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Using Multivariate Statistics

The power of feedback.

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research.


Keywords:

friendship;
peer interactions;
peer relationships;
peer rejection;
social acceptance;
social competence

Peer Interactions, Relationships, and Groups

Meta-analytic procedures were used to test the effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, empathy/desensitization, and prosocial behavior. Unique features of this meta-analytic review include (a) more restrictive methodological quality inclusion criteria than in past meta-analyses; (b) cross-cultural comparisons; (c) longitudinal studies for all outcomes except physiological arousal; (d) conservative statistical controls; (e) multiple moderator analyses; and (f) sensitivity analyses. Social-cognitive models and cultural differences between Japan and Western countries were used to generate theory-based predictions. Meta-analyses yielded significant effects for all 6 outcome variables. The pattern of results for different outcomes and research designs (experimental, cross-sectional, longitudinal) fit theoretical predictions well. The evidence strongly suggests that exposure to violent video games is a causal risk factor for increased aggressive behavior, aggressive cognition, and aggressive affect and for decreased empathy and prosocial behavior. Moderator analyses revealed significant research design effects, weak evidence of cultural differences in susceptibility and type of measurement effects, and no evidence of sex differences in susceptibility. Results of various sensitivity analyses revealed these effects to be robust, with little evidence of selection (publication) bias.

/pdf/violent-video-game-effects-on-aggression-empathy-and-5ejp95ybou.pdf

Violent Video Game Effects on Aggression, Empathy, and Prosocial Behavior in Eastern and Western Countries: A Meta-Analytic Review.

A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed.

/pdf/hostile-attribution-of-intent-and-aggressive-behavior-a-meta-23d173bz9f.pdf

Hostile attribution of intent and aggressive behavior: a meta-analysis.

Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: a meta-analytic review.

We studied emotional aspects of social information processing (SIP) and their specific relations with reactive and proactive aggression in 54 boys ages 7 to 13 who had been referred for aggressive behavior problems and a comparison group. Participants listened to vignettes concerning provocations by peers and answered questions concerning SIP, own and peer’s emotions, and emotion regulation. Aggressive boys attributed more hostile intent, happiness, and less guilt; reported more anger; mentioned less adaptive emotion-regulation strategies; generated more aggressive responses; and evaluated aggressive responses less negatively than comparison boys. Hypothesized specific relations with reactive and proactive aggression were found, except for emotion regulation that was negatively related with both kinds of aggression. Potentially confounding effects of socially desirable answering, verbal intelligence, and recall of vignettes were controlled for.

/pdf/emotions-in-social-information-processing-and-their-2fcjooo603.pdf

Emotions in Social Information Processing and Their Relations With Reactive and Proactive Aggression in Referred Aggressive Boys

The present meta-analytic review aimed to clarify divergent findings concerning the relation between reactive and proactive aggression in children and adolescents. Fifty-one studies with 17,965 participants were included in the analysis. A significant correlation between reactive and proactive aggression was found. The strength of this relation varied considerably between studies, from -.10 to .89. Observational assessment and tilt/noise tasks were associated with smaller correlations than questionnaires. Within the large group of questionnaire studies, studies disentangling the form and function of aggression found lower correlations than studies that did not disentangle form and function. Among questionnaire studies, higher reliability was associated with larger correlations. Effect size did not depend on other study characteristics such as sample type, age, and informant type. It is concluded that reactive and proactive aggression are most clearly distinguished with behavioral observations and questionnaires that unravel form and functions of aggression.

/pdf/a-meta-analysis-of-the-distinction-between-reactive-and-41e0oq4859.pdf

A meta-analysis of the distinction between reactive and proactive aggression in children and adolescents.

Narcissism levels have been increasing among Western youth, and contribute to societal problems such as aggression and violence The origins of narcissism, however, are not well understood Here, we report, to our knowledge, the first prospective longitudinal evidence on the origins of narcissism in children We compared two perspectives: social learning theory (positing that narcissism is cultivated by parental overvaluation) and psychoanalytic theory (positing that narcissism is cultivated by lack of parental warmth) We timed the study in late childhood (ages 7–12), when individual differences in narcissism first emerge In four 6-mo waves, 565 children and their parents reported child narcissism, child self-esteem, parental overvaluation, and parental warmth Four-wave cross-lagged panel models were conducted Results support social learning theory and contradict psychoanalytic theory: Narcissism was predicted by parental overvaluation, not by lack of parental warmth Thus, children seem to acquire narcissism, in part, by internalizing parents’ inflated views of them (eg, “I am superior to others” and “I am entitled to privileges”) Attesting to the specificity of this finding, self-esteem was predicted by parental warmth, not by parental overvaluation These findings uncover early socialization experiences that cultivate narcissism, and may inform interventions to curtail narcissistic development at an early age

/pdf/origins-of-narcissism-in-children-m8yx9dxof4.pdf

Bram Orobio de Castro

Papers

Hostile attribution of intent and aggressive behavior: a meta-analysis.

Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: a meta-analytic review.

Emotions in Social Information Processing and Their Relations With Reactive and Proactive Aggression in Referred Aggressive Boys

A meta-analysis of the distinction between reactive and proactive aggression in children and adolescents.

Origins of narcissism in children