Evaluative factors in social problem solving by aggressive boys
Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2-3 and 5-6. When compared with their low aggressive peers, high aggressive boys a...
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| Veröffentlicht in: | Journal of abnormal child psychology 1989-06, Vol.17 (3), p.277-289 |
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| container_end_page | 289 |
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| container_title | Journal of abnormal child psychology |
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| creator | GUERRA, N. G SLABY, R. G |
| description | Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2-3 and 5-6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a "second-best" solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as "wouldn't care" or as not "unhappy." In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers. |
| doi_str_mv | 10.1007/BF00917399 |
| format | Article |
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G ; SLABY, R. G</creator><creatorcontrib>GUERRA, N. G ; SLABY, R. G</creatorcontrib><description>Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2-3 and 5-6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a "second-best" solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as "wouldn't care" or as not "unhappy." In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers.</description><identifier>ISSN: 0091-0627</identifier><identifier>ISSN: 2730-7166</identifier><identifier>EISSN: 1573-2835</identifier><identifier>EISSN: 2730-7174</identifier><identifier>DOI: 10.1007/BF00917399</identifier><identifier>PMID: 2754113</identifier><identifier>CODEN: JABCAA</identifier><language>eng</language><publisher>Heidelberg: Springer</publisher><subject>Affect ; Aggression ; Aggression - psychology ; Behavior ; Biological and medical sciences ; Child ; Child development ; Children & youth ; Developmental psychology ; Fundamental and applied biological sciences. 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G</creatorcontrib><creatorcontrib>SLABY, R. G</creatorcontrib><title>Evaluative factors in social problem solving by aggressive boys</title><title>Journal of abnormal child psychology</title><addtitle>J Abnorm Child Psychol</addtitle><description>Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2-3 and 5-6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a "second-best" solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as "wouldn't care" or as not "unhappy." In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers.</description><subject>Affect</subject><subject>Aggression</subject><subject>Aggression - psychology</subject><subject>Behavior</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Children & youth</subject><subject>Developmental psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 2</subject><subject>Humans</subject><subject>Interpersonal Relations</subject><subject>Male</subject><subject>Males</subject><subject>Peer Group</subject><subject>Problem Solving</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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G</au><au>SLABY, R. G</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Evaluative factors in social problem solving by aggressive boys</atitle><jtitle>Journal of abnormal child psychology</jtitle><addtitle>J Abnorm Child Psychol</addtitle><date>1989-06-01</date><risdate>1989</risdate><volume>17</volume><issue>3</issue><spage>277</spage><epage>289</epage><pages>277-289</pages><issn>0091-0627</issn><issn>2730-7166</issn><eissn>1573-2835</eissn><eissn>2730-7174</eissn><coden>JABCAA</coden><abstract>Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2-3 and 5-6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a "second-best" solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as "wouldn't care" or as not "unhappy." In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers.</abstract><cop>Heidelberg</cop><pub>Springer</pub><pmid>2754113</pmid><doi>10.1007/BF00917399</doi><tpages>13</tpages></addata></record> |
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| subjects | Affect Aggression Aggression - psychology Behavior Biological and medical sciences Child Child development Children & youth Developmental psychology Fundamental and applied biological sciences. Psychology Grade 2 Humans Interpersonal Relations Male Males Peer Group Problem Solving Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Set (Psychology) Social Adjustment Social Behavior Social Problems Social research |
| title | Evaluative factors in social problem solving by aggressive boys |
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