Alle Publikationen
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2017
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(2017): Beyond the positive reinforcement of aggression. In: International Journal of Behavioral Development 42 (1), S. 73-82. DOI: 10.1177/0165025416671613
Abstract: Being surrounded by peers who are accepting of aggression is a significant predictor of the development and persistence of aggression in childhood and adolescence. Whereas past research has focused on social reinforcement mechanisms as the underlying processes, the present longitudinal study analysed the role of external control beliefs as an additional mediator explaining the link between peers’ acceptance of aggression and the development of aggressive behaviour. Drawing on a large community sample of N = 1,466 male and female children and adolescents from Germany aged between 10 and 18 years, results of latent structural equation modeling were consistent with the hypotheses that peer acceptance of aggression would predict external control beliefs in the social domain, which in turn, should predict aggressive behaviour over time. Additional multigroup analyses showed that the predicted pathways were consistent across gender and age groups. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 1
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(2017): Punches or punchlines?. Honor, face, and dignity cultures encourage different reactions to provocation. In: Humor 30 (3). DOI: 10.1515/humor-2016-0087
Abstract: Research on culture-related violence has typically focused on honor cultures and their justification of certain forms of aggression as reactions to provocation. In contrast, amusement and humor as the preferred reactions to provocation remain understudied phenomena, especially in a cross-cultural context. In an attempt to remedy this, participants from an honor culture (Poland), dignity culture (Canada), and face culture (China) were asked how they would react and how they would like to react to a series of provocative scenarios. Results confirmed that aggression may be the preferred reaction to provocation in honor cultures, while the preferred reaction to provocation in dignity cultures may be based on humor and amusement. The third kind of provocation reaction, withdrawal, turned out to be more complex but was most popular in dignity and face cultures. Furthermore, results confirmed that the way individuals think they would behave is more culturally diversified than the way individuals would like to behave. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 1
2014
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(2014): Ways to Go. Men's and Women's Support for Aggressive and Nonaggressive Confrontation of Sexism as a Function of Gender Identification. In: Journal of Social Issues 70 (4), S. 668-686. DOI: 10.1111/josi.12085
Abstract: This research examines male and female perceivers' reactions to a female target who (1) confronted sexism nonaggressively, (2) confronted sexism aggressively (by slapping the perpetrator), or (3) did not confront sexism. Results (N = 152) indicated that, overall, both women and men responded most favorably to the female target who confronted nonaggressively. Nonaggressive confrontation was perceived as relatively unthreatening for women and relatively threatening for men, whereas the remaining responses were all perceived as threatening for women. Results were further moderated by participants' a priori levels of gender identification: women who were weakly identified with their gender and men who were highly identified with their gender were less supportive of aggressive confrontations. Implications regarding the optimal way to confront sexism are discussed. zitiert von 19
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(2014): Examining the many dimensions of children’s popularity. In: Journal of Social and Personal Relationships 33 (1), S. 62-80. DOI: 10.1177/0265407514562562
DOI: https://doi.org/10.1177/0265407514562562 Abstract: Using peer nomination data, this study explored predictors of popularity among 144 third- through eighth-grade students in a diverse urban school. Findings demonstrated that children were more likely to be nominated as popular by peers when they exhibited higher levels of prosocial behavior or aggression. Furthermore, a significant interaction between prosocial behavior and aggression predicted popularity. Children with high levels of peer-nominated aggression were more likely to be viewed as popular when they were also nominated by their peers for engaging in high levels of prosocial behavior. Lastly, findings suggested that the positive association between prosocial behavior and popularity was stronger for girls than boys. Implications and areas for future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 14
2013
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(2013): Social cognitive dynamics of popularity and indirect aggression. The role of social goals and social intelligence. ProQuest Information & Learning, US.
Abstract: This study investigated the social goals of adolescents and their use of indirect aggression. Additionally, it examined how gender, peer status (i.e. perceived popularity) and individual differences in social intelligence relate to adolescents' social goals and their use of indirect aggression. 109 seventh-graders completed a social goals measure and the Tromsø Social Intelligence Scale (TSIS; Silvera, Martinussen, & Dahl, 2001). Participants also completed a peer nomination assessment of popularity and indirect aggression. Results indicated reliable associations among social goals and peer-nominated indirect aggression. Gender, popularity, and social intelligence further moderated these associations. These findings suggest that the social goals of adolescents can be a motivating force to engage in hurtful behaviors and provide a framework from which peer relations researchers can improve peer relationships and be better equipped to intervene in indirect aggression. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2013) : Genetic and environmental influences on aggressive and deviant behavior. In: Thomas, Christopher R.; Pope, Kayla (Hg.): The origins of antisocial behavior: A developmental perspective: New York, NY: Oxford University Press, S. 39-56
Abstract: Over the past three decades, and especially in the past 5 years, a great deal of effort has been dedicated to discovering genetic effects on a wide range of human disorders, diseases, and behaviors. In the field of behavioral genetics, there have been a tremendous number of studies examining genetic and environmental contributions to deviant behavior. Improvements in the methodology of twin and adoption studies have demonstrated the influence of genetics on mental disorders throughout the lifespan. This chapter describes different ways in which aggression, rule breaking, and deviant behaviors are defined and then discusses the many approaches to identifying genetic influences on these definitions. Following a brief introduction and literature review, the chapter defines common quantitative measures of deviant behavior, describes the development and subtypes of deviant behavior, and examines behavioral genetic studies of deviant behavior. Specifically, aggression and deviant behavior are examined from a perspective of twin and adoption studies (including gene by environment), as well as of familial variable studies (e.g., assortative mating). Finally, a brief review of future approaches and promising areas of research concludes this chapter. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2011
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(2011) : Gender Issues In: Hauser, Stuart T.; Prinstein, Mitchell J. (Hg.): Encyclopedia of Adolescence: Burlington: Elsevier Science, S. 151-159
Abstract: Gender is an important social category that affects adolescents' lives in multiple ways. Gender identities and gender schemas shape the kinds of ideas and behaviors that adolescents may consider appropriate for themselves and others. Stereotyped beliefs may lead to sexism, including prejudiced attitudes and discriminatory behaviors. Gender-related variations during adolescence occur in academic achievement, athletic participation, sexuality, body image, dating relationships, friendship intimacy, and aggression.
2009
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(2009): Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK). Psychometrische Eigenschaften eines Tests zur Erfassung sozial-emotionaler Fähigkeiten. In: Diagnostica 55 (4), S. 234-244. DOI: 10.1026/0012-1924.55.4.234
DOI: https://doi.org/10.1026/0012-1924.55.4.234 Abstract: Tested psychometric properties of the Intelligence and Development Scales Sozial-Emotionale Kompetenz Skala (IDS-SEK). To address a lack of adequate measures for capturing the social-emotional abilities of children, the IDS-SEK was constructed. The test measures social-emotional abilities on the dimensions (1) Emotion Recognition (EE), (2) Emotion Regulation (ER), (3) Understanding of Social Situations (SV), and (4) Social-Operation Competence (SH). Results of studies conducted with 839 5- to 10-year-olds from Switzerland support the scale's construct and criterion validity. Comparisons (matched for age, sex, and intelligence quotient) of children without behavioural problems, with Asperger syndrome (n = 38), and with aggressive-behavioral problems (n = 57) provided additional proof of the scale's differentiation ability. It is concluded that the IDS-SEK is well suited to measure capabilities and deficits in the social-emotional domain in a multidimensional way and can be used as the basis of specific interventions.
Keywords: Aggressionsverhalten, Aggressive Behavior, Aspergers Syndrome, Asperger-Syndrom, Autism Spectrum Disorders, Autismus-Spektrum-Störung, Developmental Scales & Schedules, emotion recognition, Emotional Regulation, Emotionen, Emotions, Emotionserkennung, Emotionsforschung, Emotionsregulation, Entwicklungstests, Personality Scales & Inventories, Persönlichkeitstests, psychometrics, Psychometrie, Psychosocial & Personality Development, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Social intelligence, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Test Validity, Testvalidität, Verhaltensforschung 2008
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(2008): Terms of abuse as expression and reinforcement of cultures. In: INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS 32 (2), S. 174-185. DOI: 10.1016/j.ijintrel.2008.02.001
Abstract: Investigated cross-cultural differences in the expression and perception of verbal abuse terms. Nearly 3,000 university students (mean age 22 years) from Spain, Germany, France, Italy, Croatia, Poland, the United Kingdom, the United States, Norway, Greece, and the Netherlands were instructed to specify terms of abuse that they would employ in hypothetical social situations. Respondents also rated the offensiveness of each of the specified terms. A total of 12,000 abuse terms was thus obtained, which after analyzing for frequency, were reduced to 16 categories. Common to all national samples were terms that referred to genitals or sexual actions, mental abnormality, and impaired intelligence. In all countries, the use of abuse terms varied according to the gender of the target and actor in the hypothetical situations. Cross-cultural differences in the frequency of preferred abuse terms are explained in terms of variability between nations along the dimensions individualism, collectivism, masculinity-femininity, and virility. zitiert von 25
2007
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(2007): Negative Soziale Unterstützung bei der Bewältigung von Lebensbelastungen. In: Zeitschrift für Gesundheitspsychologie 15 (2), S. 43-56. DOI: 10.1026/0943-8149.15.2.43
Abstract: Neben unterstützendem Verhalten müssen durch Lebensereignisse Belastete immer auch mit belastenden Reaktionen aus ihrer Umwelt rechnen. Dieses Phänomen und seine Effekte wurden konzeptuell und empirisch analysiert. Es wird über eine retrospektive Lebensereignisstudie mit 224 Teilnehmerinnen und Teilnehmern berichtet, bei der u. a. negative und positive Unterstützungsformen erhoben wurden. Explorative Hauptkomponentenanalysen erbrachten vier gut interpretierbare und mit den konzeptuellen Analysen übereinstimmende Faktoren negativer Unterstützung (Kritik und Abwertung, Diskriminierung und Feindseligkeit, Enttäuschung und nicht ernst nehmen, Einmischung und übertriebene Sorge), wobei übertriebene und mangelnde Unterstützung (Einmischung/übertriebene Sorge, Enttäuschung/nicht ernst nehmen) häufiger vorkamen als die beiden aggressiveren Formen (Kritik und Abwertung, Diskriminierung und Feindseligkeit). Letztere waren mit schlechterem Bewältigungserfolg, geringerem Selbstwert und schlechterem Befinden am Ende des Lebensereignisses assoziiert. Mediator- und Moderatoranalysen zeigten, dass diese Effekte zum Teil durch die initiale Reaktion auf das belastende Ereignis vermittelt wurden, insofern solche Personen ein hohes Maß an Negativunterstützung erlebten, die initial intensiv und eher negativ auf das Ereignis reagierten. Das Ausmaß erhaltener positiver Unterstützung konnte diese Effekte puffern. Die Ergebnisse sprechen dafür, negativer Unterstützung bei präventiven Maßnahmen vermehrte Aufmerksamkeit zu schenken. zitiert von 17
2006
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(2006): Effects of Provocation on Emotions and Aggression. An Experimental Study with Aggressive Children. In: Swiss Journal of Psychology 65 (2), S. 117-124. DOI: 10.1024/1421-0185.65.2.117
Abstract: Examined the effects of an experimentally induced provocation on emotions and aggression in 34 aggressive conduct-disordered children using a competitive reaction time paradigm. Two experimental conditions were created, an increasing provocation and a low constant provocation condition. Self-rated anger was assessed directly after provocation on a 5-point visual scale. In addition, negative and positive emotions as well as physiological measures (heart rate and skin conductance level) were measured at baseline and after provocation. Results revealed that participants' aggressive behavior and subjective emotions differed as a function of the opponent's level of provocation. Concerning physiological parameters, no significant differences were found between the experimental conditions. The results suggest that affective, but not physiological variables characterize reactive aggression in conduct-disordered children. zitiert von 10
2002
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(2002): Biology, culture, and child rearing. The development of social motives
Abstract: Presents a theoretical model of the interaction of culture and biology in the development of social motives. Initially, results of a cross-cultural longitudinal study on the development of aggression and altruism in European and Asian children are presented: Mothers' child-rearing techniques correlated with children's aggressiveness and children's motives nine years later, children' motives were different across cultures, and culture-specific mother-child relationships were related to children's later social motives. Furthermore, the role of the cultural context in which child rearing is embedded is described by contrasting cultural norms, beliefs, and behaviors in Germany and Japan, including tradition, naive personality theories, value systems, self-concept, religion, seniority, and teachers' authority. Additionally, the role of biological factors in the development of social motives is discussed, including heritability, neuroanatomy, and chemical factors. Finally, cultural and biological factors are integrated in a model of social motive development, which assumes a decisive role of the attachment process between mother and child. Thus, motives are described as behavioral systems with a strong interconnection between culture and biology. zitiert von 23
1998
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Bierhoff, Hans-Werner (1998): Aggression und Gewalt. Phänomene Ursachen und Interventionen. Ärger, Aggression und Gerechtigkeit: Moralische Empörung und antisoziales Verhalten. Stuttgart [u.a.]: Kohlhammer
Abstract: Der Zusammenhang zwischen Fairness bzw. Unfairness und aggressivem Verhalten wird vorgestellt. Die in der Psychologie bekannten Fairness-Regeln werden skizziert, und es wird gezeigt, dass Verletzungen dieser Regeln drei unterscheidbare Reaktionstypen auslösen: Ärger, Selbstabwertung, zunehmende Leistungsbereitschaft. Insbesondere der Zusammenhang zwischen Ärger und aggressivem Verhalten (im Kontext von Gerechtigkeit und Verantwortung) wird unter Bezugnahme auf empirische Daten behandelt. Im weiteren wird die Theorie der relativen Deprivation beschrieben, die sich mit dem Phänomen des Ärgers aufgrund steigender Erwartungen befasst und die einen Spezialfall wahrgenommener Unfairness darstellt. Abschließend wird diskutiert, ob die Auslösung von Ärger und Aggression durch Unfairness und Verletzung normativer Erwartungen eher soziobiologisch oder eher soziokulturell erklärt werden kann.
1995
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(1995): Evaluation of aggressive interactions in interpersonal and intergroup contexts. In: Aggressive Behavior 21, S. 205-224
Abstract: Examined the impact of social context (interpersonal vs intergroup) on the evaluation of aggressive interactions. A total of 359 students participated in two studies based on A. M. Mummendey and coworkers' conceptualization of aggression as a specific kind of social interaction involving at least two persons, i.e., an actor and a recipient. Study 1 (151 males aged 12-16 years) examined whether perspective-specific divergence in judgments about aggressive interactions varied in interpersonal and intergroup contexts. It is shown that social context has an important impact on evaluation of aggressive interactions: less dissent is found between actors and recipients in the intergroup condition. Study 2 (115 males, 90 females, and 3 missing gender values aged 13-18 years) examined the context-specific evaluation further by presenting episodes of varying severity and by obtaining judgments on both actions and reactions. Regardless of the severity of the episodes presented, aggressive reactions were evaluated more negatively in the intergroup contexts. In conclusion, the importance of further research, qualitative as well as quantitative, on the topic of aggression in social contexts is discussed. zitert von 30
1994
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(1994) : Aggression als Verletzung sozialer Regeln In: Hoefert, Hans-Wolfgang: Neue Wege der Psychologie. Eine Wissenschaft in der Veränderung.: Heidelberg
Abstract: Unter besonderer Berucksichtigung qualitativer Ansatze werden Uberlegungen zum Verhaltnis von gesellschaftlichen Regeln, Moral und Aggression angestellt. Zunachst wird auf den Gegensatz von privaten und offentlichen Regeln eingegangen, und moralisches Handeln wird als Spezialfall regulativen Handelns aufgefasst. Dann werden unterschiedliche psychologische Definitionen des Aggressionsbegriffs erortert. Es wird gezeigt, dass der Definitionsvorschlag von G. Juttemann, der an die Vorstellung einer postkonventionellen bzw. autonomen Moral gebunden ist, Aggression als Verletzung konsensorientierter sozialer Regeln begreift. Dies wird am Beispiel der Unterlassung als aggressiver Regelverletzung veranschaulicht.
1993
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(1993): Geschlecht, soziale Rolle und aggressives Handeln: Sind Männer aufgrund ihrer physischen Ausstattung aggressiver als Frauen?. In: Zeitschrift für Sozialpsychologie 24 (1)
Abstract: Presents a critical review of biological explanations for gender differences in aggressiveness. The central argument concerns the feasibility of separating biological and environmental factors in empirical research. Results from ethological and psychophysiological studies reveal that even hormonal influences cannot be seen as independent of psychosocial conditions. On the basis of these and other empirical results, it cannot be concluded that men are more aggressive than women because of biological factors. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 5
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(1993): Aggressivität im Kindes- und Jugendalter. Entstehung, Ausdrucksformen, Interventionen. 2. Aufl.. München [u.a.]: Reinhardt
Abstract: Aggressivität stellt sich der Umgebung meist als erschreckendes zwischenmenschliches Beziehungsproblem dar. Die Reaktionen darauf sind Betroffenheit, Hilflosigkeit oder Gegenwehr. Häufig veranlasst aggressives Verhalten zum Rückzug. Ein Anliegen des Buches ist es, Aggressivität als Teil menschlicher Antriebsdynamik zu betrachten, deren Entstehen sich aus der Entwicklungsgeschichte eines Individuums verstehen lässt. Der dazu vorgestellte entwicklungsgeschichtliche Ansatz öffnet Zugänge zu vier unterschiedlichen Ausdrucksformen von Aggressivität. Daraus leiten sich unterschiedliche Interventionen ab, die alle das Ziel verfolgen, dem Individuum seine Antriebsdynamik zu erhalten und zu stärken, aber sein aggressives Verhalten in kooperative Umgangsformen umzuwandeln. - Inhalt: (1) Ausgewählte Hypothesen zur Entstehung von Aggressivität. (2) Ausdrucksformen der Aggressivität. (3) Fallbeispiele. (4) Entstehungsbedingungen konstruktiver Antriebsdynamik sowie defizitärer und destruktiver Aggressivität. (5) Auswirkungen gestörter und zerstörerischer Aggressionsdynamik. (6) Hilfen zur Sozialisierung der Aggressionsdynamik #422Regulierung von Fehlentwicklungen der Antriebsdynamik; Bewältigung von Autoaggressionen; Normalisierung defizitärer und destruktiver Aggressivität; Unterstützung konstruktiver Antriebsdynamik#423.
1982
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(1982) : Moralisches Urteil und Aggression: Zur Systematisierung und Präzisierung des Aggressionskonzeptes sowie einiger empirischer Befunde In: Hilke, Reinhard; Kempf, Wilhelm; Aschenbach, Günter (Hg.): Aggression: Naturwissenschaftliche und kulturwissenschaftliche Perspektiven der Aggressionsforschung: Bern: Hans Huber, S. 208-280
Abstract: Die Beziehung zwischen Aggression und moralischem Urteil wird zu klären versucht. Zu diesem Zweck werden zunächst Binnengliederung, logischer Status und Beziehung der Aggression zu anderen Motivarten umrissen und Begriffe wie Handlung, Aktivität, Konfliktlösung und andere definiert. Moralische Urteile werden als Konfliktlösungsvorstellungen verstanden. Im Rahmen dieser Terminologie werden vier Handlungsthemen erörtert: Altruismus, Aggression, Egoismus, Askese. Es wird untersucht, inwieweit aggressive Handlungen auch den übrigen Themen untergeordnet sein können. Kohlbergs Stufenmodell moralischer Entwicklung wird im Zusammenhang mit entsprechenden Forschungsergebnissen referiert, und Inhalte moralischen Urteils werden aufgezeigt, die sich den genannten Handlungsthemen zuordnen lassen. Bedingungen ihrer Aktualgenese werden präzisiert. Sodann wird eine Beschreibung der jeweiligen Handlungsabläufe versucht, wobei kognitive und emotionale Prozesse in einem komplexen Schema dargestellt werden. Die Bedeutung des moralischen Urteils in den einzelnen thematisch unterschiedenen Handlungstypen wird, unter besonderer Berücksichtigung "aggressiver" Handlungen, ausfuehrlich dargelegt, wobei Bezug genommen wird auf theoretische Überlegungen und empirische Befunde anderer Autoren. Forschungs- und therapiepraktische Konsequenzen werden angesprochen. Hauptwerk zitiert von: 10
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