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

• NCJ Number: 220776
• Journal: Journal of Youth and Adolescence Volume: 36 Issue: 8 Dated: November 2007 Pages: 973-983
• Author(s): Rachel S. Yeung; Bonnie J. Leadbeater
• Date Published: November 2007
• Length: 11 pages
• Sponsoring Agency: Canadian Institutes of Health Research (CIHR); American Psychological Foundation
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study examined the association between self-reports of relational victimization (verbal and other nonphysical forms of hostile behavior) and relationally aggressive behavior among a sample of preadolescents in fourth and fifth grade, assessing the mediating effect of hostile attributional bias for relational provocations concurrently and over a 5-month period.

Abstract

Concurrent and longitudinal findings indicated that more relationally victimized preadolescents were also more relationally aggressive toward their peers. Attributions of hostile intent from others partially mediated the concurrent (occurring in the same time period) association between relational victimization and relational aggression only at the first data collection (T1). Boys reported significantly higher levels of physical victimization, physical aggression, and relational aggression than girls. Study participants were 140 preadolescents (ages 9-11) in grades four and five. Relational victimization and relational aggression were assessed from self-reports. Attributions of hostile intent were measured from participants' responses to hypothetical provocation situations that depicted ambiguous relational aggression among peers. Since relational victimization and aggression predict difficulties in social, emotional, and school adjustment, prevention programs should be developed and implemented. Prevention programs should include curricula that help elementary school students recognize relational forms of victimization and aggression in addition to physical forms of victimization and aggression. Prevention programs should help preadolescents develop an understanding of others feelings, intentions, and perspectives by encouraging them to listen to others and observe nonverbal expressions and behaviors. The development of these skills can help preadolescents improve their interpretation of peers' ambiguous relational and physical provocations. 4 tables and 49 references