Reactive vs proactive aggression: A differential psychobiological profile? Conclusions derived from a systematic review

Romero‐Martínez, Ángel; Sarrate-Costa, Carolina; Moya-Albiol, Luís

doi:10.1016/j.neubiorev.2022.104626

Cited by 22 publications

(18 citation statements)

References 196 publications

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“…Moreover, the perpetrator must believe that the behavior will cause harm to the target as well as the target must be motivated to avoid the behavior (Anderson and Bushman, 2002). Reactive aggression occurs in response to a real or perceived threat, whereas proactive aggression occurs in order to accomplish a specific goal (Miller and Lynam, 2006;Romero-Martínez et al, 2022). During the COVID-19 pandemic, many young people have been directly or indirectly exposed to violence and aggression during the pandemic (Field, 2021;Bera et al, 2022).…”

Section: Aggressionmentioning

confidence: 99%

Aggressive behavior, boredom, and protective factors among college students during closed-off management of the COVID-19 pandemic in China

Chu

2022

Front. Psychol.

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BackgroundChinese colleges have implemented strict closed-off management in response to the outbreak of a new variant of the new coronavirus, Omicron. But such management measures may lead to more aggressive behavior. The study aimed to determine the associations between boredom and aggressive behavior with aggression and to examine the impact of boredom on aggression through the moderating role of cognitive flexibility.MethodsThe Multidimensional State Boredom Scale, the Reactive–Proactive Aggression Questionnaire, and the Cognitive Flexibility Inventory were applied to a sample of 719 college students who were in a closed-off management environment.ResultsFor individuals with high cognitive flexibility, the relationship between state boredom and proactive aggression was not significant. The relationship between state boredom and proactive aggression was significantly positively correlated for individuals with low cognitive flexibility, especially low substitutability. Cognitive flexibility has no significant moderating effect on the relationship between state boredom and reactive aggression.ConclusionThe findings highlighted the importance of boredom as a potential risk factor for aggression, while cognitive flexibility appears as a potential protective factor.

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Section: Aggressionmentioning

confidence: 99%

Aggressive behavior, boredom, and protective factors among college students during closed-off management of the COVID-19 pandemic in China

Chu

2022

Front. Psychol.

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“…In contrast, reactive aggression is characterized by a high level of anger, biased social information processing, and impaired emotional regulation in the face of frustration and perceived threats and may be descended from Berkowitz's (1993) cognitive‐neoassociation model of frustration and aggression (Card & Little, 2006). Empirical studies have supported that proactive and reactive aggression are two connected but distinct constructs (Romero‐Martínez et al, 2022; Smeets et al, 2017; Stéphane et al, 2017). Moreover, they also yield different outcomes with changes in the developmental stage (see Hubbard et al, 2010, for a review).…”

Section: Introductionmentioning

confidence: 99%

The developmental characteristics of proactive and reactive aggression in late childhood: The effect of parental control

Guo,

Hu,

Chen

et al. 2023

Aggressive Behavior

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Previous research has confirmed that parental control is related to children's aggressive behavior. However, few studies have focused on proactive and reactive aggression to distinguish the different effects of parental psychological and behavioral control. Moreover, additional longitudinal evidence is needed to understand these links. In the current paper, a three‐wave longitudinal study was conducted to examine the developmental characteristics of proactive and reactive aggression and the role of parental control in China. A total of 484 4th‐ and 7th‐grade students participated at wave 1 (51.65% in 4th‐grade, Mage = 11.66 ± 1.52 years), 465 students (52.04% in 4th‐grade) at wave 2, and 447 children (51.90% in 4th‐grade) at wave 3. The results showed that: (1) Proactive aggression in late childhood remained stable overall, while reactive aggression displayed a clear upward trend. (2) In proactive aggression, boys and girls had a consistent developmental trend. The initial level of boys was higher than that of girls. In reactive aggression, the growth rate was inversely associated with their initial level and the initial level of boys in 7th‐grade was significantly higher than that of girls. (3) Both parental psychological and behavioral control positively predicted students’ reactive aggression in 4th‐ and 7th‐grade, whereas only parental behavioral control positively predicted proactive aggression in 7th‐grade students, with no gender differences.

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“…Aggressive behavior can be understood, depending on its motivational underpinnings, as an impulsive reaction to a provocation (reactive aggression) or an aggression that is instrumentally driven to obtain certain benefits (proactive aggression) [4]. Considering that both forms of aggression "are not mutually exclusive and frequently co-occur" [5] (p. 2), they can both be considered as peer violence and tackled by conflict resolution training. Following this statement, aggressive reactions have been related to a lack of problem-solving abilities in adolescents with anger management issues [6].…”

Section: Introduction 1untreated Conflicts Can Lead To School Violencementioning

confidence: 99%

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

2022

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Communicative and socio-emotional skills are associated with conflict resolution and, thus, school violence prevention. However, without using a combination of techniques in peaceful conflict resolution, it is difficult to ensure such a relationship. The present study aimed to evaluate the effectiveness of the FHaCE up! program, an intervention based on training in communication and socio-emotional skills, as well as conflict resolution, using a collaborative style and mediation skills to reduce school violence and improve the school climate. This training developed in two consecutive stages. The design of the study was quasi-experimental, in which 561 students (aged from 11 to 17 years) from two public secondary schools in Valencia, Spain, participated. Convenience sampling was assigned to the experimental group (N = 264) and the control group (N = 297). The results showed a significant improvement in school violence and school climate perception, as well as communication and socio-emotional skills, in the experimental group after the intervention implementation. It is concluded that the FHaCE up! program significantly positively affected teenagers’ perception of violence and school climate.

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Reactive vs proactive aggression: A differential psychobiological profile? Conclusions derived from a systematic review

Cited by 22 publications

References 196 publications

Aggressive behavior, boredom, and protective factors among college students during closed-off management of the COVID-19 pandemic in China

Aggressive behavior, boredom, and protective factors among college students during closed-off management of the COVID-19 pandemic in China

The developmental characteristics of proactive and reactive aggression in late childhood: The effect of parental control

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

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