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Aggression: Relationships With Sex, Gender Role Identity, And Gender Role Stress., Robin L. Leonard
Aggression: Relationships With Sex, Gender Role Identity, And Gender Role Stress., Robin L. Leonard
Electronic Theses and Dissertations
Sex, gender-role identity, and gender-role stress were assessed in terms of their relationship to observed gender differences in self-reported aggression. Physical and verbal aggression were explored, as well as the affective component of anger and cognitive component of hostility. The role of emotional intelligence in these relationships was also evaluated, as a possible correlate to the gender-related variables. The results indicated that both gender-role stress and gender-role identification were significantly associated with all components of aggression; however, only physical aggression was related to sex. Emotional intelligence was linked to sex and gender-role identity but not with gender-role stress. The results …
Effects Of A School-Based Social-Emotional Competence Program: Linking Children's Goals, Attributions, And Behaviors, Karin S. Frey, Susan Bobbitt Nolen, Leihua Van Schoiack Edstrom, Miriam K. Hirschstein
Effects Of A School-Based Social-Emotional Competence Program: Linking Children's Goals, Attributions, And Behaviors, Karin S. Frey, Susan Bobbitt Nolen, Leihua Van Schoiack Edstrom, Miriam K. Hirschstein
Faculty Publications - Doctor of Psychology (PsyD) Program
This study examined the effects of the Second Step social–emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile …