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Longitudinal relations between children's cognitive and affective theory of mind with reactive and proactive aggression.

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Title: Longitudinal relations between children's cognitive and affective theory of mind with reactive and proactive aggression.
Authors: Austin, Gina, Bondü, Rebecca, Elsner, Birgit, Bondü, Rebecca (AUTHOR)
Source: Aggressive Behavior. Sep2017, Vol. 43 Issue 5, p440-449. 10p.
Subjects: Aggression (Psychology), Social development, Cognitive development, Structural equation modeling, Child psychology
Abstract: Aggression may be performed for different reasons, such as defending oneself (reactive aggression) or to reach egoistic aims (proactive aggression). It is a widely accepted notion that a lack of theory of mind (ToM) as a basic social competence should be linked to higher aggression, but findings on the developmental links between ToM and different functions of aggression have been inconsistent. One reason for this may be the failure of taking the bi-dimensionality of both ToM (cognitive vs. affective) and aggression (reactive vs. proactive) into account. In addition, the direction of effect remains unclear because longitudinal studies examining the mutual influences of both constructs are rare. Because research on ToM has focused on the preschool years, little is known about its development in middle childhood. Therefore, the present study examined the bi-directional developmental links of cognitive and affective ToM with reactive and proactive aggression in a longitudinal study in N = 232, 6- to 9-year-olds. Two points of measurement with a delay of about 1 year were conducted, and data were analyzed via cross-lagged structural equation modeling (SEM), controlling for age, gender, and information processing. In general, early ToM predicted later functions of aggression, but not vice versa. Cognitive and affective ToM were inversely related to later reactive aggression, but only affective but not cognitive ToM was inversely related to later proactive aggression. These findings emphasize the importance of ToM for the occurrence of aggression and of taking the bi-dimensionality of both constructs into account when investigating their developmental links across childhood. [ABSTRACT FROM AUTHOR]
Copyright of Aggressive Behavior is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Longitudinal relations between children's cognitive and affective theory of mind with reactive and proactive aggression.
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  Data: <searchLink fieldCode="AR" term="%22Austin%2C+Gina%22">Austin, Gina</searchLink><br /><searchLink fieldCode="AR" term="%22Bondü%2C+Rebecca%22">Bondü, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Elsner%2C+Birgit%22">Elsner, Birgit</searchLink><br /><searchLink fieldCode="AR" term="%22Bondü%2C+Rebecca%22">Bondü, Rebecca</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Aggressive+Behavior%22">Aggressive Behavior</searchLink>. Sep2017, Vol. 43 Issue 5, p440-449. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Aggression+%28Psychology%29%22">Aggression (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink>
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  Data: Aggression may be performed for different reasons, such as defending oneself (reactive aggression) or to reach egoistic aims (proactive aggression). It is a widely accepted notion that a lack of theory of mind (ToM) as a basic social competence should be linked to higher aggression, but findings on the developmental links between ToM and different functions of aggression have been inconsistent. One reason for this may be the failure of taking the bi-dimensionality of both ToM (cognitive vs. affective) and aggression (reactive vs. proactive) into account. In addition, the direction of effect remains unclear because longitudinal studies examining the mutual influences of both constructs are rare. Because research on ToM has focused on the preschool years, little is known about its development in middle childhood. Therefore, the present study examined the bi-directional developmental links of cognitive and affective ToM with reactive and proactive aggression in a longitudinal study in N = 232, 6- to 9-year-olds. Two points of measurement with a delay of about 1 year were conducted, and data were analyzed via cross-lagged structural equation modeling (SEM), controlling for age, gender, and information processing. In general, early ToM predicted later functions of aggression, but not vice versa. Cognitive and affective ToM were inversely related to later reactive aggression, but only affective but not cognitive ToM was inversely related to later proactive aggression. These findings emphasize the importance of ToM for the occurrence of aggression and of taking the bi-dimensionality of both constructs into account when investigating their developmental links across childhood. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Aggressive Behavior is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/ab.21702
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        Text: English
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      – SubjectFull: Social development
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      – SubjectFull: Cognitive development
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      – SubjectFull: Structural equation modeling
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      – SubjectFull: Child psychology
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              M: 09
              Text: Sep2017
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            – TitleFull: Aggressive Behavior
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