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Relationship Between Direct Aggression and Prosocial Behavior: The Role of Attention and Intelligence Among Children at Risk for Behavioral Problems.

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Title: Relationship Between Direct Aggression and Prosocial Behavior: The Role of Attention and Intelligence Among Children at Risk for Behavioral Problems.
Authors: Chiodi, Sofia Lira (AUTHOR), Lúcio, Patrícia Silva (AUTHOR), Ilari, Beatriz (AUTHOR), Germano, Nayana Di Giuseppe (AUTHOR), Cogo-Moreira, Hugo (AUTHOR), Bortz, Graziela (AUTHOR)
Source: Child Psychiatry & Human Development. Jun2026, Vol. 57 Issue 3, p771-782. 12p.
Subjects: Aggression (Psychology), Prosocial behavior, Behavior disorders in children, Intellect, Attention
Abstract: This study aimed to investigate the influence of attention and intelligence in the prediction of prosocial behavior by direct aggression (proactive or reactive) in school-aged children at risk for behavioral problems. The sample was composed of 64 children aged 6 to 8 years screened for risk of behavioral problems, who were enrolled in a clinical trial. Multiple regression models were tested to investigate the prediction of prosocial behavior by direct aggression (proactive or reactive), attention, and intelligence. Additive multiple moderation models were tested to analyze the conditional effect of attention and intelligence in the prediction of prosocial behavior by proactive and reactive aggression. Aggression (proactive or reactive), attention, and intelligence did not linearly predict prosocial behavior. Conditional effects were found only for the proactive aggression model. Negative impacts on prosocial behavior were observed among children with low attention and high intelligence performance, while medium and high levels of attention showed to be protective factors among low to medium intellectual ability children. Clinical impacts of the results are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Child Psychiatry & Human Development is the property of Springer Nature 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: Relationship Between Direct Aggression and Prosocial Behavior: The Role of Attention and Intelligence Among Children at Risk for Behavioral Problems.
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  Data: <searchLink fieldCode="JN" term="%22Child+Psychiatry+%26+Human+Development%22">Child Psychiatry & Human Development</searchLink>. Jun2026, Vol. 57 Issue 3, p771-782. 12p.
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  Data: This study aimed to investigate the influence of attention and intelligence in the prediction of prosocial behavior by direct aggression (proactive or reactive) in school-aged children at risk for behavioral problems. The sample was composed of 64 children aged 6 to 8 years screened for risk of behavioral problems, who were enrolled in a clinical trial. Multiple regression models were tested to investigate the prediction of prosocial behavior by direct aggression (proactive or reactive), attention, and intelligence. Additive multiple moderation models were tested to analyze the conditional effect of attention and intelligence in the prediction of prosocial behavior by proactive and reactive aggression. Aggression (proactive or reactive), attention, and intelligence did not linearly predict prosocial behavior. Conditional effects were found only for the proactive aggression model. Negative impacts on prosocial behavior were observed among children with low attention and high intelligence performance, while medium and high levels of attention showed to be protective factors among low to medium intellectual ability children. Clinical impacts of the results are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Psychiatry & Human Development is the property of Springer Nature 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: 10.1007/s10578-024-01738-7
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        Text: English
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      – SubjectFull: Intellect
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              Text: Jun2026
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              Y: 2026
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