Aggression in toddlerhood: The roles of parental beliefs, parenting behavior and precursors of theory of mind

Adrichem, Dide S. Van; Huljbregts, Stephan C. J.; Heijden, Kristiaan B. van der; Goozen, Stephanie Helena Maria Van; Swaab, Hanna

doi:10.1111/sode.12422

Cited by 3 publications

(1 citation statement)

References 91 publications

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“…To examine the bidirectional association between ToM and aggression, researchers conducted longitudinal studies and reported predictive effects of both early ToM on later aggression (Austin et al., 2017; Holl et al., 2018; Mills, 2012; Renouf et al., 2010a; Schuberth et al., 2019; Shakoor et al., 2012; van Adrichem et al., 2020) and early aggression on later ToM (Holl et al., 2018; Mills, 2012; Schuberth et al., 2019). Based on the findings of previous longitudinal studies, our meta‐analysis examined the moderating effect of the order of ToM and aggression measurements.…”

Section: Introductionmentioning

confidence: 99%

The relation between aggression and theory of mind in children: A meta‐analysis

Wang

Shang

Xie

et al. 2022

Developmental Science

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Previous findings on the association between theory of mind (ToM) and aggression in children are mixed. The social skills deficit view regarded ToM as a single‐edged sword and proposed that a lack of ToM can lead to aggression, while the double‐edged sword view proposed that children with advanced ToM can still show much aggression because children can also leverage ToM to harm others. To resolve the dispute between the two views, we conducted a meta‐analysis combining cross‐sectional and longitudinal findings from 53 studies including a total of 11,579 children aged between 2 and 15 years. The overall negative correlation between ToM and aggression was small but significant (r = −0.08). The negative correlation was robust, with the magnitude of the correlation being similar across physical versus relational aggression, proactive versus reactive aggression, cognitive versus affective ToM, preschoolers versus school‐aged children, different aggression measurements, and different levels of societal individualism. Moreover, the negative correlation was found regardless of whether ToM and aggression were measured concurrently or at different time points, but the correlation was the largest when ToM was measured before aggression. Whether the aggression was bullying or not also moderated the association, with ToM only being negatively related to non‐bullying aggression but not bullying. Together, these findings suggest that ToM is a single‐edged sword to decrease general aggression and that aggression might also give rise to lower ToM capacity during development. Research Highlights This study systemically reviewed the existing mixed findings on the association between aggression and ToM during childhood using a meta‐analysis. There was a negative correlation between ToM and aggression in children aged between 2 and 15 years. The negative correlation between aggression and ToM was stronger when ToM was measured first, followed by aggression, than vice versa. There was a negative correlation between non‐bullying aggression and ToM, whereas there was no correlation between bullying and ToM.

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Section: Introductionmentioning

confidence: 99%

The relation between aggression and theory of mind in children: A meta‐analysis

Wang

Shang

Xie

et al. 2022

Developmental Science

View full text Add to dashboard Cite

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Influence of Maternal Cognitions on Child Mental Health and Educational Experiences at Home During COVID-19

Jegatheeswaran,

Burns,

Jenkins

et al. 2023

Early Education and Development

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Exploring Educators’ Perception on learner’s right affecting discipline in Secondry Schools

Mahaye

2023

IJRBS

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The aim of this study was to investigate educator’s perceptions of how learners’ rights to safety affect disciplinary procedures in secondary schools in the Umbumbulu Circuit of KwaZulu-Natal. The paper adopted a qualitative approach, where semi-structured interviews were used to collect data from 10 purposively selected educators. The thematic analysis technique was employed to analyse the data. The main findings of the study indicated that educators had their own perceptions of how learners’ rights to safety affect the way they attend to disciplinary issues when a learner has transgressed. The educators’ perceptions of learners’ rights to safety affect disciplinary procedures for many reasons, including poor understanding of relevant education laws and policies. The results also showed that teachers think that the legislation guiding teaching and learning, as well as disciplinary procedures, are marred with contradictions, which make discipline management not only difficult, but also exposes both the learners and the educators to unsafe environments. The study also indicated that the teachers are sensitive to learners’ rights to safety, resulting in restricted attention to learners who are guilty of an offence in the school. In light of these findings, it was recommended that there should be a mandatory continuous in-service workshop for the educators, on how learner discipline can be maintained.

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Aggression in toddlerhood: The roles of parental beliefs, parenting behavior and precursors of theory of mind

Cited by 3 publications

References 91 publications

The relation between aggression and theory of mind in children: A meta‐analysis

The relation between aggression and theory of mind in children: A meta‐analysis

Influence of Maternal Cognitions on Child Mental Health and Educational Experiences at Home During COVID-19

Exploring Educators’ Perception on learner’s right affecting discipline in Secondry Schools

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