The distinction between beliefs legitimizing aggression and deviant processing of social cues: Testing measurement validity and the hypothesis that biased processing mediates the effects of beliefs on aggression.
Abstract
In 2 studies the authors examined knowledge and social information-processing mechanisms as 2 distinct sources of influence on child aggression. Data were collected from 387 boys and girls of diverse ethnicity in 3 successive years. In Study 1, confirmatory factor analyses demonstrated the discriminant validity of the knowledge construct of aggression beliefs and the processing constructs of hostile intent attributions, accessing of aggressive responses, and positive evaluation of aggressive outcomes. In Study 2, structural equation modeling analyses were used to test the mediation hypothesis that aggression beliefs would influence child aggression through the effects of deviant processing. A stronger belief that aggressive retaliation is acceptable predicted more deviant processing 1 year later and more aggression 2 years later. However, this latter effect was substantially accounted for by the intervening effects of deviant processing on aggression.
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Aggressive children generate more aggressive and hostile alternatives.
“aggressive children generate more aggressive and hostile alternatives”
From Social information processing, experiences of aggression in social contexts, and aggressive behavior in adolescents (2007) · cites this paper as Zelli et al., 1999
Aggressive children exhibit a tendency to attribute hostile intentions to others.
“they exhibit a tendency to attribute hostile intentions to others”
From Social information processing, experiences of aggression in social contexts, and aggressive behavior in adolescents (2007) · cites this paper as Zelli, Dodge, Lochman, Laird, & Conduct Problems Prevention Research Group, 1999
Antisocial individuals expect more self-efficacy and relatively positive consequences of aggressive behavior.
“They also seem to expect more self-efficacy and relatively positive consequences of aggressive behavior”
From Social information processing, experiences of aggression in social contexts, and aggressive behavior in adolescents (2007) · cites this paper as Zelli et al., 1999
Zelli et al. (1999) found that aggression-prone beliefs and respective modes of SIP are relatively distinct.
“For example, Zelli et al. (1999) found that aggressionprone beliefs and respective modes of SIP are relatively distinct.”
From Social information processing, experiences of aggression in social contexts, and aggressive behavior in adolescents (2007) · cites this paper as Zelli et al. (1999)
SIP modes have a mediating influence on aggressive behavior.
“However, the latter have a mediating influence on aggressive behavior.”
From Social information processing, experiences of aggression in social contexts, and aggressive behavior in adolescents (2007) · cites this paper as Zelli et al. (1999)
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References 93 · Cited by 192
- Authors
- Zelli, A., Conduct Problems Prevention Research Group, Dodge, K. A., Lochman, J. E., & Laird, R. D.
- Affiliations
- Duke University (US)
- Venue
- Journal of Personality and Social Psychology
- Published
- 1999
- Volume
- 77
- Issue
- 1
- Pages
- 150-166
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2143733453
- Cited by
- 192
- References
- 93
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 6 · 2023: 4 · 2022: 6 · 2021: 6 · 2020: 3 · 2019: 6 · 2018: 4 · 2017: 5 · 2016: 7 · 2015: 6 · 2014: 5 · 2013: 4 · 2012: 12
- FWCI
- 6.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (R18MH050951, R01MH048043, R18 MH50951, R18MH48043, R18-MH50952, R18MH048043, R18MH050952)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- child aggression, social information processing, aggressive responses, mediation, measurement validity, discriminant validity, boys and girls
- MeSH terms
- Aggression, Attitude, Child, Child Behavior Disorders, Psychology, Child, Child, Preschool, Cognition, Cues, Humans, Perceptual Disorders, Prejudice, Psychological Tests, Psychological Theory, Social Perception, Reproducibility of Results
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