Observational, Physiological, and Self–Report Measures of Children’s Anger: Relations to Reactive versus Proactive Aggression

Hubbard, Julie A.; Smithmyer, Catherine M.; Ramsden, Sally R.; Parker, Elizabeth H.; Flanagan, Kelly D.; Dearing, Karen F.; Relyea, Nicole; Simons, Robert F.

doi:10.1111/1467-8624.00460

Cited by 372 publications

(344 citation statements)

References 52 publications

(66 reference statements)

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“…Reliability, factor structure, and validity are adequate (e.g. Hendrickx et al 2003;Hubbard et al 2002). Reliabilities in the current study were excellent for both reactive and proactive aggression (α reactive =0.91, α proactive =0.86).…”

Section: Teacher Measuressupporting

confidence: 52%

“…Dodge and Coie (1987) used a similar peer nomination technique to measure getting angry easily and also failed to find a unique relation. Also, Hubbard et al (2002) found self-reported anger to be correlated with proactive aggression but not reactive aggression. These authors, however, did find a relation between angry nonverbal behaviors and reactive aggression.…”

Section: Discussionmentioning

confidence: 94%

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New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

Polman

Castro

Thomaes

et al. 2008

J Abnorm Child Psychol

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The well-known distinction between reactive and proactive aggression is theoretically important but empirically controversial. Recently, aggression researchers have argued that we should separate the form and function of aggression to make a clearer distinction between reactive and proactive aggression. This article describes the validation of a new teacher-report Instrument for Reactive and Proactive Aggression (IRPA) that assesses the form separate from the function of aggression. We demonstrated good discriminant, convergent, and construct validity of the IRPA in a sample of 427 children aged 10 to 13. Reactive and proactive functions of aggression were independent constructs (r=0.03) which indicates excellent discriminant validity. Convergent validity was satisfactory; scores from the IRPA were moderately to highly related to scores from the widely used Teacher Rating Instrument, TRI (Dodge and Coie in Journal of Personality and Social Psychology 53:1146-1158. Additionally, reactive and proactive aggression showed unique correlations with most a priori hypothesized theoretically relevant variables, which indicates construct validity. (150 words)

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Section: Teacher Measuressupporting

confidence: 52%

Section: Discussionmentioning

confidence: 94%

New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

Polman

Castro

Thomaes

et al. 2008

J Abnorm Child Psychol

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“…Reactive aggression is believed to be driven by anger associated with a perceived threat, and has been shown to relate to anger and physiological arousal (Hubbard et al, 2002). The findings in this study support the relation of anger and physiological arousal to both reactive aggression and hostile attributions simultaneously.…”

Section: The Role Of Emotion In Hostile Attributionssupporting

confidence: 76%

“…The response differences could explain why the measure was not found to be related to aggression in this sample, though some literature using the same measure has also failed to find a significant relation with aggression (Hubbard et al, 2002). Future research should continue to use the measure with a variety of measures of aggression to determine if differences might exist in its' relation with parent-rated (as in the current study), teacher-rated, or observed aggressive…”

Section: Limitationsmentioning

confidence: 68%

Real‐time hostile attribution measurement and aggression in children

Yaros

Lochman

Rosenbaum

et al. 2014

Aggressive Behavior

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Hostile attributions are acknowledged as an important part of maladaptive social information-processing that results in aggression in children. Literature suggests the largest effect size between aggressive behavior and hostile attributions is found when hostile attributions are measured using staged situations rather than commonly used vignette-based measures (Orobio de Castro et al., 2002), but few, if any, studies have investigated hostile attributions as they occur in real-time. The current study uses an interactive, video racing game along with a verbal and nonverbal response procedure to measure hostile attributions while children are playing against a presumed peer. A sample of 75 children between the ages of 10 and 13 played the game while their parents were asked to rate their child's reactive and proactive aggression. It was expected that the new real-time measure of hostile attributions would predict reactive aggression, but not proactive aggression. The predictive ability of the new measure was compared with that of the traditional, vignette-based measure of hostile attributions.Participants played a computer video game created for this study by racing their car against a presumed peer, though the opponent's car was actually computer-operated and preprogrammed to ambiguously provoke participants by crashing into their car. A visual prompt appeared on screen to elicit real-time attribution responses, either verbally or nonverbally, after each of eight crashes and at eight non-crash moments.iii Participants' hostile attributions using the nonverbal and verbal response procedures were significantly positively related to parent-rated reactive aggression, when controlling for proactive aggression. Multiple regression indicated that the real-time measure was a significant predictor of reactive aggression, while the vignette-based measure was not. The results of this study illustrate how hostile attributions in real-time occur quickly and simultaneously with social interaction, which differs from the deliberative, controlled appraisal process described in previous literature. These findings can be used to identify specific appraisal deficits in children at risk for aggressive behavior, which could enhance preventive interventions by more precisely targeting these cognitions and more effectively preventing aggression. iv LIST OF ABBREVIATIONS AND SYMBOLS αCronbach's index of internal consistency; probability of a Type I error

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“…It is associated with the frustration theory of aggression (Berkowitz 1989) and is accompanied by an activation of the autonomous system (Hubbard et al 2002). In contrast, proactive aggression is considered a non-provoked behavior that is motivated by the desire for personal gains or the domination of others (Vitaro and Brendgen 2005).…”

Section: Introductionmentioning

confidence: 99%

Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

Renouf

Brendgen

Séguin

et al. 2010

J Abnorm Child Psychol

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This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression CIHR Author Manuscript CIHR Author Manuscript CIHR Author Manuscriptanalyses revealed that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression. Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive behavior. KeywordsTheory of mind; Reactive and proactive aggression; Peer victimizationIn the study of aggressive behavior a fundamental distinction is made between reactive aggression and proactive aggression, which refer to two different underlying functions of aggression (Day, Bream and Paul 1992;Dodge and Coie 1987;Schwartz et al. 1998).Reactive aggression is defined as a retaliatory response to a real or perceived threat or provocation. It is associated with the frustration theory of aggression (Berkowitz 1989) and is accompanied by an activation of the autonomous system (Hubbard et al. 2002). In contrast, proactive aggression is considered a non-provoked behavior that is motivated by the desire for personal gains or the domination of others (Vitaro and Brendgen 2005). As an organized and planned behavior, proactive aggression is related to the anticipation of a positive outcome of the aggressive behavior (Dodge et al. 1997). Although studies usually report a high correlation between reactive and proactive aggression (mean r=0.68; Card and Little 2006), factor analyses and meta-analyses provide clear evidence for the validity of the distinction between the two functions of aggression (Card and Little 2006;Crick and Dodge 1996;McAuliffe et al. 2007;Poulin and Boivin 2000;Vitaro et al. 1998). As will be discussed in more detail below, evidence also suggests that these two functions of aggressive behavior are differentially related to social cognitive skills, particularly with respect to the decoding of social stimuli (Crick and Dodge 1996;Dodge et al. 1997;Dodge and Coie 1987;Hubbard et al. 2001;Schippel et al. 2003). The present study examines a specific and as yet unstudied aspect of decoding-related social cognitive skills, namely theory of mind, in relation to proactive and reactive aggression. The Role of Theory of Mind in Social BehaviorTheory of mind implies the capacity to attribute mental states to the self and to others in order to explain and predic...

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Observational, Physiological, and Self–Report Measures of Children’s Anger: Relations to Reactive versus Proactive Aggression

Cited by 372 publications

References 52 publications

New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

Real‐time hostile attribution measurement and aggression in children

Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

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