Dimensions of psychopathy in relation to proactive and reactive aggression: Does intelligence matter?

Jambroes, Tijs; Jansen, Lucres M. C.; Ven, Peter M. van de; Claassen, Tom; Glennon, Jeffrey; Vermeiren, Robert; Doreleijers, Theo A. H.; Popma, Arne

doi:10.1016/j.paid.2018.03.001

Cited by 20 publications

(12 citation statements)

References 35 publications

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“…Many studies have focused on personal risk factors related to proactive and reactive aggression [ 19 , 20 , 21 ]. However, limited research has examined positive variables that prevent proactive and reactive aggression in bullying [ 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

García-Vázquez

Cuervo

Parra-Pérez

2020

IJERPH

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The social cognitive approach to moral development posits that moral self-schemas encourage character strengths and reduce adolescents’ aggression. However, limited research has examined the influence of positive personal characteristics on proactive behaviors and reactive aggression in bullying. This study examined direct and mediational relationships between forgiveness, gratitude, self-control, and both proactive and reactive aggression in bullying. The extent to which the structural relations of this model were invariant by gender and stage of adolescence were also evaluated. Participants in this study were 1000 Mexican students, 500 early adolescents (M age = 12.36, SD = 0.77 years) and 500 middle adolescents (M age = 16.64, SD = 0.89 years), between 12 and 17 years old. Structural equation and multi-group invariance analysis were performed. Results indicate that gratitude and forgiveness are positively related to self-control. Gratitude, forgiveness, and self-control are also negatively related to reactive and proactive aggression. Forgiveness and gratitude had an indirect relationship by decreasing both proactive and reactive aggression through their positive effects on self-control. Additionally, gender moderated the relationships between variables proposed in the model, whereas stage of adolescence did not. Overall findings suggest that moral self-schemas and strengths explained both types of aggression in bullying.

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Section: Introductionmentioning

confidence: 99%

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

García-Vázquez

Cuervo

Parra-Pérez

2020

IJERPH

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“…The logic of this assertion carries several implications for the current findings. With regard to MS, for example, the negative moderation effect of EL may reflect other research which suggests that better cognitive functioning (as indicated by high intelligence) does not diminish antisocial or dysfunctional tendencies in high-AI personalities (Hampton et al, 2014;Jambroes et al, 2018). As such, although these individuals may be better able to attain managerial positions by accruing greater EL and projecting a socially-adapted façade of successful behaviour (Cleckley, 1955(Cleckley, /2016, they may have no desire to maintain positive social impressions upon reaching their short-term goals (Freeman & Samson, 2012), and their occupational tenures may be short-lived on account of laissez-faire leadership (Mathieu & Babiak, 2015) and organisational mismanagement (Boddy, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…As such, although these individuals may be better able to attain managerial positions by accruing greater EL and projecting a socially-adapted façade of successful behaviour (Cleckley, 1955(Cleckley, /2016, they may have no desire to maintain positive social impressions upon reaching their short-term goals (Freeman & Samson, 2012), and their occupational tenures may be short-lived on account of laissez-faire leadership (Mathieu & Babiak, 2015) and organisational mismanagement (Boddy, 2016). Also, they may be more inclined to exert workplace influence using proactive aggression (Jambroes et al, 2018) and hard manipulation tactics such as threats (Jonason et al, 2012), which may further limit the sustainability of their success due to high staff turnover (Boddy et al, 2015) and poor performance appraisals from their superiors (Babiak et al, 2010). Moreover, while the effects should not be overinterpreted, the findings may also be indicative of high-AI personalities'…”

Section: Discussionmentioning

confidence: 99%

Exploring Moderation Effects of Education and the Role of Personality Attribution in a Convergent Model of Successful Psychopathy

G¹,

Wallace²,

Fido³

2020

Preprint

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In recent years, there has been an increasing focus on the successful psychopath: An individual who manages to achieve occupational success despite exhibiting core psychopathic traits such as callousness. Several studies suggest this phenomenon is underpinned by a specific configuration of adaptive psychopathic traits that may facilitate positive behaviour in combination with protective variables such as education. In addition, research indicates that psychopathic personalities may be further enabled in occupational domains by specific facial cues pertaining to their underlying personality traits. The present study examined these assertions in a two-part cross-sectional design. Part 1 assessed the extent to which self-report psychopathy (as a function of education) predicted professional success in an occupational sample of 161 participants. In part 2, a convenience sample of 131 participants selected their preferred leaders from male- and female-face pairs communicating high and low psychopathy. Regression analyses revealed that psychopathy was negatively (but not significantly) related to professional success when expressed as a function of education. Conversely, a repeated-measures analysis of variance (ANOVA) revealed that low psychopathy was preferred in female, relative to male, target faces. Overall, the results provided little support for psychopathy having positive impacts on professional success.

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“…Individuals can engage in both types of aggression, which should be considered as separate dimensions [ 3 ]. Research has linked both aggression types to distinct developmental precursors and genetic factors, as well as behavioral and psychopathological concepts [ 4 , 5 , 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality for Aggression Assessment: The Development and Preliminary Results of Two Virtual Reality Tasks to Assess Reactive and Proactive Aggression in Males

Lobbestael

Cima

2021

Brain Sciences

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Validly measuring aggression is challenging because self-reports are plagued with biased answer tendencies and behavioral measures with ethical concerns and low ecological validity. The current study, therefore, introduces a novel virtual reality (VR) aggression assessment tool, differentially assessing reactive and proactive aggression. Two VR tasks were developed, one in an alley environment (N = 24, all male, Mage = 23.88, 83.3% students) and an improved second one in a bar (N = 50, all male, Mage = 22.54, 90% students). In this bar VR task, participants were randomly assigned to either the reactive condition where they were triggered by a cheating and insulting dart-player or to the proactive condition where they could earn extra money by aggressing. Participants’ level of self-reported aggression and psychopathy was assessed, after which they engaged in either the reactive or proactive VR task. Changes in affect and blood pressure were also measured. Aggression in the reactive VR task was evidenced to mostly display convergent validity because it positively correlated with self-reported aggression and total and fearless dominance factor scores of psychopathy, and there was a trend relationship with increased systolic blood pressure. The validity of the proactive aggression variant of our VR bar paradigm received less support, and needs more refinement. It can be concluded that VR is a potentially promising tool to experimentally induce and assess (reactive) aggression, which has the potential to provide aggression researchers and clinicians with a realistic and modifiable aggression assessment environment.

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Dimensions of psychopathy in relation to proactive and reactive aggression: Does intelligence matter?

Cited by 20 publications

References 35 publications

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

Exploring Moderation Effects of Education and the Role of Personality Attribution in a Convergent Model of Successful Psychopathy

Virtual Reality for Aggression Assessment: The Development and Preliminary Results of Two Virtual Reality Tasks to Assess Reactive and Proactive Aggression in Males

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