Measuring children's aggression with teachers' predictions of peer nominations.

Huesmann, L. Rowell; Eron, Leonard D.; Guerra, Nancy G.; Crawshaw, Victoria B.

doi:10.1037/1040-3590.6.4.329

Cited by 51 publications

(45 citation statements)

References 30 publications

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“…The scale composite is the mean of all 9 items (α = .80). Teachers/staff completed the 10-tem aggression scale of the Teacher's Predictions of Peer Nominations measure (Huesmann et al 1994). Teachers rated youth on a 7-point scale (0 = 0%… 7 = over 75%) to estimate the proportion of peers who would think the youth behaved in aggressive ways (e.g., "What percentage of youth would say that this child… is someone who pushes and shoves others?").…”

Section: Methodsmentioning

confidence: 99%

The Role of Violent Media Preference in Cumulative Developmental Risk for Violence and General Aggression

Boxer

Huesmann

Bushman

et al. 2008

J Youth Adolescence

101

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The impact of exposure to violence in the media on the long-term development and short-term expression of aggressive behavior has been well documented. However, gaps in this literature remain, and in particular the role of violent media exposure in shaping violent and other serious antisocial behavior has not been investigated. Further, studies of violent media effects typically have not sampled from populations with confirmed histories of violent and/or nonviolent antisocial behavior. In this study, we analyzed data on 820 youth, including 390 juvenile delinquents and 430 high school students, to examine the relation of violent media use to involvement in violence and general aggression. Using criterion scores developed through crossinformant modeling of data from self, parent/guardian, and teacher/staff reports, we observed that childhood and adolescent violent media preferences contributed significantly to the prediction of violence and general aggression from cumulative risk totals. Findings represent a new and important direction for research on the role of violent media use in the broader matrix of risk factors for youth violence. KeywordsMedia; Violence; Delinquent; Aggression; Risk Correspondence to: Paul Boxer, pboxer@rutgers.edu. HHS Public Access Author Manuscript Author ManuscriptAuthor Manuscript Author ManuscriptOn June 24, 2008, six teenagers from Long Island, NY, launched a two hour long crime spree in which they committed a violent mugging and several break-ins and thefts before finally being caught after a carjacking attempt (Crowley 2008). According to the authorities investigating the crimes, the teenagers had determined to replicate the actions of Niko Belic, the thuggish protagonist from the new video game "Grand Theft Auto IV." Although this particular event represents an extreme example of how violence in the media can promote violence in "real life," it is wholly consistent with the fact that for decades, exposure to violent media has been acknowledged as a risk factor for aggressive and violent behavior (Anderson et al. 2003; US Surgeon General 1972).Broadly speaking, antisocial behavior in adolescence is multiply determined, with risk factors at multiple levels spanning biological, psychological, and contextual influences (Dodge et al. 2006;Frick 2006;Hoge Guerra and Boxer 2008;Huesmann and Eron 1989). Theoretical models of the development of antisocial behavior have embraced this equifinality, acknowledging the numerous ways in which different loci of risk can interact to promote habitual antisocial responses (Dodge and Pettit 2003;Frick and Morris 2004;Guerra and Huesmann 2004). Contemporary strategies for the assessment of youths' violent and nonviolent antisocial behavior involve multiple methods and multiple informants to ensure that the full spectrum of risk is covered (Borum and Verhaagen 2006;McMahon and Frick 2005). Best practice approaches to the treatment of antisocial behavior require multicomponent interventions involving the interlocking personal and contextual s...

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Section: Methodsmentioning

confidence: 99%

The Role of Violent Media Preference in Cumulative Developmental Risk for Violence and General Aggression

Boxer

Huesmann

Bushman

et al. 2008

J Youth Adolescence

101

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show abstract

“…For those classrooms for which peer nominations could not be collected (23.2% of all assessments), we asked teachers to predict what proportion of a child's peers would nominate the child for each of the questions of the Peer Nomination Inventory. Teachers' predictions of peer nominations of aggression have been shown to be highly reliable (␣ ϭ .97) and valid estimates of actual peer nominations (Huesmann, Eron, Guerra, & Crawshaw, 1994). We also used the TRF of the CBCL (Achenbach, 1978(Achenbach, , 1991.…”

Section: Assessment Measuresmentioning

confidence: 99%

A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high-risk children.

Eron¹,

Huesmann²,

Spindler³

et al. 2002

Journal of Consulting and Clinical Psychology

177

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A multiyear, multicontext aggression prevention intervention was provided during the early or late elementary school years in an inner-city and an urban poor community. Sixteen schools were randomly assigned to 1 of 4 conditions: (a) no-treatment control, (b) general enhancement classroom program, (c) general enhancement plus small-group peer-skills training, or (d) general enhancement plus small-group peer-skills training plus family intervention. This article reports on results for the high-risk subsample of 1,500 children. Results from hierarchical linear modeling indicate that comprehensive interventions, if provided in early grades, can be effective for children in schools in settings with resources adequate to support learning and development, but some unintended effects can occur in schools in the most distressed communities when delivered too late in development.

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“…Thus, it was impossible to obtain peer nominations to assess social status. As an alternative, the Teacher Predictions of Peer Nominations (TPPN; Huesmann, Eron, Guerra, & Crawshaw, 1994) was completed by the teachers. Although the full instrument was administered, only the Popularity and Rejection scales were used.…”

Section: Methodsmentioning

confidence: 99%

“…On the TPPN, teachers indicate the percentage of the child's classmates who would endorse each of the questions that comprised a subscale on a Likert-type scale (e.g., 1 = 0%, 2 = 1-5%, 3 = 6-10%, 4 = 11-25%, 5 = 26-50%, 6 = 51-75%, 7 = over 75%). According to Huesmann et al (1994), the measure has adequate reliability (α=.72 for Popularity Scale and .70 for the Rejection scale), but some degree of gender bias on the Popularity Scale required statistical control of gender. Cronbach's alphas for the present study were .90 for the Popularity Subscale and .86 for the Rejection Subscale.…”

mentioning

confidence: 99%

Contingent responses of mothers and peers to indirect and direct aggression in preschool and school‐aged children

Valles

Knutson

2008

Aggressive Behavior

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The primary goal of the study was to determine whether mother and peer's responses to direct and indirect aggression would contribute to children's use of direct and indirect aggression. Using adaptations of the Direct and Indirect Aggression Scale, a multi-informant strategy, and a sample of disadvantaged families, data were collected from 296 mothers of children ages 4-11; 237 children ages 6-11; and 151 teachers of those children. Mothers and peers were reported to react more harshly in response to direct aggression compared to indirect aggression, and higher rates of direct aggression were associated with reduced popularity. These findings were seen as being consistent with the hypothesis that different forms of aggression result in differential responding by mothers and peers, as well as the notion that direct aggression is a higher cost option than indirect aggression. Results also replicated previous findings that boys tend to use physical aggression more than girls, but girls use indirect aggression more than boys. Finally, low IQ was correlated with higher direct aggression in girls but had no relation with aggression in boys.In an attempt to understand the different ways in which children express aggression, factors influencing the use of indirect aggression have received increased attention. Indirect aggression was originally defined as "a type of behavior in which the perpetrator attempts to inflict pain in such a manner that he or she [often] makes it seem as though there has been no intention to hurt at all" (Björkqvist, Lagerspetz, & Kaukiainen, 1992, p.118), and was distinguished from direct aggression, characterized by "straightforward attacks that are often visible, disruptive, and frightening even to the spectators" (Salmivalli, Kaukiainen, & Lagerspetz, 2000, p.18). Indirect aggression included such acts as gossiping, excluding a child from the play group, or writing critical notes about a targeted child. In indirect aggression, the aggressor often uses others in the social group to harm the target and may avoid direct confrontation, whereas in direct aggression, the aggressor either physically or verbally confronts the target. Closely related to indirect aggression are forms of aggression labeled relational aggression (c.f. Crick & Grotpeter, 1995) or social aggression (c.f. Glen & Underwood, 1997), which have been operationalized as children using the peer group to damage another child's social relationships or social standing. Although subtle differences in the conceptual frameworks underlying indirect, relational, and social aggression have been offered (e.g., Underwood, 2003), based on an integrated review of the literature, Archer and Coyne (2005) concluded that indirect aggression was the preferred superordinate category and that knowledge of aggression would be better advanced by focusing on the common essential features of indirect aggression. Thus, the present study focused on indices of indirect aggression.Early research concluded that indirect aggression was predominantly...

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Measuring children's aggression with teachers' predictions of peer nominations.

Cited by 51 publications

References 30 publications

The Role of Violent Media Preference in Cumulative Developmental Risk for Violence and General Aggression

The Role of Violent Media Preference in Cumulative Developmental Risk for Violence and General Aggression

A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high-risk children.

Contingent responses of mothers and peers to indirect and direct aggression in preschool and school‐aged children

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