Cognitive Predictors of Relational and Social Bullying, Overt Aggression, and Interpersonal Maturity in a Late Adolescent Female Sample
In this study, we wished to examine the potential relationships between the skills measured by an individually administered standardized measure of cognitive ability and a self-report measure of indirect bullying, overt aggression, and prosocial skills. Therefore, a sample of 106 female students wer...
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| Veröffentlicht in: | International Journal of Bullying Prevention 2019-06, Vol.1 (2), p.136-146 |
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| container_title | International Journal of Bullying Prevention |
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| creator | Crothers, Laura M. Kolbert, Jered B. Schmitt, Ara J. Wells, Daniel S. Meidl, Christopher Berbary, Cassandra Chatlos, Suzannah Lattanzio, Latitia Simonds, Rachel Zebrowski, Meredith Wadsworth, Jacob Fidazzo, Angela Lipinski, John |
| description | In this study, we wished to examine the potential relationships between the skills measured by an individually administered standardized measure of cognitive ability and a self-report measure of indirect bullying, overt aggression, and prosocial skills. Therefore, a sample of 106 female students were recruited from a private, faith-based university located in an urban setting in the mid-Atlantic region of the USA (US;
M
= 19.34 years; 84.9% White) to investigate the relationships between cognitive variables and interpersonal behavior. Multiple regression analyses revealed that participants’ performance on a Verbal Comprehension subtest significantly predicted their self-reported prosocial skills, with their Visual-Auditory Learning–Delayed skills enhancing this prediction. Additionally, in this sample, females’ Visual Matching skills were significantly predictive of overt aggression. However, despite the researchers’ hypotheses to the contrary, no cognitive skills were found to significantly predict forms of relational and social bullying. Implications of these findings for research and practice are discussed. |
| doi_str_mv | 10.1007/s42380-018-0001-2 |
| format | Article |
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M
= 19.34 years; 84.9% White) to investigate the relationships between cognitive variables and interpersonal behavior. Multiple regression analyses revealed that participants’ performance on a Verbal Comprehension subtest significantly predicted their self-reported prosocial skills, with their Visual-Auditory Learning–Delayed skills enhancing this prediction. Additionally, in this sample, females’ Visual Matching skills were significantly predictive of overt aggression. However, despite the researchers’ hypotheses to the contrary, no cognitive skills were found to significantly predict forms of relational and social bullying. Implications of these findings for research and practice are discussed.</description><identifier>ISSN: 2523-3653</identifier><identifier>EISSN: 2523-3661</identifier><identifier>DOI: 10.1007/s42380-018-0001-2</identifier><language>eng</language><publisher>Cham: Springer International Publishing</publisher><subject>Adolescents ; Aggression ; Aggressiveness ; Behavior ; Behavioral Science and Psychology ; Bullying ; Children & youth ; Cognition & reasoning ; Cognitive ability ; Cognitive functioning ; Cognitive style ; College students ; Developmental Psychology ; Elementary School Students ; Executive function ; Females ; Friendship ; Grade 5 ; Grade 6 ; Information processing ; Investigations ; Language Skills ; Learning ; Learning Processes ; Memory ; Metacognition ; Original Article ; Peers ; Psychology ; Public Health ; Social skills ; Social Work ; Thinking Skills</subject><ispartof>International Journal of Bullying Prevention, 2019-06, Vol.1 (2), p.136-146</ispartof><rights>Springer Nature Switzerland AG 2018</rights><rights>Springer Nature Switzerland AG 2018.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2742-36d57f7c0c044eacf6f409b65aebf3336ca63920456448023b853e9544426ce33</citedby><cites>FETCH-LOGICAL-c2742-36d57f7c0c044eacf6f409b65aebf3336ca63920456448023b853e9544426ce33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s42380-018-0001-2$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2932280081?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,777,781,21369,21370,21371,21372,23237,27325,27905,27906,33511,33684,33725,33755,33986,34295,41469,42538,43640,43768,43786,43934,44048,51300,64364,64368,72218</link.rule.ids></links><search><creatorcontrib>Crothers, Laura M.</creatorcontrib><creatorcontrib>Kolbert, Jered B.</creatorcontrib><creatorcontrib>Schmitt, Ara J.</creatorcontrib><creatorcontrib>Wells, Daniel S.</creatorcontrib><creatorcontrib>Meidl, Christopher</creatorcontrib><creatorcontrib>Berbary, Cassandra</creatorcontrib><creatorcontrib>Chatlos, Suzannah</creatorcontrib><creatorcontrib>Lattanzio, Latitia</creatorcontrib><creatorcontrib>Simonds, Rachel</creatorcontrib><creatorcontrib>Zebrowski, Meredith</creatorcontrib><creatorcontrib>Wadsworth, Jacob</creatorcontrib><creatorcontrib>Fidazzo, Angela</creatorcontrib><creatorcontrib>Lipinski, John</creatorcontrib><title>Cognitive Predictors of Relational and Social Bullying, Overt Aggression, and Interpersonal Maturity in a Late Adolescent Female Sample</title><title>International Journal of Bullying Prevention</title><addtitle>Int Journal of Bullying Prevention</addtitle><description>In this study, we wished to examine the potential relationships between the skills measured by an individually administered standardized measure of cognitive ability and a self-report measure of indirect bullying, overt aggression, and prosocial skills. Therefore, a sample of 106 female students were recruited from a private, faith-based university located in an urban setting in the mid-Atlantic region of the USA (US;
M
= 19.34 years; 84.9% White) to investigate the relationships between cognitive variables and interpersonal behavior. Multiple regression analyses revealed that participants’ performance on a Verbal Comprehension subtest significantly predicted their self-reported prosocial skills, with their Visual-Auditory Learning–Delayed skills enhancing this prediction. Additionally, in this sample, females’ Visual Matching skills were significantly predictive of overt aggression. However, despite the researchers’ hypotheses to the contrary, no cognitive skills were found to significantly predict forms of relational and social bullying. Implications of these findings for research and practice are discussed.</description><subject>Adolescents</subject><subject>Aggression</subject><subject>Aggressiveness</subject><subject>Behavior</subject><subject>Behavioral Science and Psychology</subject><subject>Bullying</subject><subject>Children & youth</subject><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>Cognitive functioning</subject><subject>Cognitive style</subject><subject>College students</subject><subject>Developmental Psychology</subject><subject>Elementary School Students</subject><subject>Executive function</subject><subject>Females</subject><subject>Friendship</subject><subject>Grade 5</subject><subject>Grade 6</subject><subject>Information processing</subject><subject>Investigations</subject><subject>Language Skills</subject><subject>Learning</subject><subject>Learning Processes</subject><subject>Memory</subject><subject>Metacognition</subject><subject>Original Article</subject><subject>Peers</subject><subject>Psychology</subject><subject>Public Health</subject><subject>Social skills</subject><subject>Social Work</subject><subject>Thinking Skills</subject><issn>2523-3653</issn><issn>2523-3661</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>BHHNA</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1kMtOAjEUhidGEwnyAO6auGX09DIXlki8kGAwouumlDOTkmGKbSHhCXxtC2N05eqcxff9OedPkmsKtxSguPOC8RJSoGUKADRlZ0mPZYynPM_p-e-e8ctk4P06MqygwEraS74mtm5NMHskrw5XRgfrPLEVecNGBWNb1RDVrsjCahPX-13THExbD8l8jy6QcV079D5ywxM2bQO6LTp_El9U2DkTDsS0RJGZCkjGK9ug19gG8ogb1SBZqM22wavkolKNx8HP7Ccfjw_vk-d0Nn-aTsazVLNCsPjEKiuqQoMGIVDpKq8EjJZ5pnBZcc5zrXI-YiCyXIgSGF-WGcdRJoRguUbO-8lNl7t19nOHPsi13bl4rJdsxBkrAUoaKdpR2lnvHVZy68xGuYOkII-Vy65yGSuXx8oliw7rHB_Ztkb3l_y_9A1PKoNj</recordid><startdate>20190615</startdate><enddate>20190615</enddate><creator>Crothers, Laura M.</creator><creator>Kolbert, Jered B.</creator><creator>Schmitt, Ara J.</creator><creator>Wells, Daniel S.</creator><creator>Meidl, Christopher</creator><creator>Berbary, Cassandra</creator><creator>Chatlos, Suzannah</creator><creator>Lattanzio, Latitia</creator><creator>Simonds, Rachel</creator><creator>Zebrowski, Meredith</creator><creator>Wadsworth, Jacob</creator><creator>Fidazzo, Angela</creator><creator>Lipinski, John</creator><general>Springer International Publishing</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7U4</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BHHNA</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWI</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>HEHIP</scope><scope>M0P</scope><scope>M2S</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope><scope>WZK</scope></search><sort><creationdate>20190615</creationdate><title>Cognitive Predictors of Relational and Social Bullying, Overt Aggression, and Interpersonal Maturity in a Late Adolescent Female Sample</title><author>Crothers, Laura M. ; Kolbert, Jered B. ; Schmitt, Ara J. ; Wells, Daniel S. ; Meidl, Christopher ; Berbary, Cassandra ; Chatlos, Suzannah ; Lattanzio, Latitia ; Simonds, Rachel ; Zebrowski, Meredith ; Wadsworth, Jacob ; Fidazzo, Angela ; Lipinski, John</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2742-36d57f7c0c044eacf6f409b65aebf3336ca63920456448023b853e9544426ce33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Adolescents</topic><topic>Aggression</topic><topic>Aggressiveness</topic><topic>Behavior</topic><topic>Behavioral Science and Psychology</topic><topic>Bullying</topic><topic>Children & youth</topic><topic>Cognition & reasoning</topic><topic>Cognitive ability</topic><topic>Cognitive functioning</topic><topic>Cognitive style</topic><topic>College students</topic><topic>Developmental Psychology</topic><topic>Elementary School Students</topic><topic>Executive function</topic><topic>Females</topic><topic>Friendship</topic><topic>Grade 5</topic><topic>Grade 6</topic><topic>Information processing</topic><topic>Investigations</topic><topic>Language Skills</topic><topic>Learning</topic><topic>Learning Processes</topic><topic>Memory</topic><topic>Metacognition</topic><topic>Original Article</topic><topic>Peers</topic><topic>Psychology</topic><topic>Public Health</topic><topic>Social skills</topic><topic>Social Work</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Crothers, Laura M.</creatorcontrib><creatorcontrib>Kolbert, Jered B.</creatorcontrib><creatorcontrib>Schmitt, Ara J.</creatorcontrib><creatorcontrib>Wells, Daniel S.</creatorcontrib><creatorcontrib>Meidl, Christopher</creatorcontrib><creatorcontrib>Berbary, Cassandra</creatorcontrib><creatorcontrib>Chatlos, Suzannah</creatorcontrib><creatorcontrib>Lattanzio, Latitia</creatorcontrib><creatorcontrib>Simonds, Rachel</creatorcontrib><creatorcontrib>Zebrowski, Meredith</creatorcontrib><creatorcontrib>Wadsworth, Jacob</creatorcontrib><creatorcontrib>Fidazzo, Angela</creatorcontrib><creatorcontrib>Lipinski, John</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Sociological Abstracts</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Sociological Abstracts</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Sociology Collection</collection><collection>Education Database</collection><collection>Sociology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>International Journal of Bullying Prevention</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Crothers, Laura M.</au><au>Kolbert, Jered B.</au><au>Schmitt, Ara J.</au><au>Wells, Daniel S.</au><au>Meidl, Christopher</au><au>Berbary, Cassandra</au><au>Chatlos, Suzannah</au><au>Lattanzio, Latitia</au><au>Simonds, Rachel</au><au>Zebrowski, Meredith</au><au>Wadsworth, Jacob</au><au>Fidazzo, Angela</au><au>Lipinski, John</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Cognitive Predictors of Relational and Social Bullying, Overt Aggression, and Interpersonal Maturity in a Late Adolescent Female Sample</atitle><jtitle>International Journal of Bullying Prevention</jtitle><stitle>Int Journal of Bullying Prevention</stitle><date>2019-06-15</date><risdate>2019</risdate><volume>1</volume><issue>2</issue><spage>136</spage><epage>146</epage><pages>136-146</pages><issn>2523-3653</issn><eissn>2523-3661</eissn><abstract>In this study, we wished to examine the potential relationships between the skills measured by an individually administered standardized measure of cognitive ability and a self-report measure of indirect bullying, overt aggression, and prosocial skills. Therefore, a sample of 106 female students were recruited from a private, faith-based university located in an urban setting in the mid-Atlantic region of the USA (US;
M
= 19.34 years; 84.9% White) to investigate the relationships between cognitive variables and interpersonal behavior. Multiple regression analyses revealed that participants’ performance on a Verbal Comprehension subtest significantly predicted their self-reported prosocial skills, with their Visual-Auditory Learning–Delayed skills enhancing this prediction. Additionally, in this sample, females’ Visual Matching skills were significantly predictive of overt aggression. However, despite the researchers’ hypotheses to the contrary, no cognitive skills were found to significantly predict forms of relational and social bullying. Implications of these findings for research and practice are discussed.</abstract><cop>Cham</cop><pub>Springer International Publishing</pub><doi>10.1007/s42380-018-0001-2</doi><tpages>11</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Adolescents Aggression Aggressiveness Behavior Behavioral Science and Psychology Bullying Children & youth Cognition & reasoning Cognitive ability Cognitive functioning Cognitive style College students Developmental Psychology Elementary School Students Executive function Females Friendship Grade 5 Grade 6 Information processing Investigations Language Skills Learning Learning Processes Memory Metacognition Original Article Peers Psychology Public Health Social skills Social Work Thinking Skills |
| title | Cognitive Predictors of Relational and Social Bullying, Overt Aggression, and Interpersonal Maturity in a Late Adolescent Female Sample |
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