The Impact of Parental Psychological Control on College Students’ Relational Aggression and Friendship Quality

The present study investigated the relationships between parental psychological control and college students’ relational aggression and friendship quality. Based on previous research, it was expected that parents’ use of psychological control would be associated with students’ increased use of relational aggression with peers and lower friendship quality. Students completed a series of survey measures assessing their mothers’ and fathers’ use of psychological control, behavioral control, and warmth/acceptance. Students also completed a series of survey measures assessing their friendship quality, social skills, relational aggression, self-esteem, and social desirability. The study’s findings revealed that parental psychological control was associated with and predicted students’ increased use of relational aggression with peers. Parental psychological control was also associated with students’ lower friendship quality. However, parents’ use of psychological control did not predict students’ friendship quality after accounting for the influence of students’ personal and peer relationship variables. This finding suggests that characteristics of peer relationships may play a larger role than parenting behaviors in shaping college students’ friendships. The study also found that students who displayed higher levels of relational aggression had lower quality friendships. Other findings revealed that the relationship between parental psychological control and students’ friendship quality can be partially explained by students’ use of relational aggression with peers. Students’ friendship quality can also help to explain the influence of parental psychological control on students’ relational aggression. In addition, the study found that combinations of parenting behaviors were more informative predictors of students’ relational aggression and friendship quality than psychological control alone. Finally, this study revealed the importance of assessing participants’ social desirability when measuring sensitive personal qualities such as relational aggression, friendship quality, and self-esteem. Overall, this study contributes to the field of research on parental psychological control by revealing its effects on college students’ relational aggression and friendship quality.

Child Aggression in a Post-Communist Country: Race and Gender Aspects in a Cross-Cultural Comparison

Gypsies represent approximately 2.5% of the Czech population, but are considerably over-represented among the unemployed, prisoners, schooldropouts, neglected children, etc. Together with racist attitudes on the part of the majority, this causes strong inter-ethnic tension and obviouseconomic, moral and political problems. This research studied the way in which this situation is reflected in peer relations between Gypsy andmajority children in schools. Six samples of children (totalling 2974 children aged 7-15, of whom 15% were Gypsies) were studied through peernomination, teacher assessment and self-reporting. Gypsy/non-Gypsy and gender dichotomies were correlated with measures of aggression,victimisation and acceptance/rejection. The results showed that Gypsy children, both boys and girls, were more likely to nominate their Gypsy peers as aggressors than they nominatemajority children, implying that they tend to direct their rejection toward their own kind. The number of Gypsy children in a class was also animportant factor with Gypsies being more likely to be accepted and less likely to appear aggressive when they were only one or two in a class, thanin a class where there was a greater number of Gypsy pupils. When whole classes were taken as the unit of analysis, Gypsy children were seen asmore likely to behave aggressively in class by their Gypsy and non-Gypsy counterparts as well as by their teachers. At the same time they aremuch less likely to become victims of aggression than are non-Gypsy children, both boys and girls. Mr. Rican also found that the acceptance/rejection patterns of Gypsy children betray their unsatisfactory socialisation. Among their peers, Gypsyor non-Gypsy, they tend to prefer aggressors or children who teachers describe as showing little discipline or effort to succeed at school. Partialcorrelation to assess the influence of seniority on aggressiveness provided a warning that the recent lengthening of compulsory school attendance islikely to bring an increase in aggressiveness. He believes that Gypsy ethnic identity has lost many of its important positive aspects, making itsnegative aspects more prominent and more dangerous. He does however find some possible ways for teachers to reinforce the positive aspects ofGypsy children's identities in order to support their socialisation at schools.

Videogames and Aggression in Teenagers

Victor Sazonov (Russia). Video Games and Aggression in Teenagers. Mr. Sazonov works as a psychologist at the Obninsk Linguistic College and worked on this research from July 1996 to June 1997. Mr. Sazonov conducted a survey of 200 tenth and eleventh graders in Moscow (94 boys and 106 girls), in which they were asked to estimate the total amount of time they spent playing video games each week and which games were the most popular. Aggression was also assessed using two measures, the first dealing with manifest physical aggression and the second with aggressive behavioural delinquency. The data collected showed that 62% of teenagers spend at least one hour a week playing video games, with 10% spending over seven hours on them. Girls tended to play less than boys (1.6 and 2.8 hours on average respectively). Eight of the ten most popular games require the player to perform acts of a violent nature. Boys also scored higher on the index of aggressive behavioural delinquency, with a mean of 7.0 compared to 4.6 for girls. The results of the correlation analysis between time spent playing video games and measures of aggression were mixed. No relation was found between manifest physical aggression and time spent on the games, although in the case of aggressive behavioural delinquency the link was significant, which seems to indicate that aggressive teenagers spend more time playing video games. While the lack of significant correlations between violent games and aggression suggest that video games may not in fact be as great a menace as their critics suggest, Mr. Sazonov admits that these findings may be influenced by the high number of teenagers who do not play games at all or play relatively little. He also suggests that the abstract nature of the violence in games (often directed against aliens or spaceships) may make it less of a risk than the more realistic violence seen on television. In summary, however, he concludes that his results provide more support for the theories saying that violent video games provide a stimulus to violent action, than for those which suggest that they may help defuse violent tendencies.

Effects of group stability on aggression, stress and injuries in breeding rabbits

On Swiss rabbit breeding farms, group-housed does are usually kept singly for 12 days around parturition to avoid pseudograviclity, double litters and deleterious fighting for nests. After this isolation phase there is usually an integration of new group members. Here we studied whether keeping the group composition stable would reduce agonistic interactions, stress levels and injuries when regrouping after the isolation phase. Does were kept in 12 pens containing 8 rabbits each. In two trials, with a total of 24 groups, the group composition before and after the 12 days isolation period remained the same (treatment: stable, S) in 12 groups. In the other 12 groups two or three does were replaced after the isolation phase by unfamiliar does (treatment: mixed, M). Does of S-groups had been housed together for one reproduction cycle. One day before and on days 2, 4 and 6 after regrouping, data on lesions, stress levels (faecal corticosterone metabolites, FCM) and agonistic interactions were collected and statistically analysed using mixed effects models. Lesion scores and the frequency of agonistic interactions were highest on day 2 after regrouping and thereafter decrease in both groups. There was a trend towards more lesions in M-groups compared to S-groups. After regrouping FCM levels were increased in M-groups, but not in S-groups. Furthermore, there was a significant interaction of treatment and experimental day on agonistic interactions. Thus, the frequency of biting and boxing increased more in M-groups than in S-groups. These findings indicate that group stability had an effect on agonistic interactions, stress and lesions. (C) 2012 Elsevier B.V. All rights reserved.

A test of genetic association among male nuptial coloration, female mating preference, and male aggression bias within a polymorphic population of cichlid fish

Both inter- and intrasexual selection have been implicated in the origin and maintenance of species-rich taxa with diverse sexual traits. Simultaneous disruptive selection by female mate choice and male-male competition can, in theory, lead to speciation without geographical isolation if both act on the same male trait. Female mate choice can generate discontinuities in gene flow, while male-male competition can generate negative frequency-dependent selection stabilizing the male trait polymorphism. Speciation may be facilitated when mating preference and/or aggression bias are physically linked to the trait they operate on. We tested for genetic associations among female mating preference, male aggression bias and male coloration in the Lake Victoria cichlid Pundamilia. We crossed females from a phenotypically variable population with males from both extreme ends of the phenotype distribution in the same population (blue or red). Male offspring of a red sire were significantly redder than males of a blue sire, indicating that intra-population variation in male coloration is heritable. We tested mating preferences of female offspring and aggression biases of male offspring using binary choice tests. There was no evidence for associations at the family level between female mating preferences and coloration of sires, but dam identity had a significant effect on female mate preference. Sons of the red sire directed significantly more aggression to red than blue males, whereas sons of the blue sire did not show any bias. There was a positive correlation among individuals between male aggression bias and body coloration, possibly due to pleiotropy or physical linkage, which could facilitate the maintenance of color polymorphism.

Validation of a paradigm to measure instrumental aggression (iap) on a sample of male adolescents with adjustment problems

Aggressive behavior can be classified in hostile and instrumental aggressions (anderson & bushman, 2002). this classification is mostly synonymously used with reactive and proactive aggression, whereas the differences between hostile and instrumental aggression lie on three dimensions, the primary goal, amount of anger and planning and calculation(bushman & anderson, 2001). although there are rating instruments and experimental paradigms to measure hostile aggression, there is no instrument to measure instrumental aggression. the following study will present an account to measure instrumental aggression with an experimental laboratory paradigm. the instrument was firstly tested on two samples of normal young adolescents (n1 = 100; amage. = 19.14; n2 = 60; amage. = 21.46). the first study revealed a strong correlation with a laboratory aggression paradigm measuring hostile aggression, but no correlations with self-reported aggression in the buss and perry questionnaire. these results were replicated in a second study, revealing an additional correlation with aggressive but not adaptive assertiveness. secondly the instrument was part of the evaluation of the reasoning and rehabilitation program r&r2 (ross, hilborn & lidell, 1984) in an institution for male adolescents with adjustment problems in switzerland. the r&r2 is a cognitive behavioral group therapy to reduce antisocial and promote prosocial cognitions and behavior. the treatment group (n= 16; rangeage = 15-17) is compared to a no treatment control group (n=24; rangeage = 17-19) preand post- treatment. further aggressive behavior was surveyed and experimentally measured. hostile rumination, aggressive and adaptive assertiveness, emotional and social competence were included in the measurement to estimate construct validity.

Leben im Erziehungsheim – eine Kamerabrillenstudie: Aggression und Konflikt in Umwelten frühadoleszenter Jungen und Mädchen

Heimjugendliche sind einer Mehrfachbelastung ausgesetzt und fordern ihre Erzieherinnen und Erzieher. Mit einer innovativen Kamerabrillenmethode werden die Umwelten von aggressiven Heimjugendlichen aus deren räumlichen Perspektive erfasst. Das Buch vermittelt Grundlagenwissen zu Aggression und Konflikt, führt in die Kamerabrillenmethodik ein und gibt einen Einblick in den Alltag eines Erziehungsheims