Strength of Excitation Is Negatively Associated with Aggressive Behavior after Interpersonal Rejection

Emotional, Cognitive and Self-Enhancement Processes in Aggressive Behavior After Interpersonal Rejection and Exclusion

Europe’s Journal of Psychology ◽

10.5964/ejop.v11i4.934 ◽

2015 ◽

Vol 11 (4) ◽

pp. 707-721 ◽

Cited By ~ 1

Author(s):

Joanna Rajchert

Keyword(s):

Aggressive Behavior ◽

Ego Depletion ◽

Self Control ◽

Strength Model ◽

Displaced Aggression ◽

Cognitive Readiness ◽

Interpersonal Rejection ◽

The Relationship ◽

Exclusion Effect

The relationship between exclusion or rejection and aggression is already well documented, but there is still a debate about the mechanisms that underlie this effect. In two studies we focused on the propensity to react aggressively (readiness for aggression) on the bases of emotional, cognitive or self-enhancement (personality-immanent) processes. In both studies we first measured readiness for aggression and then ego-depleted participants. Next, in Study 1 we excluded participants (n = 96) using an online ball throwing game and measured displaced aggressive behavior - intensity and duration of an unpleasant noise administrated to a stranger. In Study 2 participants (n = 140) were rejected by a peer on the basis of an interview that they gave and then could retaliate by reducing peer's chance for getting a job. The results show that exclusion effect on displaced aggression was moderated by cognitive readiness for aggression, while rejection effect on retaliatory aggression was shaped by emotional and personality-immanent readiness for aggression as well as ego-depletion. The results were discussed in light of the strength model of self-control by Baumeister, Vohs, and Tice (2007).

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Reactive/proactive aggression specific cortical and subcortical alterations in children and adolescents with disruptive behavior

10.1101/490086 ◽

2018 ◽

Cited By ~ 2

Author(s):

Jilly Naaijen ◽

Leandra M Mulder ◽

Shahrzad Ilbegi ◽

Sanne de Bruijn ◽

Renee Kleine-Deters ◽

...

Keyword(s):

Aggressive Behavior ◽

Children And Adolescents ◽

Ventral Striatum ◽

Reactive Aggression ◽

Brain Regions ◽

Magnetic Resonance Images ◽

Proactive Aggression ◽

Multi Centre Study ◽

Negatively Associated ◽

Oppositional Defiant

AbstractObjectiveMaladaptive aggression, as present in conduct disorder (CD) and, to a lesser extent, oppositional defiant disorder (ODD), has been associated with structural alterations in various brain regions, such as ventromedial prefrontal cortex (vmPFC), anterior cingulate cortex (ACC), amygdala, insula and ventral striatum. Although aggression can be subdivided into reactive and proactive subtypes, no neuroimaging studies have yet investigated if any structural brain alterations are associated with either of the subtypes specifically. Here we investigated this association in predefined regions of interest.MethodT1-weighted magnetic resonance images were acquired from 158 children and adolescents with aggressive behavior (ODD/CD) and 96 controls in a multi-centre study. Aggression subtypes were assessed by questionnaires. Cortical volume and subcortical volumes and shape were determined using Freesurfer and the FMRIB integrated registration and segmentation tool. Associations between volumes and continuous measures of aggression were established using multilevel linear mixed effects models.ResultsIn cases only proactive aggression was negatively associated with amygdala volume (b=−11.82, p=0.05), while reactive aggression was negatively associated with insula volume (b=−46.41, p=0.01). Classical group comparison showed that children and adolescents with aggressive behavior had smaller volumes than controls in (bilateral) ventral striatum (p=0.003), ACC (p=0.01), and vmPFC (p=0.003) with modest effect sizes.ConclusionsAggression was associated with reduced volume in brain regions involved in decision making. Negative associations were found between reactive aggression and volumes in regions involved in threat responsivity and between proactive aggression and regions linked to empathy. This provides evidence for aggression subtype-specific alterations in brain structure.

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Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school

Social Psychiatry and Psychiatric Epidemiology ◽

10.1007/s00127-021-02039-3 ◽

2021 ◽

Vol 56 (5) ◽

pp. 837-846

Author(s):

Nathalie Tamayo Martinez ◽

Henning Tiemeier ◽

Maartje P. C. M. Luijk ◽

James Law ◽

Jan van der Ende ◽

...

Keyword(s):

Primary School ◽

Aggressive Behavior ◽

Child Behavior Checklist ◽

Emotional Problems ◽

Attention Problems ◽

Future Research ◽

Academic Attainment ◽

Negatively Associated ◽

The Relationship ◽

Academic Test

Abstract Purpose To assess whether aggressive behavior and emotional problems from early childhood onwards are related to academic attainment at the end of primary education, and whether these associations are independent of attention problems. Methods Data on 2546 children participating in a longitudinal birth cohort in Rotterdam were analyzed. Aggressive behavior, attention and emotional problems at ages 1½, 3, 5 and 10 years were assessed with the Child Behavior Checklist. Academic attainment at the end of primary school (12 years of age) was measured with the CITO test, a national Dutch academic test score. Results Aggressive behavior from age 1½ to 10 years was negatively associated with academic attainment, but these associations attenuated to non-significance when accounting for comorbid attention problems. For emotional problems, first, only problems at 10 years were associated with poorer academic attainment. Yet, when accounting for attention problems, the association reversed: more emotional problems from 1½ to 10 years were associated with a better academic attainment. Attention problems at ages 1½ to 10 years were negatively associated with academic attainment, independent of comorbid emotional problems or aggressive behavior. Conclusions Attention problems across childhood are related to a poorer academic attainment, while emotional problems predicted better academic attainment. Moreover, the relationship between aggressive behavior and academic attainment was explained by comorbid attention problems. Future research should determine the mechanisms through which attention problems and emotional problems affect academic attainment, to inform strategies for the promotion of better educational attainment.

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Relation between Victimization and Emotional Intelligence: Gender and Age Features

RUDN Journal of Psychology and Pedagogics ◽

10.22363/2313-1683-2019-16-3-377-392 ◽

2019 ◽

Vol 16 (3) ◽

pp. 377-392

Author(s):

Viktor P Sheinov

Keyword(s):

Emotional Intelligence ◽

Aggressive Behavior ◽

Statistical Processing ◽

Russian Language ◽

Self Management ◽

Negative Consequences ◽

Adult Individual ◽

Negatively Associated ◽

Language Version ◽

General Indicator

The study of victimization is relevant in view of its high prevalence in modern society and the numerous negative consequences for victims of bullying and for organizations. The purpose of this research is to study the possible relationship between victimization and emotional intelligence in Russian-speaking boys, girls, men and women. Similar studies have not previously been conducted on Russian-language samples. A total of 454 respondents took part in the study, of whom 115 were women (average age - 49.1 years), 72 men (average age - 50.4 years), 104 girls (average age - 19.1 years), and 163 boys (average age - 19.1 years). The diagnostics of victimization was carried out using the author’s method for assessing the degree of victimization of an adult individual. The Russian-language version of N. Hall’s test was used to evaluate the components of emotional intelligence (EI). The main method of statistical processing was correlation analysis. It has been found that the presence of negative connections between the components of victimization and the components of EI is common to all groups. However the connections for each of these groups are diﬀerent. In particular: in girls, the aggressive behavior negatively correlates with managing one’s emotions, empathy, recognition of other people’s emotions and the general indicator of EI; in young men, the dependent behavior is negatively associated with managing one’s emotions, self-management and the general indicator of emotional intelligence; in women, the aggressive behavior negatively correlates with managing one’s emotions, self-management and the general indicator of emotional intelligence; in men, the aggressiveness is negatively associated with managing one’s emotions, self-management, recognizing the emotions of other people, and the general indicator of emotional intelligence. The comparison of the obtained results with the results of foreign studies (mainly in teenagers) shows that the nature and direction of interrelations revealed for adults, for boys and girls in general, do not diﬀer from those established in foreign studies.

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The Contribution of Pavlov's Typology of CNS Properties to Personality Research

European Psychologist ◽

10.1027/1016-9040.2.2.125 ◽

1997 ◽

Vol 2 (2) ◽

pp. 125-138 ◽

Cited By ~ 17

Author(s):

Jan Strelau

Keyword(s):

Soviet Union ◽

Former Soviet Union ◽

Animal Species ◽

Special Significance ◽

The West ◽

Personality Dimensions ◽

Personality Research ◽

Personality Theories ◽

Strength Of Excitation ◽

Point Of Departure

This paper presents Pavlov's contribution to the development of biological-oriented personality theories. Taking a short description of Pavlov's typology of central nervous system (CNS) properties as a point of departure, it shows how, and to what extent, this typology influenced further research in the former Soviet Union as well as in the West. Of special significance for the development of biologically oriented personality dimensions was the conditioned reflex paradigm introduced by Pavlov for studying individual differences in dogs. This paradigm was used by Russian psychologists in research on types of nervous systems conducted in different animal species as well as for assessing temperament in children and adults. Also, personality psychologists in the West, such as Eysenck, Spence, and Gray, incorporated the CR paradigm into their theories. Among the basic properties of excitation and inhibition on which Pavlov's typology was based, strength of excitation and the basic indicator of this property, protective inhibition, gained the highest popularity in arousaloriented personality theories. Many studies have been conducted in which the Pavlovian constructs of CNS properties have been related to different personality dimensions. In current research the behavioral expressions of the Pavlovian constructs of strength of excitation, strength of inhibition, and mobility of nervous processes as measured by the Pavlovian Temperament Survey (PTS) have been related to over a dozen of personality dimensions, mostly referring to temperament.

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Assessing Social Skills in Health Professional Services

European Journal of Psychological Assessment ◽

10.1027/1015-5759.21.3.173 ◽

2005 ◽

Vol 21 (3) ◽

pp. 173-181

Author(s):

Francisco Gil ◽

Jesús Sanz ◽

María Paz García-Vera ◽

José M. León ◽

Silvia Medina ◽

...

Keyword(s):

Social Skills ◽

Health Services ◽

Health Professional ◽

Aggressive Behavior ◽

Psychometric Properties ◽

Internal Consistency ◽

Intervention Program ◽

Professional Services ◽

Quality Of Health Services

Abstract. The quality of health services depends on the contribution of all the professionals involved in the system, including certain groups, usually forgotten and underrated, such as the health-transport technicians (HTT). With the aim of improving this group's performance, an intervention program, focusing on the development of the workers' technical and social skills, was designed in a collective of enterprises. Information about the first stage of this program, consisting of the assessment of these workers' social skills, is offered in this study. A specific questionnaire was developed: The Health-Transport Technicians Social Skills Questionnaire (HTT-SSQ), made up of three scales (assertive, passive, and aggressive behavior). It was administered to a large sample (N = 530) from the above-mentioned association. The psychometric properties of the questionnaire were analyzed, with quite satisfactory indexes of internal consistency and factor validity, and the group's deficiencies (excess or deficit) were evaluated.

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The Hitman Study

European Psychologist ◽

10.1027/1016-9040/a000010 ◽

2010 ◽

Vol 15 (2) ◽

pp. 99-108 ◽

Cited By ~ 76

Author(s):

Christopher J. Ferguson ◽

Stephanie M. Rueda

Keyword(s):

Experimental Study ◽

Young Adults ◽

Aggressive Behavior ◽

Video Game ◽

Real Life ◽

Mood Management ◽

Video Game Play ◽

Video Game Playing ◽

Violent Video Game ◽

The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

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