Bracing for the worst, but behaving the best: Social anxiety, hostility, and behavioral aggression

DeWall, C. Nathan; Buckner, Julia D.; Lambert, Nathaniel M.; Cohen, Alex S.; Fincham, Frank D.

doi:10.1016/j.janxdis.2009.12.002

Cited by 57 publications

(46 citation statements)

References 68 publications

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“…For those who process the provocation as a threat, the rise in T does not translate into an aggressive behavioral response. Although future research examining cognitive appraisals and aggressive behavior is needed to test such hypotheses, this work is consistent with previous studies examining social anxiety and aggressive behavior (DeWall et al 2010). Specifically, DeWall and colleagues found that socially anxious individuals are more likely to perceive hostility from others, yet are unlikely to engage in overt aggressive behavior.…”

Section: Discussionsupporting

confidence: 86%

“…Specifically, DeWall and colleagues found that socially anxious individuals are more likely to perceive hostility from others, yet are unlikely to engage in overt aggressive behavior. DeWall et al (2010) also reasoned that socially anxious individuals may be less aggressive because they suppress anger. Therefore, anxious individuals that experience a rise in T in the face of competition may experience aggressive impulses, but suppress the urge to aggress against others.…”

Section: Discussionmentioning

confidence: 99%

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Trait Anxiety Moderates the Relationship Between Testosterone Responses to Competition and Aggressive Behavior

Norman

Moreau

Welker

et al. 2014

Adaptive Human Behavior and Physiology

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Testosterone (T) concentrations change rapidly in the context of human competition, and these changes in neuroendocrine function may serve to modulate future aggressive behavior. However, an increase in T during competition does not translate into aggressive behavior among all individuals. Here, we examined the extent to which individual differences in trait anxiety moderate the relationship between T responses to competition and aggressive behavior. Across two studies, we found that T responses to competition were positively correlated with subsequent aggression, but only among men scoring relatively low in trait anxiety. Trait anxiety did not moderate the relationship between T reactivity and aggression in women. These findings highlight the importance of considering individual difference in trait anxiety when examining the neuroendocrine correlates of human aggression.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Trait Anxiety Moderates the Relationship Between Testosterone Responses to Competition and Aggressive Behavior

Norman

Moreau

Welker

et al. 2014

Adaptive Human Behavior and Physiology

View full text Add to dashboard Cite

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“…In addition, social anxiety correlates positively with hostile feelings toward others, even after controlling for depression (DeWall, Buckner, Lambert, Cohen, & Fincham, 2010). Also, hostility in childhood predicts poorer emotional stability (Hampson, Andrews, Barckley, & Peterson, 2007).…”

Section: Hostility/anger and Adjustmentmentioning

confidence: 96%

Hostility/Anger as a Mediator Between College Students’ Emotion Regulation Abilities and Symptoms of Depression, Social Anxiety, and Generalized Anxiety

Åsberg

2013

The Journal of Psychology

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Internalizing problems are common among college students and have been linked consistently to deficits in emotion regulation (ER). Also, hostility/anger (animosity toward others, phenomenological aspect of anger) is an important feature of internalizing problems, but has received limited attention as a mediator between ER and outcomes. Results (N = 160) indicated that although college students' ER abilities corresponded with all three types of internalizing symptoms, hostility/anger mediated fully the relationship for symptoms of depression and social anxiety, but not generalized anxiety (GAD). The stronger interpersonal aspect inherent in depression and social anxiety relative to GAD may in part explain findings, but findings must be viewed in lieu of limitations, which include self-report, a non-clinical sample, and a cross-sectional design. Overall, hostility/anger may be important to address in interventions and programs aimed at reducing internalizing problems, especially among those who demonstrate ER deficits and are prone to depression and social anxiety.

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“…However, the relationship with anxiety is more complex. Whereas some authors found that anxiety and opposition were comorbid (Cunningham & Ollendick, 2010;Drabick et al, 2011;Maughan et al, 2004), others have shown that anxiety was a protective factor against disruptive behavior (De Wall, Buckner, Lambert, et al, 2010;Kerr, Tremblay, Pagani & Vitaro, 1997;Tremblay, Pihl, Vitaro & Dobkin, 1994). These differences appear to depend on the type of anxious behaviors that are assessed.…”

Section: Introductionmentioning

confidence: 97%

Developmental Trajectories of Oppositional Behavior during Elementary School and Their Risk Factors

Tremblay¹,

Duchesne²,

Vitaro³

et al. 2013

JEDP

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Oppositional and defiant behavior (ODB) problems are among the most important behavior problems in school children. Understanding their trajectories during elementary school and conditional risk factors at school entry is essential for implementing effective preventive and corrective interventions. Behavior problems of a population sample (958 boys, 971 girls) attending public schools were assessed annually by teachers. Three groups were identified: High Opposition (HO; 14.5%), Moderate Opposition (MO; 37.5%), and Low Opposition (LO; 48.0%). Children on the HO trajectory were found to be different from those on the MO and LO trajectories for numerous kindergarten risk factors: a) they tended to be boys with high family adversity; b) their mothers reported low warmth and high control; c) teachers rated them high on physical aggression, opposition, hyperactivity and low anxiety. Children who are likely to have chronic ODB throughout the elementary school years can be identified in kindergarten. Preventive interventions at school entry could probably help these children.

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Bracing for the worst, but behaving the best: Social anxiety, hostility, and behavioral aggression

Cited by 57 publications

References 68 publications

Trait Anxiety Moderates the Relationship Between Testosterone Responses to Competition and Aggressive Behavior

Trait Anxiety Moderates the Relationship Between Testosterone Responses to Competition and Aggressive Behavior

Hostility/Anger as a Mediator Between College Students’ Emotion Regulation Abilities and Symptoms of Depression, Social Anxiety, and Generalized Anxiety

Developmental Trajectories of Oppositional Behavior during Elementary School and Their Risk Factors

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