The influence of trait empathy on reactive aggression: An ERP study

Song, Ping; Zhang, Zhuo; Wang, Bo; Nussbaum, David; Zhao, Hui; Wang, Qianglong; Xiao, Yuqin; Yang, Bo

doi:10.1016/j.ijpsycho.2018.08.002

Cited by 10 publications

(4 citation statements)

References 37 publications

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“…Furthermore, providing a wide range of instruments and tools to nurses for ongoing self‐monitoring and self‐evaluation is crucial to prevent and lower the incidence of burnout, aggression and patient neglect among the nurse workforce (Beech & Leather, ; McNamara, ). Staff welfare programmes should be put in place aimed at enhancing health care and well‐being in this professional category and should consider individual differences in personality traits, such as impulsivity and aggression, empathy and emotion regulation as potential risk and protective factors (Por et al., ; Song et al., ; Štiglic et al., ). Gender should also be considered as an important factor, considering that nursing is a predominantly female workforce.…”

Section: Discussionmentioning

confidence: 99%

“…These data seem to suggest that female nurses particularly might experience a large amount of subjective stress, in response to their daily professional context. Individual characteristics like personality traits or empathy levels might play a modulating role, especially in terms of contrasting aggression tendencies (Song et al., ). Specifically, in healthcare profession, empathy and emotional intelligence in general may represent a protective trait to efficiently cope with stressful situations.…”

Section: Introductionmentioning

confidence: 99%

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The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

Fino

Campli

Patrignani

et al. 2019

Journal of Advanced Nursing

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Aims To examine whether and to what extent emotion reactions of nursing students are affected by emotional features inherent in nursing care situations, focusing on gender and aggression. Background How individual characteristics of nurse students interact with emotional demands inherent in nursing practice and modulate the way they are perceived and acted upon may have an impact on quality of patient care. Design Cross‐sectional study, conducted from May to September 2013. Methods Nursing students (N = 157) of the Nursing Degree Course of School of Medicine, Bologna University, completed self‐report questionnaires assessing individual differences (i.e. aggression, personality traits, empathy) and evaluated emotion‐inducing pictures of pleasant, unpleasant and neutral content. Results Gender and verbal aggression level modulate emotional responses of nursing students: females rated negative picture categories as significantly less pleasant than male students; those with high compared to low verbal aggression levels rated negative stimuli as less arousing and more pleasant. Verbal aggression level is positively related to physical aggression and anger and negatively related to emotional stability and empathy in both males and females. Conclusion High verbal aggression scores seem to be associated with attenuated arousal in response to emotional stimuli and decreased aversive reaction towards negative content pictures, indicating a potential facilitation of approach and management of adverse events strictly connected to nursing practice. Nonetheless, aggression can represent a risk factor in nursing practice. Negative implications of verbal aggression are highlighted together with the need for tailoring education programs aimed at enhancing emotion regulation and aggression management skills in nursing context.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

Fino

Campli

Patrignani

et al. 2019

Journal of Advanced Nursing

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“…It is even difficult for us to trigger purely reactive or proactive aggression motivation in laboratory. For instance, although many studies (e.g., Bobadilla, Metze, & Taylor, 2013; Helseth, Waschbusch, King, & Willoughby, 2015; Song et al, 2018) believed that Competitive Reaction Time Task (CRTT; Taylor, 1967) trigger reactive aggression, Tedeschi and Quigley (1996) found that the aggressive motivations in CRTT is not only to hurt the opponent, but also to win the game by punishing the opponent. In other word, CRTT also induces proactive aggression motivation.…”

Section: Introductionmentioning

confidence: 99%

The longitudinal relationship between angry rumination and reactive–proactive aggression and the moderation effect of consideration of future consequences‐immediate

Wang

Cao

Qin

et al. 2020

Aggressive Behavior

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The idea that influential factors for two subtypes of aggression (reactive and proactive aggression) should be different is popular, but the common influential factors have not been examined. Such an examination could help understand the influential factors of aggression from the perspective of multiple motivations affecting the development of aggressive motivations over time. The present study argued that angry rumination would be a common influential factor for both reactive and proactive aggression. In addition, consideration of future consequences (CFC) may moderate the longitudinal effect of angry rumination on proactive aggression. Two studies were conducted to test these hypotheses. In Study 1, a cross-lagged analysis with a 6-month interval was employed. A total of 505 undergraduate students (46% males) completed the questionnaires twice. Results indicated that after a 6-month period, angry rumination predicted reactive aggression but not proactive aggression. Furthermore, reactive aggression predicted angry rumination over time. In Study 2, a moderation analysis was performed with another 437 participants (130 males). The results partly supported our hypotheses, indicating that CFC-immediate (CFC-I) moderated the longitudinal effect of angry rumination on proactive aggression. The present results extended prior research regarding the predictors of proactive and reactive aggression and may contribute to a greater understanding of the development of aggressive motivation. In addition, our research suggested that high CFC-I may be an important factor for the motivation change from reactive aggression to proactive aggression.

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“…Diversas investigaciones han hallado relaciones signifi cativas positivas entre empatía y conducta prosocial (Lemos, 2015;Tur-Porcar, Llorca, Malonda, Samper y Mestre, 2016); también se han presentado informes sobre asociaciones negativas con conductas de acoso (Mestre, 2014;Nolasco Hernández, 2012). Además, la capacidad empática se considera un factor de importancia para la inhibición de la agresividad (Deschamps, Verhulp, de Castro y Matthys, 2018;Song, Zhang, Wang, David, Zhao, Wang, Xiao y Yang, 2018;Tur-Porcar, Llorca, Malonda, Samper y Mestre, 2016). Al respecto, algunos estudios han mostrado asociaciones del comportamiento agresivo entre pares con bajos niveles de empatía (Estévez, Jiménez y Moreno, 2018).…”

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Empatía, conducta prosocial y "bullying". Las acciones de los alumnos espectadores

Moreno-Bataller

Segatore-Pittón

Tabullo

2019

Estudios sobre Educación

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Resumen: Se presenta un estudio cuyo objetivo fue indagar la relación de los fenómenos de acoso escolar con la empatía y la prosocialidad en niños y adolescentes. Participantes: 278 estudiantes (162 mujeres y 116 varones), de 10 a 15 años de edad, concurrentes a dos escuelas públicas de la provincia de Mendoza, Argentina. Método: Se evaluó la presencia de bullying, la prosocialidad y la empatía con cuestionarios multidimensionales y se compararon los grupos según participación en bullying. Los resultados mostraron que, quienes agredían a sus compañeros, obtuvieron puntajes bajos en regulación emocional y toma de perspectiva. Al comparar empatía y prosocialidad, se reportan diferencias con los varones agresores, que obtuvieron bajos niveles. Las intervenciones prosociales de los espectadores mostraron correlación con la autorregulación emocional, la respuesta afectiva y la revalorización del otro.

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The influence of trait empathy on reactive aggression: An ERP study

Cited by 10 publications

References 37 publications

The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

The longitudinal relationship between angry rumination and reactive–proactive aggression and the moderation effect of consideration of future consequences‐immediate

Empatía, conducta prosocial y "bullying". Las acciones de los alumnos espectadores

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