A mediating model of relational aggression, narcissistic orientations, guilt feelings, and perceived classroom norms

Abstract

The purpose of the present study was to examine the relation between narcissistic orientations (grandiose sense of self-importance, interpersonal exploitation, and narcissistic rage) and relational aggression (self-satisfactory and punishment type) and the mediating effects of guilt feelings toward and perceived classroom norms against relational aggression. The sample consisted of 240 5th-grade and 6th-grade students (10-to 12-years-old) from two public elementary schools and 307 7th-, 8th-, and 9th-grade students (12-to 15-years-old) from two public middle schools in Japan. Results of structural equation modeling demonstrated that narcissistic rage was positively associated with relational aggression (punishment type). Moreover, interpersonal exploitation was related to more relational aggression (self-satisfactory and punishment type); however, guilt feelings toward and perceived classroom norms against relational aggression mediated this association. Age and gender did not largely affect these effects. Social and developmental processes involving relational aggression, narcissistic orientations, and guilt feelings and perceived classroom norms were discussed.

Narcissism, beliefs about controlling interpersonal style, and moral disengagement in sport coaches

“…Consistent with this contention, higher levels of global, adaptive, and maladaptive narcissism have been positively related to normalcy beliefs regarding aggression and bullying (e.g. social exclusion, verbal threat), and these beliefs have been linked to stronger engagement in such behaviours (Blinkhorn, Lyons, & Almond, 2016;Onishi, Kawabata, Kurokawa, & Yoshida, 2012). For example, in a school setting, narcissistic individuals are more likely to be aggressive when perceiving higher levels of classroom norms for aggression (Onishi et al, 2012).…”

“…social exclusion, verbal threat), and these beliefs have been linked to stronger engagement in such behaviours (Blinkhorn, Lyons, & Almond, 2016;Onishi, Kawabata, Kurokawa, & Yoshida, 2012). For example, in a school setting, narcissistic individuals are more likely to be aggressive when perceiving higher levels of classroom norms for aggression (Onishi et al, 2012). Additionally, adaptive and maladaptive narcissists engage in more aggressive and bullying behaviours, respectively, because they believe these behaviours are acceptable and normative (Ang, Tan, & Mansor, 2011;Blinkhorn et al, 2016).…”

By-gender risk paths of parental psychological control effects on emerging adult overt and relational aggression

“…Consistent with this notion, Hoffman (1977) found that mature, humanistic guilt, stemming from concern for the effect of one’s behavior on others, engenders children’s reparation and inhibits their aggressive transgressions. Similarly, guilt is related to lower child aggression (Kochanska, Barry, Jimenez, Hollatz, & Woodard, 2009) and lower adolescent peer relational aggression (Onishi, Kawabata, Kurokawa, & Yoshida, 2012). Further, impoverished guilt, or lack of guilt, is an integral component of callous traits that are associated with emerging adult overt and relational aggression (Czar, Dahlen, Bullock, & Nicholson, 2010; Pardini & Loeber, 2008).…”

Investigating the association between callous‐unemotional traits with relational bullying and victimization: A cross‐national study

“…In Greece, relationally aggressive behavior has been exclusively associated with CU traits among early adolescent (Kokkinos & Voulgaridou, , ; Kokkinos, Voulgaridou, & Markos, ) and adolescent males and females (Voulgaridou & Kokkinos, ). In a study with Japanese youth, Onishi, Kawabata, Kurokawa, and Yoshida () reported that students who exhibited feelings of guilt for participating in RA were less likely to engage in this behavior.…”