Evaluative factors in social problem solving by aggressive boys
Evaluative factors in social problem solving by aggressive boys
复制标题
攻击性男孩解决社会问题的评价因素
DOI：
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发表时间：
1989
影响因子：
3.6
通讯作者：
R. Slaby
中科院分区：
文献类型：
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作者：
N. Guerra;R. Slaby
社会问题解决的组件（问题的定义，生成和优先级的解决方案，并产生和评价的后果）进行了评估，高侵略性和低侵略性的男孩从2- 3年级和5-6。与低攻击性的同龄人相比，两个年级的高攻击性男孩更有可能（1）根据其他人是有动机的对手的看法来定义社会问题，（2）表现出攻击性的后果很少，（3）选择被评为无效的“次佳”解决方案，（4）评价他们自己对自我产生的攻击后果的情感反应为“不在乎”或“不快乐”。此外，在攻击性男孩组中，发现问题定义与被试选择的最佳和次佳解决方案的数量和有效性都有显着关系。这些研究结果进行了讨论的早期模式的认知调解，区分高侵略性的儿童从他们的低侵略性的同龄人。
Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2– 3 and 5–6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a “second-best” solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as “wouldn't care” or as not “unhappy. “ In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers.
影响因子：
7.6
作者：
DODGE, KA;COIE, JD
通讯作者：
COIE, JD