The purpose of the present study was to construct a comprehensive understanding of the influences of aggression status, sex, aggression subtype, and provocation type on children's patterns of thinking in peer conflict situations. The researcher first hypothesized that aggressive children would display higher levels of social cognitive bias when presented with peer conflict than would nonaggressive children. Second, the researcher predicted that sex would interact with type of provocation in influencing children's social cognitions. The final hypothesis predicted that, among aggressive children, social cognitive deficits would not vary except at the response decision phase, based on the interaction between aggression subtype and type of imagined aggressive response. Participants included 389 second, third, and fourth grade students selected for participation based on their identification as being either aggressive or nonaggressive. Results supported the first hypothesis but were largely unsupportive of the second hypothesis. Partial support was found for the third hypothesis. Additional findings yielded support for the provocative nature of relational conflict in children's social interactions and called attention to the particularly deviant nature of the social cognitive functioning of aggressive girls. Findings hold important implications for the development of social cognitive interventions for aggressive children. |
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| Item Description: | Vita. "Major Subject: School Psychology". |
| Physical Description: | xi, 138 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 112-130). |