The Utility of Forms and Functions of Aggression in Emerging Adulthood: Association with Personality Disorder Symptomatology

A sample of 679 (341 women) emerging adults (M = 18.90 years; SD = 1.11; range = 18.00–22.92) participated in a study on the utility of forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggression. We examined the link between these four subtypes of aggression and personality pathology (i.e., psychopathic features, borderline personality disorder features, and antisocial personality disorder features). The study supports the psychometric properties (i.e., test–retest reliability, internal consistency, discriminant validity) of a recently introduced measure of forms and functions of aggression during emerging adulthood. Aggression subtypes were uniquely associated with indices of personality pathology. For example, proactive (i.e., planned, instrumental or goal-oriented) and reactive (i.e., impulsive, hostile or retaliatory) functions of relational aggression were uniquely associated with borderline personality disorder features even after controlling for functions of physical aggression and gender. The results highlight the differential associations between forms and functions of aggression and indices of personality pathology in typically developing emerging adults.

Conduct Problem Trajectories Between Age 4 and 17 and Their Association with Behavioral Adjustment in Emerging Adulthood

Individual heterogeneity exists in the onset and development of conduct problems, but theoretical claims about predictors and prognosis are often not consistent with the empirical findings. This study examined shape and outcomes of conduct problem trajectories in a Belgian population-based sample (N = 682; 49.5 % boys). Mothers reported on children’s conduct problems across six waves (age 4–17) and emerging adults reported on their behavioral adjustment (age 17–20). Applying mixture modeling, we found four gender-invariant trajectories (labeled life-course-persistent, adolescence-onset, childhood-limited, and low). The life-course-persistent group was least favorably adjusted, but the adolescence-onset group was similarly maladjusted in externalizing problems and may be less normative (15 % of the sample) than previously believed. The childhood-limited group was at heightened risk for specifically internalizing problems, being more worrisome than its label suggests. Interventions should not only be aimed at early detection of conduct problems, but also at adolescents to avoid future maladjustment.     

Does Hostile Attributional Bias for Relational Provocations Mediate the Short-Term Association between Relational Victimization and Aggression in Preadolescence?

This short-term longitudinal study examined the direct association between relational victimization and relational aggression over a five-month period, and proposed that hostile attributional bias for relational provocations mediated this association. Participants were 140 preadolescents (aged 9 to 11 years) in grades four and five. Relational victimization and relational aggression were assessed from self-reports. Hostile intent attributions were measured from preadolescent's responses to hypothetical provocation situations that depicted ambiguous relational aggression among peers. Concurrent and longitudinal findings revealed that more relationally victimized preadolescents were also more relationally aggressive toward their peers. Hostile attributions partially mediated the concurrent association between relational victimization and relational aggression at T1 only. Boys reported significantly higher levels of physical victimization, physical aggression, and relational aggression than girls. Implications for prevention programs are discussed. Rachel Yeung is a Doctoral student in Psychology at University of Victoria, Canada. She received her MSc in Life-Span Developmental Psychology at University of Victoria. Her research interests include risk and protective factors among children and adolescents who are victimized by their peers and program intervention. Dr. Bonnie Leadbeater, PhD, is a Professor in the Department of Psychology who joined the University of Victoria in 1997 after 9 years as Faculty at Yale University. She is Director of the Centre for Youth and Society's research and programs that promote youth health and resilience through community-university research partnerships. She received her PhD in Developmental Psychology from Columbia University, New York. Her research interests include depression in adolescence, resilience among high-risk youth, and the prevention of peer victimization.     

Victimization and Relational Aggression in Adolescent Romantic Relationships: The Influence of Parental and Peer Behaviors, and Individual Adjustment

Consistent with the view that adolescent relationships are established in the context of important characteristics of their social networks, we examined the effects of adolescents’ experiences of parenting (psychological control and positive monitoring) and of peer aggression and victimization, on their self reports of dating victimization and aggression. We also examined the effects of individual differences in emotional and behavioral problems. We used questionnaire data from a population-based sample of youth 12–18 years old who were in dating relationships (n = 149). Parental monitoring emerged as a protective factor in reducing both dating victimization and relational aggression. Our findings also point to a significant transfer of aggression in peer relationships to relational aggression in dating relationships.

The Role of the School Environment in Relational Aggression and Victimization

Research conducted over the last decade has documented both the high rates of and serious consequences associated with both victimization and perpetration of relational aggression. This study examines risk for involvement in relational aggression and victimization among middle school youth, evaluating both individual beliefs about violence, as well as aspects of the school environment, including interpersonal school climate and school responsiveness to violence. A sample of 5,625 primarily urban minority middle school youth (49.2 % female) participating in a violence prevention project completed measures of relational aggression and victimization as well as indicators of individual beliefs about aggression, school norms for aggression, student–teacher and student–student interpersonal climate, and school responsiveness to violence. Unlike results previously found for physical aggression, no school-level indicator of climate was related to relational aggression or victimization. However, individual beliefs about aggression and individual perceptions of the school environment were related strongly to both the perpetration of and victimization by relational aggression. These results suggest not only that individual beliefs and perceptions of the school environment are important in understanding perpetration and victimization of relational aggression, but also that risk for involvement in relational aggression is distinct from that of physical aggression. Implications for school interventions are discussed, as well as suggestions for future research.     

Early Adolescent Social and Overt Aggression: Examining the Roles of Social Anxiety and Maternal Psychological Control

This study examined the factors contributing to the self-reported use of social and overt aggression among 745 10–14-year-old European American and Latino adolescents. Hierarchical multiple regression analyses showed that dispositional social evaluative anxiety was uniquely positively associated with boys’ and girls’ social aggression and negatively associated with boys’ overt aggression. Maternal psychological control was positively associated with overt aggression for all boys, but with social aggression only for Latino boys. Although maternal psychological control also was associated with girls’ use of overt aggression, this effect was stronger among older than among younger females. The relationship between maternal psychological control and girls’ social aggression was mediated by social evaluative anxiety. Implications for elevated levels of social evaluative anxiety are discussed within a social cognitive theory perspective and for maternal psychological control within a social learning theory perspective.Received Ph.D. in Developmental Psychology from Michigan State University. Research interests include the interacting influences of individual differences and contextual factors on child and adolescent aggression.Research interests include examining the familial and peer systemic influences on child and adolescent aggression, individual differences influencing child and adolescent aggression, and interventions to reduce bullying behavior in peer groups.Received Ph.D. in School Psychology from Mississippi State University. Research interests include developing interventions in the classroom for disruptive behaviors, increasing prosocial behaviors, and decreasing aggression.     

Emotional Reactivity and Inhibitory Control in Nonsuicidal Self-Injury Adolescence: Divergence Between Positive and Negative Emotions

Journal of Youth and Adolescence - Nonsuicidal self-injury (NSSI) is prevalent in adolescents and is often linked to emotion dysregulation. However, it remains unknown which specific processes of...     

Trajectories of Perceived Parental Psychological Control across Adolescence and Implications for the Development of Depressive and Anxiety Symptoms

Journal of Youth and Adolescence - Theory and research indicate considerable changes in parental control across adolescence (e.g., declining behavioral control), but the developmental course and...     

Stressors in Multiple Life-Domains and the Risk for Externalizing and Internalizing Behaviors Among African Americans During Emerging Adulthood

Behavioral and mental health outcomes have been associated with experiencing high levels of stress. Yet, little is known about the link between the nature of stressors, their accumulation over time, and the risk for externalizing and internalizing outcomes. Compared to the general population, African Americans are exposed to a disproportionate number of stressors beginning earlier in life. Incorporating Agnew’s General Strain Theory into the study of stress, this study examined whether different kinds of stressors are equally salient in the risk for violent behaviors and depressive symptoms among African Americans transitioning into young adulthood. It further examined the effects of the accumulation of stressors in different life domains and their effect on risks. This study utilized data from an African American subsample of an ongoing longitudinal study that followed 604 adolescents (53?% females) from 9th grade into adulthood. Multilevel growth curve models were used to examine how changes in stressors across multiple life domains related to violent behaviors and depressive symptoms. We found that continued exposure to perceived daily stress and racial discrimination stress increased the risk for violent behaviors during young adulthood, and exhibited a nonlinear relationship between the accumulation of stressors and risk for violence. Moreover, we found that exposure to perceived daily stress, financial stress, neighborhood stress, and racial discrimination stress increased the risk of depressive symptoms and led to a linear relationship between the accumulation of stressors and risk for depressive symptoms. Findings suggest identifiable stressors that can persist over time to influence risks at young adulthood.     

Effects of Perceived Control on the Relationship Between Perceived Parental Rearing Behaviors and Symptoms of Anxiety and Depression in Nonclinical Preadolescents

This study examined mediational and moderational effects of perceived control on the relationship between perceived parental rearing behaviors and symptoms of anxiety and depression in a nonclinical sample of youths aged 11–14 years. Correlational analyses demonstrated that higher levels of negative parental rearing practices were associated with higher levels of anxiety and depression, which at the same time were related to lower levels of perceived control. Furthermore, no evidence was found for the presence of mediational effects of perceived control on the link between perceived parental rearing behaviors and symptoms of anxiety and depression. Finally, there was a moderational effect of perceived control on the link between anxious rearing and anxiety symptoms. While the presence of low perceived control and high anxious rearing yielded relatively high anxiety levels, it was especially the combination of high perceived control and low anxious rearing that clearly yielded the lowest anxiety levels.     

The Role of Parental and Peer Attachment in the Psychological Health and Self-Esteem of Adolescents

This paper presents the results of 3 studies examining the relationships of parental attachment, peer attachment, and self-esteem to adolescent psychological health. A model is presented in which parental attachment directly influences both psychological health and self-esteem and the influence of peer attachment on psychological health is totally mediated by self-esteem. Using structural equation modeling, Study 1 evaluates the model on a sample of 1998 Norwegian high school students (aged 12–19 years). With some modifications it is found to be a satisfactory fit. Study 2 replicates Study 1 using a sample of 358 Australian high school students (aged 15–18 years). A multisample analysis revealed no significant differences between the model for Studies 1 and 2. Study 3 was a further successful replication employing alternative measures of the constructs considered with a sample of 345 Australian high school students (aged 15–19 years). The major finding from all 3 studies is that the role of peer and parental attachment on psychological health is primarily meditated by self-esteem. Implications for research elucidating the links between attachment and specific aspects of self-esteem are discussed.     

Socialization Goals,Parental Psychological Control,and Youth Anxiety in Chinese Students: Moderated Indirect Effects based on School Type

With rates of adolescent anxiety on the rise in China, it is imperative to investigate whether certain parenting beliefs and practices may be related to anxiety. Specifically, we tested whether parents’ socialization goals relate to parental psychological control, and subsequently, adolescents’ anxiety. We also tested if attending a “key” school (i.e., more competitive and achievement-oriented) or typical school moderated relations. Two hundred forty-seven high-school students (Mage?=?15.62, 57.5% girls) and a caregiver (59.5% mothers) participated. Caregivers completed measures of their socialization goals and their own psychological control. Adolescents reported on their perceptions of parental psychological control and their own anxiety. Psychological control was positively related to youth anxiety. Moderated indirect effects were found. For youth in typical schools, parents who strongly value academic achievement (i.e., achievement oriented goals) and those who strongly value broadening one’s experiences in new places and with new people (i.e., self-development in context goals) had youth who experienced more anxiety, and this relation occurred indirectly through greater parental psychological control. For youth in key schools, only parents’ achievement oriented goals were related to youth anxiety indirectly through parental psychological control. Parents’ interdependence oriented socialization goals were unrelated to either psychological control or anxiety.     

Understanding the Association Between Maltreatment History and Adolescent Risk Behavior by Examining Popularity Motivations and Peer Group Control

The purpose of the present study was to examine how peer group processes of pressure and control and individual motivations for popularity would add to, and moderate the relationship between, childhood maltreatment and risky behavior in adolescence. A total of 1558 youth (804 girls) from three high schools in Ontario, Canada (M age = 15.02 years, SD = .86) reported on their alcohol use, delinquent behavior, childhood experiences of physical and emotional maltreatment and neglect, peer group processes involving control and individual popularity motivations. Regression analyses showed that, beyond the significant contributions of childhood maltreatment, peer group control predicted risky alcohol use and delinquent behavior. Peer group control and popularity motivations exacerbated the negative effect of physical maltreatment on delinquent behavior. Boys’ experiences of peer group control were more strongly linked to alcohol use and delinquent behavior than girls’. These results suggest that there is a significant window of opportunity during adolescence where the peer group context can exacerbate or buffer childhood experiences.

Perceived Parental Investment in School as a Mediator of the Relationship Between Socio-Economic Indicators and Educational Outcomes in Rural America

Each year, 1.3 million students fail to graduate, dropping the United States’ high school graduation rate to 69%. One of the most salient predictors of high school dropout is socio-economic status (SES), which makes important an improved understanding of the reasons why SES affects educational outcomes. In this study, multilevel mediation models were utilized to examine parental investment in school as a mediator of the relationship between SES and educational outcomes among an ethnically diverse sample of 64,350 7th to 9th grade students from 199 rural communities and towns in the U.S. (50% male, 63% non-Hispanic White). These relationships were assessed at the individual and school district level. Results indicate that parental investment is an important mediator at both levels. Within school districts, 28% of the effect of SES on the expectation to graduate from high school is mediated by perceived parental investment. Between school districts, 60% of the effect of concentrated disadvantage on the district’s high school graduation rate and nearly all (87%) of the effect of concentrated disadvantage on the average expectation to graduate from high school among students in the district is mediated by perceived parental investment. Implications for prevention are discussed.