Exposure to peer aggression is a major risk factor for the development of aggressive behavior in childhood and adolescence. Furthermore, peer aggression has the propensity to spread and affect individuals who were not exposed to the original source of aggression. The aim of this paper is to demonstrate that peer aggression is in many regards similar to a contagious disease. By presenting a program of research based on longitudinal and multilevel studies, we provide evidence for the contagious quality of aggressive behavior, show that individuals vary in their susceptibility to peer aggression, and describe group‐level characteristics that moderate the influence of peer aggression. We discuss mechanisms that may explain how individuals catch aggressive behavior from their peers and how the effects on the development of individuals' aggressive behavior unfold over time. Further, we examine processes that may increase the risk of being exposed to peers' aggressive behavior. We conclude with discussing implications for future studies on the contagious nature of peer aggression.
In the present research we elaborate on an ecological account (Fiedler, Jung, Wänke & Alexopoulos, 2012) for the unitary distance dimension postulated in construal-level theory, highlighting linguistic influences on distance regulation. We first replicate that distinct action verbs solicit similarly distant or close episodes in many judges, producing strong positive correlations between ratings of four distance aspects (time, space, probability, personal distance). A primary semantic-pragmatic dimension that accounts for a large part of the verb impact is valence: Negative action verbs trigger more distant episodes than positive verbs. Experiment 1 rules out an alternative explanation in terms of participants' mood. Experiment 2 cross-validates the valence effect with a new sample of affective state verbs. Consistent with implicit verb causality, state verbs solicit more distant episodes than action verbs, suggesting lack of intentional control and power as another semantic-pragmatic dimension. Experiment 3 supports this interpretation using high-and low-power nouns.
Introduction: Although peers' acceptance of aggression is a major risk for the development of aggressive behavior, not all individuals who are situated within an aggression approving peer group engage in aggression. The present longitudinal study examined prosocial behavior as a moderator of the link between peers' acceptance of aggression and individual physical aggression. Methods: The study used two waves of data of a large longitudinal study conducted in Germany. Self-reports of 1663 male and female children and adolescents aged between 10 and 20 years were used as measures for physical aggression, peers' acceptance of aggression, and prosocial behavior. Results: Latent moderated structural equation modeling revealed significant main effects of peers' acceptance of aggression at T1 and prosocial behavior at T1 on aggressive behavior at T2. Most importantly, a significant interaction between both constructs indicated that the increase in individual aggression with peers' acceptance of aggression depended on participants' level of prosocial behavior. Applying the Johnson-Neyman technique, peers' acceptance of aggression was found to promote aggression only for participants with low levels of prosocial behavior, but not for moderately or highly prosocial individuals. Conclusions: The findings suggest that prosocial behavior has the propensity to attenuate the negative effect of peers' acceptance of aggression in the etiology of physical aggression in childhood and adolescence.
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