Reactive and Proactive Aggression: Stability of Constructs and Relations to Correlates

Autor/inn/en	McAuliffe, Meghan D.; Hubbard, Julie A.; Rubin, Ronnie M.; Morrow, Michael T.; Dearing, Karen F.
Titel	Reactive and Proactive Aggression: Stability of Constructs and Relations to Correlates
Quelle	In: Journal of Genetic Psychology, 167 (2006) 4, S.365-382 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1325
Schlagwörter	Aggression; Children; Grade 2; Etiology; Depression (Psychology); Hyperactivity; Interpersonal Competence; Psychological Patterns + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; School year 02; 2. Schuljahr; Schuljahr 02; Ätiologie; Hyperaktivität; Interpersonale Kompetenz
Abstract	The authors examined short-term temporal stability of reactive and proactive aggression, as well as short-term consistency of differential relations of reactive versus proactive aggression to 4 correlates. The authors used parent, teacher, peer, and self-report measures twice across 1 year to assess reactive aggression, proactive aggression, hyperactivity, social skills, anger expression, and depressive symptoms of 2nd-grade boys and girls (N = 57). Both subtypes of aggression remained stable across the year, even when the other subtype of aggression was explained at each assessment. Reactive aggression, but not proactive aggression, was consistently positively related to hyperactivity, poor social skills, and anger expression at each assessment. (Contains 2 tables.) (As Provided).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10