Aggression In College Students Research Articles

Humor, Mindfulness and Aggression in College Students

Humor, Mindfulness and Aggression in College Students

The Relationship Between Bullying Victimization and Cyber Aggression Among College Students: The Mediating Effects of Relative Deprivation and Depression.

IntroductionBased on the general aggression model, the present study aims to examine the relationship between bullying victimization and cyber aggression as well as the mediating effects of perceived relative deprivation and depression on this relationship.MethodsThe present study employed a 3-wave longitudinal method featuring 6-month intervals to investigate 795 Chinese college students (476 female; Mage = 19.67). Structural equation modeling was used to evaluate the relationships among bullying victimization, perceived relative deprivation, depression and cyber aggression.ResultsThe results suggested that bullying victimization positively and significantly predicts cyber aggression in college students and that both perceived relative deprivation and depression play positive mediating roles in this relationship. Moreover, bullying victimization affects cyber aggression via the chain mediating roles of perceived relative deprivation and depression.DiscussionThis study offers valuable insight into ways of considering perceived relative deprivation and depression in the context of prevention and intervention strategies to help attenuate cyber aggression among victims of bullying.

Parenting style and aggression in Chinese undergraduates with left-behind experience: The mediating role of inferiority

Many Chinese college students have left-behind experience, as they stayed in hometown during childhood while their parents migrated to other regions for work. Previous studies have found that college students with left-behind experience usually present high-level aggression. In order to examine the relationship between parenting style and aggression in college students with left-behind experience, and to explore the mediating role of inferiority, two hundred and ninety-six Chinese college students with left-behind experience were recruited and completed survey questionnaires at two time points. Specifically, parenting style and aggression were assessed at the first time point. After 6 months, inferiority and aggression were assessed again. Results showed that feeling of inferiority meditated the contributions of paternal care and maternal control at T1 to the aggression behaviour at T2 of college students with left-behind experience, after controlling for prior aggression at T1. These findings indicate that among college students with left-behind experience, maternal control is a risk factor of aggression, and paternal care is a protective factor of aggression. In addition, high level of maternal control and low level of paternal care may increase aggression behaviour by increasing the level of feeling of inferiority among this population.

대학생의 개인적 공정세상신념, 삶의 의미 발견, 자기통제력, 공격성의 구조적 관계: 성별 간 다집단 분석

본 연구는 대학생의 개인적 공정세상신념, 삶의 의미 발견, 자기통제력, 공격성의 구조적 관계를 살펴보고, 이러한 관계가 성별에 따라 달라지는지 검증하고자 실시되었다. 이를 위해 대학생 427명의 자기보고식 설문자료를 수집하여 성별에 따른 다집단 분석을 실시하였다. 검증 결과, 개인적 공정세상신념은 성별과 무관하게 공격성을 직접적으로 예측하였다. 또한, 개인적 공정세상신념과 공격성의 관계에서 자기통제력의 단순매개 효과는 남녀 모두에서 통계적으로 유의하지 않았다. 개인적 공정세상신념이 삶의 의미와 자기통제력을 거쳐 공격성으로 이어지는 이중매개효과는 여성에게서만 유의하였다. 즉, 여성의 높은 개인적 공정세상신념이 삶의 의미 발견을 예측하며, 이것이 자기통제력과 연합되면서 공격성 저하에 기여하였다. 본 연구는 대학생의 공격성을 완화할 수 있는 구체적 기제가 성별에 따라 다르게 나타남을 밝혔다는 점에서 의의가 있다. 이러한 결과에 기초하여 개입 전략에 대해 논의하였다.

Five-Factor Model of Personality, Social Anxiety, and Relational Aggression in College Students

Five-Factor Model of Personality, Social Anxiety, and Relational Aggression in College Students Daniel L. Deason (bio), Eric R. Dahlen (bio), Michael B. Madson (bio), and Emily Bullock-Yowell (bio) Relational aggression involves behaviors intended to harm others’ social relationships, reputation or status, and feelings of belonging (Linder, Crick, & Collins, 2002). Relationally aggressive behaviors (e.g., social exclusion, malicious gossip, ignoring someone) are likely to interfere with college students’ well-being and success. Examples of the adverse correlates of relational aggression include peer rejection, anxiety and depression, poor psychological adjustment, problematic alcohol use, and dysfunctional anger (Dahlen, Czar, Prather, & Dyess, 2013; Goldstein, 2011; Werner & Crick, 1999). Campus professionals regularly encounter the impact of relational aggression. University housing offices receive complaints about relationally aggressive living situations, resident assistants are asked to settle disputes involving relationally aggressive students, and counseling center staff encounter students experiencing emotional distress due to relational victimization. By improving our understanding of relational aggression, we will be better equipped to mitigate its impact on campus. We investigated the relationship of the Five-Factor Model (FFM; Goldberg, 1990) of personality and social anxiety to peer relational aggression among college students. The FFM conceptualizes personality as involving five latent domains: intellect/imagination (i.e., openness to experience), conscientiousness, extraversion, agreeableness, and emotional stability (i.e., the inverse of neuroticism). The FFM has been used to understand the role of personality in overt aggression where the strongest relationships involve low emotional stability, low agreeableness, and low conscientiousness (Hosie, Gilbert, Simpson, & Daffern, 2014; Miller, Zeichner, & Wilson, 2012). While less is known about the relationships of FFM traits to relational aggression, most of the traits should be relevant. Low emotional stability involves an increased tendency to experience unpleasant emotional states (e.g., anger), and low agreeableness involves antagonism and hostility. Students high in extraversion enjoy groups and social events, suggesting they may be more likely to participate in group activities where relational aggression occurs. The role of conscientiousness is less clear, but the inverse relationship between conscientiousness and impulse control suggests that it might be inversely related to at least some forms of relational aggression. Burton, Hafetz, and Henninger (2007) found that low emotional stability, low agreeableness, and low [End Page 110] conscientiousness were related to relational aggression. Similarly, Hines and Saudino (2008) found that low emotional stability was positively related to psychological aggression in students’ intimate partnerships, while conscientiousness and extraversion were positively related to psychological aggression, and agreeableness was inversely related to psychological aggression only among women. Learning more about the relationship of personality traits to relational aggression may be useful in improving our understanding of why some students are more relationally aggressive than others. A relationship between social anxiety and relational aggression has long been posited, but research investigating it has been sparse. Socially anxious students who fear negative evaluation may engage in relationally aggressive behaviors to deflect attention from themselves, removing from their peer group those from whom they anticipate negative evaluation (Loudin, Loukas, & Robinson, 2003). The limited research connecting social anxiety to relational aggression is generally supportive. For example, Storch, Bagner, Geffken, and Baumeister (2004) found that relational aggression was positively associated with social anxiety in a college student sample, and Loudin and colleagues (2003) found that students who feared negative evaluation were more likely to engage in relationally aggressive behaviors. Thus, there is reason to expect that social anxiety is relevant to understanding relational aggression. It remains unclear whether social anxiety has the potential to explain unique variance in relational aggression beyond the FFM. We explored the relationships among the broad domains of personality represented by the FFM, social anxiety, and relational aggression in a college student sample. We expected that emotional stability, agreeableness, and conscientiousness would be inversely related to relational aggression while extraversion would be positively related to relational aggression. In addition, we expected that social anxiety would be positively related to relational aggression, explaining additional variance over and above gender and the full FFM. METHOD Participants and Procedure Undergraduate volunteers (N = 342: 143 men and 199 women) of traditional college age were recruited from a midsized Southeastern university in the United States using the Department of Psychology’s web-based research system. Of the...

Self-Compassion and Aggression in College Students

The growing number of violence among Indonesian college students demanded further attention. Thus, a study is needed to understand the predictors of aggression among college students. The author proposed that self-compassion was related to aggression. The purpose of this study was to investigate the relationship between self-compassion and aggression in college students. This study involved 300 college students from three different universities in Jakarta and Depok as research participants. Data collection was conducted using self-report measures. It was found that there was a significantly negative relationship between self-compassion and aggression in college students. The result indicates that high self-compassion was related to low aggression in college students.

Corrigendum: Self-Compassion and Aggression in College Students

After the publication of our article titled “Self-Compassion and Aggression in College Students” (Djajadisastra, 2017), we noted that some parts of the article need to be edited.

The HEXACO model of personality and Dark Triad in relational aggression

Relational aggression has been linked to many forms of psychological maladjustment. Identifying the personality traits associated with the perpetration of relational aggression offers promise in improving our ability to understand, prevent, and treat relationally aggressive behaviors. Much of the research to date has utilized the Five Factor Model; however, the HEXACO model of personality (Ashton et al., 2004) may offer some advantages in studying aggression. Moreover, the manipulative and often covert nature of relational aggression suggests that the Dark Triad personality traits are likely to be relevant. This study explored the utility of the HEXACO model and Dark Triad in predicting relational aggression in college students' (N=442) peer relationships. Honesty-Humility, Agreeableness, Conscientiousness, and Openness predicted proactive and reactive relational aggression, and Emotionality also predicted reactive relational aggression. Pathological narcissism and psychopathy predicted proactive and reactive relational aggression while taking respondent gender and the full HEXACO model into account, with vulnerable narcissism and psychopathy serving as positive predictors and grandiose narcissism serving as a negative predictor. Findings support the utility of both the HEXACO and Dark Triad models in understanding peer relational aggression among emerging adults.

The Relationship Between Big-Five Personality, Emotional Intelligence, depression, and aggression in College Students

The Relationship Between Big-Five Personality, Emotional Intelligence, depression, and aggression in College Students

Relational Aggression in College Students' Dating Relationships

This study focused on romantic relational aggression, a variable that appears to predict intimate partner violence but remains understudied in the college population. College student participants (N = 260) between the ages of 18 and 25 who reported that they had been in a romantic relationship during the past year completed measures of romantic relational aggression, sex role attitudes, acceptance of couple violence, and trait anger. Although respondent gender and sex role attitudes predicted romantic relational aggression as expected, gender did not moderate the relationship between sex role attitudes and relational aggression. Acceptance of violence predicted the perpetration of romantic relational aggression above and beyond the effects of trait anger and sex role attitudes. Trait anger also predicted romantic relational aggression.

Tiga Jenis Kecerdasan dan Agresivitas Mahasiswa

This research aimed to find out the relation between three kinds of intelligences (intellectual, emotional, and spiritual intelligence) and aggression. The proposed hypothesis is that there is a negative correlation between three kinds of intelligences and level of aggression in college students. Population of this reasearch are student of Islamic State University of Malang from varied discipline such as Faculty of Tarbiyah, Faculty of Humaniora, Faculty of Science and Technology, Faculty of Psychology, Faculty of Economic and Faculty of Syariah. Subject were 304 students. Data were collected using Aggression Scale, Emotional Intelligence Scale, Spiritual Intelligence Scale, and SPM (Standard Progressive Matrices) as an instrument to measure intellectual intelligence. Data analyzed by regression analysis technique. The more intelligence student, the less aggressive he/she is. The research also find that the three kind of intelligences have 32,5% portion on aggression.Keywords: intellectual intelligence, emotional intelligence, spiritual intelligence, aggression

Relational aggression in college students: Examining the roles of social anxiety and empathy

AbstractThis study examined the unique contributions of social anxiety and empathy to relational aggression in 300 19–to–25–year–old (M=21.25; SD=1.32) male (n=97) and female (n=203) college students using hierarchical linear regression analysis. The interactive relations between gender and social anxiety, and between gender and empathy, were also assessed. In addition to the gender and overt aggression covariates, fear of negative evaluation and perspective taking were unique predictors of relational aggression. Males, students who were more overtly aggressive, and those who reported greater fear of negative evaluation were more relationally aggressive than were peers. Students with higher levels of perspective taking reported using less relational aggression than did peers. A gender x empathetic concern interaction indicated that for males only, lower levels of empathetic concern were associated with higher levels of relational aggression. Results are discussed within a social information‐processing perspective. Aggr. Behav. 29:430–439, 2003. © 2003 Wiley‐Liss, Inc.

Self-esteem and Social Problem Solving as Predictors of Aggression In College Students

This study examined the relations between self-esteem, social problem-solving ability, and aggression in a sample of 205 college students. The Social Problem-Solving Inventory-Revised was used to measure five different dimensions of social problem-solving ability (viz., positive problem orientation, negative problem orientation, rational problem solving, impulsivity/carelessness style, & avoidance style) and the Aggression Questionnaire was used to measure four different dimensions of aggression (viz., physical aggression, verbal aggression, anger, & hostility). Self-esteem and social problem-solving ability were measured at the same time, whereas aggression was measured six to seven weeks later. Low self-esteem was found to be related to anger and hostility, and several specific problem-solving dimensions were found to be related to anger, hostility, and physical aggression. A series of path analyses found support for a mediational model in which the link between self-esteem and anger is fully mediated by negative problem orientation. In addition, the results also suggested that negative problem orientation partially mediates the relationship between self-esteem and hostility. The theoretical, research, and clinical implications of the findings are discussed.

The Relationship Between Courtship Violence and Sexual Aggression in College Students

The relationship between physical and sexual aggression in college students was explored in the current study. Participants were 245 males and 411 females recruited from a 2-year or 4-year college. The vast majority were white. All of them responded to a measure of physical aggression (The Conflict Tactics Scale; Straus, 1979) and sexual aggression (the Sexual Experiences Survey; Koss et al., 1987). A subset of participants also responded to a questionnaire assessing “Signs to Look for in a Battering Personality” (Ryan, 1995). Results showed a significant association between physical and sexual aggression in men and women. In addition, the combination of physical and sexual aggression produced nonsignificantly higher levels of aggression than when they occurred alone. Discriminant analyses showed verbal abuse and threats predicted both physical and sexual aggression in men and women; however, gender differences emerged on other characteristics. Finally, effect size analyses showed larger effect sizes for sexual than for physical aggression on many of the “Signs to Look for in a Battering Personality.”

The Effects of Extracurricular Activities on Self-Esteem, Academic Achievement, and Aggression in College Students

The Effects of Extracurricular Activities on Self-Esteem, Academic Achievement, and Aggression in College Students

The Enjoyment of Sexist Humor, Rape Attitudes, and Relationship Aggression in College Students

The current study tested Freud's (1905/1960)theory that sexist humor may be associated withhostility toward women and extended previous researchshowing a link between hostile humor and aggression.Colleges students (N = 399 — approximately 92%white, 5% African American, and 3% other minorities)rated 10 sexist jokes on their perceived funniness.Results showed that the enjoyment of sexist humor waspositively correlated with rape-related attitudes andbeliefs, the self-reported likelihood of forcing sex,and psychological, physical, and sexual aggression inmen. For women, the enjoyment of sexist humor was only positively correlated with Adversarial SexualBeliefs and Acceptance of Interpersonal Violence. Womenalso found the jokes to be less enjoyable, lessacceptable, and more offensive than the men, but they were not significantly less likely to tell thejokes.

An objective measure of induced aggression.

The paper describes a method of objectively measuring induced aggression in college students. Those in the experimental (verbally threatened) group expressed aggression by sabotaging E's “research project.” The extent of aggression was measured by the number of Ss making errors and the total numbers of errors made by the experimental group as compared to the control group. More Ss in the experimental group made errors as compared to the control groups. Experimental Ss also made proportionately more errors.