Toward a Relationship Perspective on Aggression among Schoolchildren: Integrating Social Cognitive and Interdependence Theories.
Toward a Relationship Perspective on Aggression among Schoolchildren: Integrating Social Cognitive and Interdependence Theories.
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DOI：
10.1037/a0023711
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发表时间：
2011
影响因子：
2.8
通讯作者：
Card NA
中科院分区：
文献类型：
--
作者：
Card NA
传统的心理学方法研究侵略的个体差异，在侵略和受害的学童在确定患病率，风险和参与侵略的后果是有价值的。然而，有人认为，从概念和经验的角度来看，有必要把重点放在侵害者与受害者的关系上。这种焦点的转移需要修改和整合现有的攻击理论，本文整合了社会认知理论和相互依存理论，提出了一个新的，相互依存的社会认知理论的攻击。具体而言，本文确定了这些理论之间的重叠点和不同的焦点，并通过提出的侵略者-受害者互动和关系的出现模型来说明它们的整合。本文的结论是，扩大考虑，包括在校儿童之间的攻击者-受害者关系提供了相当大的理论，实证和干预的机会。
The traditional psychological approach of studying aggression among schoolchildren in terms of individual differences in aggression and in victimization has been valuable in identifying prevalence rates, risk, and consequences of involvement in aggression. However, it is argued that a focus on aggressor-victim relationships is warranted based on both conceptual and empirical grounds. Such a shift in focus requires modification and integration of existing theories of aggression, and this paper integrates social cognitive theory and interdependence theory to suggest a new, interdependent social cognitive theory of aggression. Specifically, this paper identifies points of overlap and different foci between these theories, and it illustrates their integration through a proposed model of the emergence of aggressor-victim interactions and relationships. The paper concludes that expanding consideration to include aggressor-victim relationships among schoolchildren offers considerable theoretical, empirical, and intervention opportunities.