Read anything mean lately? Associations between reading aggression in books and aggressive behavior in adolescents

Stockdale, Laura; Coyne, Sarah M.; Nelson, David A.; Padilla‐Walker, Laura M.

doi:10.1002/ab.21492

Cited by 10 publications

(9 citation statements)

References 49 publications

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“…These results may reflect a decreased influence of media use on children's externalizing behavior, as they increase in age, particularly as they enter adolescence; however, the present findings are limited in that our assessment did not incorporate indirect forms of externalizing behavior such as relational or covert aggression. Previous research suggests that media content that displays acts of indirect aggression is associated with increases in this type of aggression in adolescence (Coyne et al, 2004; Stockdale, Coyne, Nelson, & Padilla-Walker, 2013). Thus, future research should assess this form of externalizing behavior in models examining parenting, youth screen time, and youth behavior problems.…”

Section: Discussionmentioning

confidence: 99%

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

Sanders

Parent

Forehand

et al. 2016

Journal of Applied Developmental Psychology

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In the present study we propose a model linking parental perceptions of technology to technology-related parenting strategies to youth screen time, and, finally, to internalizing and externalizing problem behaviors. Participants were 615 parents drawn from three community samples of families with children across three developmental stages: young childhood, middle childhood, and adolescence. The model was tested at each stage with the strongest support emerging in the young childhood sample. One component of parental perceptions of technology, perceived efficacy, was related to technology-related parenting strategies across developmental stages. However, the association of these strategies to child screen time and, in turn, problem behaviors, diminished as children increased in age. Implications for intervention are considered.

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Section: Discussionmentioning

confidence: 99%

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

Sanders

Parent

Forehand

et al. 2016

Journal of Applied Developmental Psychology

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“…Aggression. Participants were asked to read a series of statements and indicate how well each described him or her on a 5-point Likert scale (1 ϭ very inaccurate to 5 ϭ very accurate; Leavitt, Nelson, Coyne, & Hart, 2013;Nelson, 2005;Nelson, Coyne, Swanson, Hart, & Olsen, 2014;Stockdale, Coyne, Nelson, & Padilla-Walker, 2013). The physical aggression subscale consisted of two questions that measured physical forms of aggression against others (e.g., "Threaten to hit [or hit] other people").…”

Section: Measures and Proceduresmentioning

confidence: 99%

Media violence and judgments of offensiveness: A quantitative and qualitative analysis.

Coyne

Callister

Gentile

et al. 2016

Psychology of Popular Media Culture

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Although many studies examine the behavioral effects of viewing media violence, there is little research on whether such violence is perceived as offensive to viewers. Accordingly, the current study examines whether media violence is offensive to viewers and whether feelings of offense mediate the relationship between viewing media violence and aggressive behavior. Participants consisted of 1,429 emerging adults from 2 different Universities in the United States. Results revealed that compared with other content in the media, media violence is perceived as relatively inoffensive. Certain situational (context, genre, and type of violence) and viewer characteristics (gender and religiosity) influenced feelings of offensiveness for media violence. Feelings of offensiveness mediated the association between media violence and aggression, but for women only. Finally, qualitative analyses revealed a host of reasons why viewers are offended or not by media violence. Results are discussed in the context of the General Aggression Model.

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“…Moreover, the present intervention focused on screen media by considering only movies, TV programs, and video games. However, violent content is also prevalent in other types of media, such as novels (e.g., Stockdale et al, 2013), cartoons (Kirsh, 2006), music (Friedlander et al, 2013), and music videos (Smith & Boyson, 2002). Research on whether and how the effect of violent content on aggression varies as a function of media type is still limited, and whether intervention efficacy could be enhanced by paying greater attention to media-specific features of the portrayal of violence is a question for future research.…”

Section: Research Implicationsmentioning

confidence: 99%

Breaking the vicious cycle of media violence use and aggression: A test of intervention effects over 30 months.

Krahé¹,

Busching²

2015

Psychology of Violence

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Objective: This study examined the sustained efficacy of a media violence intervention in reducing media violence use, normative acceptance of aggression, and aggressive behavior in adolescents. It used an experimental design to evaluate the effects of the intervention over a period of 30 months. Method: N ϭ 627 German 7th and 8th graders were assigned to a 5-week school-based intervention to reduce media violence use or to a no-intervention control group. Media violence use, normative acceptance of aggression, and aggressive behavior were measured 3 months before the intervention (T1), 7 months post intervention (T2), and at 2 follow-ups 18 (T3) and 30 (T4) months after the intervention. This article focuses on the findings from the 2 follow-ups. Results: Controlling for baseline levels and various demographic covariates, media violence use at T2, T3, and T4 and self-reported physical aggression at T3 were significantly lower in the intervention group, and the indirect path from the intervention to T3 aggression via T2 media violence use was significant. Lower T2 media violence use predicted lower T3 normative acceptance of aggression among participants with lower initial aggression. No effects on nonviolent media use and relational aggression were observed. Conclusion: The findings show that a short class-based intervention can produce lasting changes in media violence use that are linked to a decrease in aggression.

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Read anything mean lately? Associations between reading aggression in books and aggressive behavior in adolescents

Cited by 10 publications

References 49 publications

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

Media violence and judgments of offensiveness: A quantitative and qualitative analysis.

Breaking the vicious cycle of media violence use and aggression: A test of intervention effects over 30 months.

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