Aggressive Norms Research Articles

Provoking Punches: Factors Influencing Perceived Violent Reactions to Negative Situations

Purpose: Violence among college students is an important area of research as this group is at an increased risk of both engaging in and being a victim of violence. As such, the current research aimed to examine factors that may influence violent tendencies among a sample of college students.
 Method: Data from 101 completed surveys were analyzed. Principal components factor analysis and Cronbach’s alpha resulted in the creation of six independent variables (gun experience, weapons support, anger contagion, witness violence, violent community, and aggressive beliefs) and four dependent variables (competition for resources, social attacks, physical attacks, and unfair situations). OLS regression was used to estimate the impact of each variable on perceptions of reacting with violence to four negative situations.
 Results: Gun experience and violent community significantly predicted responding violently to both social and physical attacks, while gun support was only predictive of violence in competition for resources. Additionally, aggressive beliefs predicted perceptions of violent responses to physical attacks and in unfair situations. Finally, anger contagion was associated with students reporting an increased likelihood of responding violently to social attacks.
 Conclusions: While research shows the importance of understanding violence exposure and aggressive norms in creating and improving violence prevention programs and anti-violence strategies, the role that perceptions play is largely absent. Furthermore, this research supports the importance of implementing these programs and strategies among college students/young adults to potentially reduce violence and aggression within this age group.

Why Not Pedal for the Planet? The Role of Perceived Norms for Driver Aggression as a Deterrent to Cycling

Cycling has many benefits for humans and the planet. This research investigates perceived norms and driver behavior toward cyclists as issues that may be useful for addressing reluctance to cycle. It connects perceived norms observed in the road context regarding aggressive driver behavior towards cyclists, and norms observed in workplaces regarding sustainability (perceived green psychological workplace climate) with driver aggressive behavior toward cyclists. Self-reported online survey responses from N = 426 Australian drivers were collected. Perceived norms regarding aggressive driver behavior toward cyclists were linked to drivers engaging more frequently in such behavior, but no such link was found for perceived green psychological workplace climate. However, perceived green psychological workplace climate moderated the link between perceived norms regarding aggressive driver behavior toward cyclists and drivers engaging in such behavior. When drivers perceived aggression toward cyclists to be common on the road, perceived green psychological workplace climate weakened the link between perceived norms regarding aggressive driver behavior towards cyclists and drivers engaging in such behavior. Findings reinforce the role of perceived road context norms regarding aggressive driver behavior toward cyclists for drivers engaging in such behavior. They illustrate that, while not directly linked, sustainability norms perceived in other contexts have a role in shaping car driver behavior towards cyclists. The study's findings suggest that interventions targeted at aggressive behavior toward cyclists in road contexts can focus on driver behavior norms and can be complemented by normative interventions in other settings to shape a key deterrent to cycling.

Trumpism and the rejection of global climate governance

This paper explains the ideational foundations of Donald Trump’s rejection of global climate cooperation and its implications for the future of global climate governance. We argue that Trumpism’s antipathy is a fundamental normative challenge to the key ideas that underpin global climate cooperation. Here we explore two specific norm contestations: (1) Collective action versus extralegal sovereignty, and (2) Common but Differentiated Responsibility versus fairness-as-reciprocity. Trump’s aggressive norm rejections are quite novel. His rejection of climate politics in particular and his desire to return to a status quo ante in world politics, positions him as a distinct type of actor in the spectrum of norm contestation – a reactionary norm entrepreneur. We contribute an ideational explanation of Trumpism’s rejection of global climate cooperation by identifying the fundamental clash of ideas and his role as a reactionary norm entrepreneur within the broader framework of global climate governance. It offers a case study in a high-profile instance of norm contestation and its implications for the survival of the global climate change regime.

The Roles of Clique Status Hierarchy and Aggression Norms in Victimized Adolescents' Aggressive Behavior.

The healthy context paradox indicates that in "healthy" contexts, with lower bullying or victimization norms, victimization experiences would unexpectedly exacerbate adolescents' adjustment difficulties, yet the underlying mechanisms remain unclear, particularly from the clique perspective. The current 2-year longitudinal multilevel study attempts to examine the conditional effects of both clique structure (i.e., status hierarchy) and clique norms (i.e., aggression norms) on the relationship between individual victimization and aggressive behavior. The sample consisted of 691 Chinese junior high school students (Mage = 12.74, SD = 0.43; 55.6% boys), who were identified to belong to 153 cliques with sizes varying from 3 to 12 students (Msize = 5.08, SD = 1.89), according to the social cognitive map. Participants completed peer-nominated measures at two time points, two years apart. The multilevel models revealed that it was in less hierarchical cliques with lower aggression that victimized adolescents would exhibit more relational forms of aggression (rather than overt forms) two years later. More intriguingly, contrary results were found in all-girls cliques and all-boys cliques. Specifically, victimized girls' overt and relational aggression was higher in cliques with less hierarchy and lower aggression, whereas, in cliques with more hierarchy and higher aggression, victimized boys' relational aggression was higher, which conforms to the healthy context paradox and the peer contagion hypothesis, respectively. These findings highlight that egalitarian cliques with low aggression would promote aggressive behavior of victimized adolescents, especially for girls rather than for boys, which in turn has crucial implications for anti-bullying interventions.

Honor-endorsing women and relational aggression: Evidence for the presence of feminine aggression norms in southern U.S. women

Research on honor cultures has centered almost exclusively on men and men's use of physical aggression as a means of reputation defense, while tacitly overlooking women's role(s). Across three studies (N = 813), we examined whether honor endorsing women, like men, exhibit aggressive tendencies, albeit in the form of relational aggression. We found that women's honor endorsement predicted greater use of reactive relational aggression (e.g., ignoring and excluding others; Studies 1 and 2), but only among women who felt they were not achieving what it means to be an honorable woman (Study 2). Lastly, we found that women higher in feminine honor endorsement were more supportive of women who relationally aggressed (i.e. spreading rumors, social exclusion) in response to reputation threats (Study 3). Taken together, the present research indicates that honor endorsing women are more active in reputation maintenance and defense than prior work has acknowledged.

What’s Really Going On in the South China Sea?

Most analysts and commentators portray China's conduct in the South China Sea as a series of aggressive norm violations by an emerging peer competitor to the United States. We argue that this narrative misreads both the substance and dynamics of recent Chinese policy. Since 2016, China has strenuously sought – and largely managed – not to be in technical violation of the Philippines Arbitration Tribunal ruling despite having publicly disavowed it and has attempted to position itself as a champion of win–win co-operation. This stands in stark contrast to the previous four years in which China rather shockingly began asserting itself with little regard for either legality or diplomatic nicety – the period in which the “aggressive China” narrative gelled. What explains China's whiplash behaviour? Why has the international community largely failed to notice recent changes and adjust the narrative accordingly? We argue that the answers to these questions lie in an eclectic appeal to bureaucratic struggles, the regime's two-level game balancing domestic and international pressures, and psychological considerations. These do not, however, provide satisfactory accounts either of China's behaviour or of the international response in the absence of recognising the crucial importance of second-order rules for making, interpreting, and applying first-order rules in the international system. Social practices of rule-making, in short, provide vital context. Our analysis suggests a series of takeaways both for International Relations theory and for managing relations with China.

Peer likeability and victimization in young adolescents: Moderating effects of descriptive and status group norms for aggression and prosocial behaviour and network density

Previous research has shown that peer victimization can be highly responsive to variables at the classroom level. Aggressive and prosocial norms may promote or reduce its status in classrooms. However, yet there is an apparent lack of success to explain which types of norms are more influential. This study examined the role of aggressive and prosocial descriptive and status norms in the peer victimization-status link. It also explores how the network density increases adherence to the prevailing norm in the classroom and its effect on the status of the victims. Data on peer acceptance and rejection, victimization, prosocial behaviour, and aggression were collected with sociometric methods in a sample of 6,600 students (M = 13.1 years, SD = 0.6; 49.2% girls), from 269 classrooms in 81 secondary schools in Spain. Group norms for aggression and for prosocial behaviour were assessed in three ways, the behaviour of all peers (class-norm), the behaviour of most-liked peers (likeability-norm), and the behaviour of most salient peers (visibility-norm). Multilevel regression analyses revealed that the negative impact of victimization on peer likeability was moderated by the classroom's norm for prosocial behaviour, by the status norm of most visible peers' norm for prosocial behaviour and for aggression, and by the group's network density. The behavioural status norms of most likeable peers had no significant effect. These results underscore the overall importance of group context as a moderating factor of the relation between victimization and peer status in adolescents, and add to the growing body of knowledge driven by the socio-ecological approach to the study of peer relations in developmental psychology. As implications for education, these results affect the importance of considering socio-emotional variables in the formation of class groups in order to reduce victimization.

Online schadenfreude as an outcome of ideological polarization: a case in Hong Kong

PurposeThe impact of ideological polarization has been a serious concern, given its damages to society. In addition, Schadenfreude is increasingly common in the era of ideological polarization. Previous literature may have discussed the cause and outcomes of schadenfreude in general but not specifically related to ideological polarization. This study aims to serve to establish a more informed understanding of online schadenfreude as an outcome of ideological polarization and help society recover from the damages.Design/methodology/approachThe authors adopted a case research method with netnography for our study, given that the authors are exploring the phenomena of online schadenfreude, which involves multiple dimensions.FindingsThe authors identified a three-level model that illustrates how schadenfreude is driven as an outcome of ideological polarization, i.e. macro-environment, camp/partisan and target. These factors of different levels involve political viewpoint differences, perceived appearance, personal conduct, aggressive norms and polarized environment with a lack of conventional opinion expression channel. Moreover, attackers may demonstrate a belief in Karma, creativity and a sense of humor and may call for actions.Originality/valueWhile previous literature focused on the relationship between fake news, echo chambers and ideological polarization, this study is a relatively earlier one on studying schadenfreude as an outcome of ideological polarization, which would facilitate to formulate the solution to repair the damages created to ideological polarization. The authors also discussed the enablers as well as the self-reinforcing nature of ideological polarization, and provided some practical implications for politicians and government officials.

How peer influence mediates the effects of video games playing on adolescents’ aggressive behavior

This study empirically examined a theory-driven model, testing the direct and indirect effects of video game playing on adolescents’ aggressive behavior. The framework was established on the influence of presumed influence model. This framework was tested with a nationally representative dataset of adolescents from the China Education Panel Survey. Results showed that adolescents’ video game playing was both directly and indirectly associated with their aggressive behavior. The indirect effect on adolescents’ aggressive behavior was mediated by their perceptions of the peer norms for playing video games and the peer norms for aggression. These indirect and under-explored paths have several practical implications for education practitioners.

The effect of classroom aggression-related peer group norms on students' short-term trajectories of aggression.

Using a four-wave/seven-month longitudinal design with a sample of 1595 preadolescents (53% boys, 47% girls, Mage = 10.2 years) from 63 fourth-, fifth- and sixth- grade classrooms in nine mixed-sex schools in Bogotá, Colombia, we examined whether growth trajectories of measures of overt and relational aggression varied as a function of classroom norms for aggression. Multilevel growth mixture modeling revealed (a) distinct trajectories of overt and relational aggression for boys and girls and (b) that norm salience (i.e., the process by which a group norm is made salient via the punishments or reinforcements to the behavior within the group) was a better predictor of associations with trajectories of overt and relational aggression than were perceived injunctive norms (i.e., the perceived standards of what is approved or disapproved in a social context). In classrooms where popular or accepted children were perceived by their peers as aggressive, more boys followed an increasing trajectory of overt and relational aggression than a low-stable trajectory, and more girls followed a high-stable trajectory of relational aggression than a low-stable trajectory. These findings are discussed in terms of the practical implications for the design of educational interventions aimed at preventing aggression in classroom settings.

The Role of Aggressive Peer Norms in Elementary School Children\u2019s Perceptions of Classroom Peer Climate and School Adjustment

Although prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

Lower Levels of Classroom Aggression Predict Stronger Relations Between Peer Victimization and Reactive Versus Proactive Aggression.

We examined the concurrent relations of children's reactive and proactive aggression with their experience of peer victimization. Extending previous research, we assessed these relations at both the child and classroom levels. We predicted that reactive aggression would relate positively to peer victimization, proactive aggression would relate negatively to peer victimization, and that these relations would vary with classroom levels of aggression. Participants included 1,291 fourth- and fifth-grade children (681 girls; M age = 10.14 years) and their 72 teachers from 9 schools in one public school district in the Mid-Atlantic United States. Children completed self-report measures of peer victimization and teachers completed measures of aggression for each child in their classrooms. Via two-level regression (level 1 = child; level 2 = classroom), reactive aggression related positively to peer victimization and proactive aggression related negatively to peer victimization. The positive relation between reactive aggression and peer victimization was only significant in classrooms with low levels of reactive aggression. The negative relation between proactive aggression and peer victimization was only significant in classrooms with low levels of proactive aggression. Our hypotheses were supported and offered further evidence for differential relations of reactive and proactive aggression with peer victimization at the child level, while demonstrating the important role of classroom norms for aggression in moderating these relations.

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents (Mage = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

The effects of group centrality and accountability on conformity to cyber aggressive norms: Two messaging app experiments

Cyber aggression in messaging apps often involves a group-based process of conformity to aggressive norms. To date, no empirical research has investigated this psychological process and its determinants. Therefore, this study reports two experiments that examined the effects of group centrality (the subjective importance of a social group) and accountability (being accountable for one's actions) on conformity to cyber aggressive norms. Additionally, the moderating role of susceptibility to peer pressure was examined. The experiments included a scripted WhatsApp conversation in which participants judged the appropriateness of cyber aggressive behaviors after viewing ostensible peers' responses. The results of Experiment 1 (N = 233, Mage = 13.19) were replicated in Experiment 2 (N = 296, Mage = 12.67), which had an improved method addressing the limitations of Experiment 1. Accountability affected conformity to cyber aggressive norms (Experiment 1: f = .18, p = .016; Experiment 2: f = .13, p = .041): Adolescents who did not think they had to discuss their responses in class conformed more than those who did. However, no effect of group centrality or moderating effects of susceptibility to peer pressure were found. This study extends conformity research to messaging apps. The findings suggest that increasing accountability in messaging apps may be a viable strategy for intervention efforts to reduce conformity to cyber aggression.

Patterns of Dating Aggression and Victimization in Relation to School Environment Factors Among Middle School Students

This study examined relations between patterns of dating aggression and victimization and school environment factors among 4,114 early adolescents attending 37 middle schools in four sites in the United States (51% Black, non-Hispanic, 21% Hispanic, and 17% White). Latent class analyses revealed a five-class solution that differentiated among youth classified as uninvolved (54%), psychologically aggressive victims (18%), aggressors (11%), victims (11%), and aggressive victims (5%). These groups differed in their perceptions of school environment factors, including the quality of student–student and student–teacher relationships, awareness/reporting of violence, school safety problems, and school norms for aggression and nonviolence. Our findings underscore the need for dating violence prevention efforts in early adolescence and the relevance of school environment and more selective interventions.

The moderating role of peer norms in the associations of social withdrawal and aggression with peer victimization.

This study examined the moderating role of classroom injunctive norms salience regarding social withdrawal and regarding aggression in the longitudinal association between these behaviors and peer victimization. A total of 1,769 fourth through sixth graders (895 girls, M = 10.25 years, SD = 1.03) from 23 schools (67 classrooms) completed a peer nomination inventory in the fall (T1) and spring (T2) of the same academic year. Participants circled the name of each student who fit the description provided for social withdrawal, aggression, and peer victimization at T1 and T2. The salience of injunctive norms was sex-specific and operationalized by the extent to which children displaying the behavior were socially rewarded or sanctioned by their classmates. Generalized estimation equations (GEE) showed that the association between social withdrawal at T1 and peer victimization at T2 was moderated by injunctive norms. Social withdrawal at T1 was positively associated with peer victimization at T2 in classrooms where injunctive norms for this behavior were salient and unfavorable, as well as in classrooms where injunctive norms for aggression were salient and favorable, albeit for girls only. The association between aggression at T1 and peer victimization at T2 was also moderated by the injunctive norms regarding this behavior. Aggressive children were less likely to be victimized in classrooms where this behavior was rewarded. These results support bullying interventions that target factors related to the larger peer context, including social norms. (PsycINFO Database Record

Ready, Aim, Fire! Violent Video Game Play and Gun Controller Use: Effects on Behavioral Aggression and Social Norms Concerning Violence

In addition to individual risk factors, recent findings surrounding the effects of violent video game play have provided compelling evidence that the contextual features of games also contribute to increased outcome aggression. The current study focuses on the relationship between violent video game play and the use of gun controllers on both social norms related to aggression and real-life behavioral aggression. As predicted, both violent video game play and gun controller use were positively related to behavioral aggression. The implications of these findings are discussed along with their influence on future research in this area.

The Morality of Television Genres: Norm Violations and Their Narrative Context in Four Popular Genres of Serial Fiction

ABSTRACTIn a quantitative content analysis, social norm violations and their narrative context are analyzed in 225 episodes of 15 television series of four popular television genres (crime drama, medical drama, sitcom, and daily soap). Extending previous studies, the authors’ results indicate that aggressive norm violations are only a fraction of all norm violations, which are dominated by lying/deception, swearing/use of vulgar language, and verbal attacks. The narrative context shows that norm violations are often motivated by egoism, receive low punishment, are rarely forgiven and seldom reflected by the characters; this, however, depends on the type of norm violation. Genre differences were observed and their potential for effects on audiences’ moral thinking is discussed.

The Norms of Popular Peers Moderate Friendship Dynamics of Adolescent Aggression

This study examined whether peer norms for aggression within the classroom impact friendship selection, maintenance, and socialization processes related to aggression across the 1st year of secondary school (N=1,134 students from 51 classes, Mage =12.66). As hypothesized, longitudinal social network analyses indicated that friendship selection and influence processes related to aggression depended on the popularity norm within the classroom (i.e., the class-level association between popularity and aggression) rather than the descriptive norm (aggregated average of aggressive behavior). Hence, only in classes where the valence of aggression is high (because it is positively associated with popularity), adolescents tend to select their friends based on similarity in aggression and adopt the aggressive behavior of their friends.

The Moderating Role of Classroom Descriptive Norms in the Association of Student Behavior With Social Preference and Popularity

This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of behavior with social preference and popularity in early adolescence. Participants were 1,492 fifth-grade students ([Formula: see text] = 10.6 years, 52.7% boys) from 59 classrooms who completed unlimited peer nominations for status and behavior. Classroom descriptive norms were computed as the average proportion of classroom nominations received for the different social behaviors. Multilevel analyses revealed that the negative association between overt aggression and social preference was attenuated in classrooms with high norms for overt aggression. The negative association between academic reputation and social preference was enhanced in classrooms with high norms for academic reputation. Classroom norms did not moderate the associations between behavior and popularity. The type of behavior and the type of status should be considered when examining classroom descriptive norms and behavior-status associations.