Empathy and Effortful Control Effects on Early Adolescents’ Aggression: When Do Students’ Perceptions of Their School Climate Matter?

REFERENCES

• Ahadi, S. A. & Rothbart, M. K. (1994). Temperament, development, and the Big Five. In C. F. Halverson, G. A. Kohnstamm, & R. P. Martin (Eds.), The developing structure of temperament and personality from infancy to adulthood (pp. 189–207). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Aiken, L. S. & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, PA: Sage.
   Google Scholar
• Archer, J. (2001). A strategic approach to aggression. Social Development, 10, 267–271.
   Web of Science ®Google Scholar
• Arsenio, W. F., Adams, R. & Gold, J. (2009). Social information processing, moral reasoning, and emotion attributions: Relations with adolescents’ reactive and proactive aggression. Child Development, 80, 1739–1755. doi:10.1111/j.1467-8624.2009.01365.x
   PubMed Web of Science ®Google Scholar
• Arsenio, W. F. & Lemerise, E. A. (2001). Varieties of childhood bullying: Values, emotion processes, and social competence. Social Development, 10, 59–73. doi:10.1111/1467-9507.00148
   Web of Science ®Google Scholar
• Barr, J. J. & Higgins-D'Alessandro, A. (2007). Adolescent empathy and prosocial behavior in the multidimensional context of school culture. The Journal of Genetic Psychology, 168, 231–250.
   PubMed Web of Science ®Google Scholar
• Batanova, M. D. & Loukas, A. (2011). Social anxiety and aggression in early adolescents: Examining the moderating roles of empathic concern and perspective taking. Journal of Youth and Adolescence, 40, 1534–1543. doi:10.1007/s10964-011-9634-x
   PubMed Web of Science ®Google Scholar
• Battistich, V., Schaps, E. & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24, 243–262. doi:10.1023/b:jopp.0000018048.38517.cd
   Google Scholar
• Blain-Arcaro, C., Smith, J. D., Cunningham, C., Vaillancourt, T. & Rimas, H. (2012). Contextual attributes of indirect bullying situations that influence teachers’ decisions to intervene. Journal of School Violence, 11, 226–245. doi:10.1080/15388220.2012.682003
   Google Scholar
• Boxer, P., Goldstein, S. E., Musher-Eizenman, D., Dubow, E. F. & Heretick, D. (2005). Developmental issues in school-based aggression prevention from a social-cognitive perspective. The Journal of Primary Prevention, 26, 383–400. doi:10.1007/s10935-005-0005-9
   PubMedGoogle Scholar
• Brookmeyer, K. A., Fanti, K. A. & Henrich, C. (2006). Schools, parents, and youth violence: A multilevel, ecological analysis. Journal of Clinical Child & Adolescent Psychology, 35, 504–514. doi:10.1207/s15374424jccp3504_2
   PubMed Web of Science ®Google Scholar
• Caravita, S., Blasio, P. D. & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18, 140–163.
   Web of Science ®Google Scholar
• Ceci, S. J. & Papierno, P. B. (2005). The rhetoric and reality of gap closing: When the “have-nots” gain but the “haves” gain even more. American Psychologist, 60, 149–160. doi:10.1037/0003-066x.60.2.149
   PubMed Web of Science ®Google Scholar
• Cillessen, A. H. N. & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147–163. doi:10.1111/j.1467-8624.2004.00660.x
   PubMed Web of Science ®Google Scholar
• Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76, 201–237. doi:10.17763/haer.76.2.j44854x1524644vn
   Web of Science ®Google Scholar
• Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment. Child Development, 67, 2317–2327. doi:10.1111/j.1467-8624.1996.tb01859.x
   PubMed Web of Science ®Google Scholar
• Crick, N. R. & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74–101. doi:10.1037/0033-2909.115.1.74
   Web of Science ®Google Scholar
• Crick, N. R. & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722. doi:10.1111/j.1467-8624.1995.tb00900.x
   PubMed Web of Science ®Google Scholar
• Crick, N. R. & Grotpeter, J. K. (1996). Relational aggression, overt aggression, and friendship. Child Development, 67, 2328–2338. doi:10.2307/1131626
   PubMed Web of Science ®Google Scholar
• Crosnoe, R., Erickson, K. G. & Dornbusch, S. M. (2002). Protective functions of family relationships and school factors on the deviant behavior of adolescent boys and girls: Reducing the impact of risky friendships. Youth & Society, 33, 515–544. doi:10.1177/0044118x02033004002
   Web of Science ®Google Scholar
• Davis, M. H. (1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected Documents in Psychology, 10, 85.
   Web of Science ®Google Scholar
• de Kemp, R. A. T., Overbeek, G., de Wied, M., Engels, R. C. M. E. & Scholte, R. H. J. (2007). Early adolescent empathy, parental support, and antisocial behavior. The Journal of Genetic Psychology, 168, 5–18. doi:10.3200/gntp.168.1.5-18
   PubMed Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi:10.1111/j.1467-8624.2010.01564.x
   PubMed Web of Science ®Google Scholar
• Dusenbury, L., Zadrazil, J., Mart, A. & Weissberg, R. (2011). State learning standards to advance social and emotional learning: The state scan of social and emotional learning standards, preschool through high school. Chicago, IL: Collaborative, for Academic, Social, and Emotional Learning.
   Google Scholar
• Eccles, J. S. & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241. doi:10.1111/j.1532-7795.2010.00725.x
   Web of Science ®Google Scholar
• Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 665–697.
   PubMed Web of Science ®Google Scholar
• Elsaesser, C., Gorman-Smith, D. & Henry, D. (2013). The role of the school environment in relational aggression and victimization. Journal of Youth and Adolescence, 42, 235–249. doi:10.1007/s10964-012-9839-7
   PubMed Web of Science ®Google Scholar
• Espelage, D. L., Mebane, S. E. & Adams, R. S. (2004). Empathy, caring and bullying: Toward an understanding of complex associations. In D. L. Espelage & S. Swearer (Eds.), Bullying in American schools (pp. 37–61). Mahwah, NJ: Erlbaum.
   Google Scholar
• Fraser, B. J. (1982). Development of short forms of several classroom environment scales. Journal of Educational Measurement, 19, 221–227. doi:10.1111/j.1745-3984.1982.tb00130.x
   Web of Science ®Google Scholar
• Fraser, B. J. & Fisher, D. L. (1986). Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment. Journal of Research in Science Teaching, 5, 387–413.
   Web of Science ®Google Scholar
• Garandeau, C. F., Lee, I. A. & Salmivalli, C. (2013). Differential effects of the KiVa anti-bullying program on popular and unpopular bullies. Journal of Applied Developmental Psychology, 35, 44–50. doi:10.1016/j.appdev.2013.10.004
   Web of Science ®Google Scholar
• Gini, G., Pozzoli, T. & Hauser, M. (2011). Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion. Personality and Individual Differences, 50, 603–608.
   Web of Science ®Google Scholar
• Hawk, S. T., Keijsers, L., Branje, S. J., Van der Graaff, J., de Wied, M. & Meeus, W. (2012). Examining the interpersonal reactivity index (IRI) among early and late adolescents and their mothers. Journal of Personality Assessment. doi:10.1080/00223891.2012.696080
   PubMed Web of Science ®Google Scholar
• Henry, D. B., Farrell, A. D., Schoeny, M. E., Tolan, P. H. & Dymnicki, A. B. (2011). Influence of school-level variables on aggression and associated attitudes of middle school students. Journal of School Psychology, 49, 481–503. doi:10.1016/j.jsp.2011.04.007
   PubMed Web of Science ®Google Scholar
• Horner, C. G. & Wallace, T. A. (2013). Measuring emotion socialization in schools. Journal of School Health, 83, 697–703. doi:10.1111/josh.12083
   PubMed Web of Science ®Google Scholar
• Jessor, R., Van Den Bos, J., Vanderryn, J., Costa, F. & Turbin, M. (1995). Protective factors in adolescent problem behavior: Moderator effects and developmental change. Developmental Psychology, 31, 923–933. doi:10.1037//0012-1649.31.6.923
   Web of Science ®Google Scholar
• Jolliffe, D. & Farrington, D. P. (2006). Examining the relationship between low empathy and bullying. Aggressive Behavior, 32, 540–550. doi:10.1002/ab.20154
   Web of Science ®Google Scholar
• Jolliffe, D. & Farrington, D. P. (2011). Is low empathy related to bullying after controlling for individual and social background variables? Journal of Adolescence, 34, 59–71. doi:10.1016/j.adolescence.2010.02.001
   PubMed Web of Science ®Google Scholar
• Kochanska, G., Murray, K. T. & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232. doi:10.1037//0012-1649.36.2.220
   PubMed Web of Science ®Google Scholar
• Kokkinos, C. M. & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy, and empathy among preadolescents. Social Psychology of Education, 15, 41–58.
   Web of Science ®Google Scholar
• Konrath, S. H. (2013). A critical analysis of the Interpersonal Reactivity Index. MedEdPORTAL Directory and Repository of Educational Assessment Measures (DREAM).
   Google Scholar
• Kuperminc, G. P., Leadbeater, B. J. & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39, 141–159. doi:10.1016/s0022-4405(01)00059-0
   Web of Science ®Google Scholar
• Lapsley, D. & Narvaez, D. (2006). Character education. In W. Damon & R. M. Lerner (Series Eds.), and A. Renninger & I. E. Sigel (Eds.), Handbook of child psychology, Vol. 4: Child psychology in practice (6th ed., pp. 248–289). New York, NY: Wiley.
   Google Scholar
• Lengua, L. J. (2006). Growth in temperament and parenting as predictors of adjustment during children's transition to adolescence. Developmental Psychology, 42, 819–832.
   PubMed Web of Science ®Google Scholar
• Lengua, L. J. (2008). Anxiousness, frustration, and effortful control as moderators of the relation between parenting and adjustment in middle-childhood. Social Development, 17, 554–577. doi:10.1111/j.1467-9507.2007.00438.x
   Web of Science ®Google Scholar
• Lenzi, M., Vieno, A., Gini, G., Pozzoli, T., Pastore, M., Santinello, M. & Elgar, F. J. (2013). Perceived teacher unfairness, instrumental goals, and bullying behavior in early adolescence. Journal of Interpersonal Violence, 29, 1834–1849. doi:10.1177/0886260513511694
   PubMed Web of Science ®Google Scholar
• Lerner, R. M. (2012). Developmental science: Past, present, and future. International Journal of Developmental Science, 6, 29–36.
   Google Scholar
• Lerner, R. M. & Castellino, D. R. (2002). Contemporary developmental theory and adolescence: Developmental systems and applied developmental science. Journal of Adolescent Health, 31, 122–135. doi:10.1016/s1054-139x(02)00495-0
   PubMed Web of Science ®Google Scholar
• Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. The Journal of School Health, 74, 274–283. doi:10.1111/j.1746-1561.2004.tb08284.x
   PubMed Web of Science ®Google Scholar
• Loukas, A. & Murphy, J. L. (2007). Middle school student perceptions of school climate: Examining protective functions on subsequent adjustment problems. Journal of School Psychology, 45, 293–309. doi:10.1016/j.jsp.2006.10.001
   Web of Science ®Google Scholar
• Lovett, B. J. & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review, 27, 1–13.
   PubMed Web of Science ®Google Scholar
• Mayeux, L. & Cillessen, A. H. N. (2008). It's not just being popular, it's knowing it too: The role of self-perceptions of status in the associations between peer status and aggression. Social Development, 17, 871–888. doi:10.1111/j.1467-9507.2008.00474.x
   Web of Science ®Google Scholar
• Moore, C. S., Shoulberg, E. K. & Murray-Close, D. (2012). The protective role of teacher preference for at-risk children's social status. Aggressive Behavior, 38, 481–493. doi:10.1002/ab.21446
   PubMed Web of Science ®Google Scholar
• Murray, K. T. & Kochanska, G. (2002). Effortful control: Relation to externalizing and internalizing behaviors and factor structure. Journal of Abnormal Child Psychology, 30, 503–514.
   PubMed Web of Science ®Google Scholar
• Peeters, M., Cillessen, A. H. & Scholte, R. H. (2009). Clueless or powerful? Identifying subtypes of bullies in adolescence. Journal of Youth and Adolescence, 39, 1041–1052. doi:10.1007/s10964-009-9478-9
   PubMed Web of Science ®Google Scholar
• Pellegrini, A. D. & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20, 259–280. doi:10.1348/026151002166442
   Web of Science ®Google Scholar
• Puckett, M. B., Aikins, J. W. & Cillessen, A. H. N. (2008). Moderators of the associations between relational aggression and perceived popularity. Aggressive Behavior, 34, 563–576. doi:10.1002/ab.20280
   PubMed Web of Science ®Google Scholar
• Putnam, S. P., Ellis, L. K. & Rothbart, M. K. (2001). The structure of temperament from infancy through adolescence. In A. Eliasz & A. Angleitner (Eds.), Advances in research on temperament (pp. 165–182). Lengerich, Germany: Pabst Science.
   Google Scholar
• Rothbart, M. K. & Derryberry, D. (1981). Development of individual differences in temperament. In M. E. Lamb & A. Brown (Eds.), Advances in developmental psychology (Vol. 1, pp. 37–86). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Rothbart, M. K. & Rueda, M. R. (2005). The development of effortful control. In U. Mayr, E. Awh, & S. Keele (Eds.), Developing individuality in the human brain: A tribute to Michael I. Posner (pp. 167–188). Washington, DC: American Psychological Association.
   Google Scholar
• Smith, P. K., Salmivalli, C. & Cowie, H. (2012). Effectiveness of school-based programs to reduce bullying: A commentary. Journal of Experimental Criminology, 8, 433–441. doi:10.1007/s11292-012-9142-3
   Web of Science ®Google Scholar
• Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Sutton, J., Smith, P. K. & Swettenham, J. (1999a). Bullying and “theory of mind”: A critique of the ‘social skills deficit’ approach to anti-social behavior. Social Development, 8, 117–127. doi:10.1111/1467-9507.00083
   Web of Science ®Google Scholar
• Sutton, J., Smith, P. K. & Swettenham, J. (1999b). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435–450. doi:10.1348/026151099165384
   Web of Science ®Google Scholar
• Ttofi, M. M. & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. doi:10.1007/s11292-010-9109-1
   Web of Science ®Google Scholar
• Underwood, M. K., Galen, B. R. & Paquette, J. A. (2001). Top ten challenges for understanding gender and aggression in children: Why can't we all just get along? Social Development, 10, 248–266. doi:10.1111/1467-9507.00162
   Web of Science ®Google Scholar
• Vaillancourt, T. & Hymel, S. (2006). Aggression, social status and the moderating role of sex and peer-valued characteristics. Aggressive Behavior, 32, 396–408. doi:10.1002/ab.20138
   Web of Science ®Google Scholar
• van der Voort, A., Linting, M., Juffer, M., Bakermans-Kranenburg, M. J. & van Ijzendoorn, M. H. (2013). Delinquent and aggressive behaviors in early-adopted adolescents. Longitudinal predictions from child temperament and maternal sensitivity. Children and Youth Services Review, 35, 439–446. doi:10.1016/j.childyouth.2012.12.008
   Web of Science ®Google Scholar
• Vitaro, F., Brendgen, M. & Barker, E. D. (2006). Subtypes of aggressive behaviors: A developmental perspective. International Journal of Behavioral Development, 30, 12–19. doi:10.1177/0165025406059968
   Web of Science ®Google Scholar
• Waasdorp, T. E., Pas, E. T., O'Brennan, L. M. & Bradshaw, C. P. (2011). A multilevel perspective on the climate of bullying: Discrepancies among students, school staff, and parents. Journal of School Violence, 10, 115–132. doi:10.1080/15388220.2010.539164
   PubMedGoogle Scholar
• Wang, M.-T. & Dishion, T. J. (2012). The trajectories of adolescents’ perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence, 22, 40–53. doi:0.1111/j.1532-7795.2011.00763.x
   PubMed Web of Science ®Google Scholar
• Way, N., Reddy, R. & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40, 194–213. doi:10.1007/s10464-007-9143-y
   PubMed Web of Science ®Google Scholar
• Werner, N. E. & Hill, L. G. (2010). Individual and peer group normative beliefs about relational aggression. Child Development, 81, 826–836. doi:10.1111/j.1467-8624.2010.01436.x
   PubMed Web of Science ®Google Scholar
• Xie, H., Swift, D. J., Cairns, B. D. & Cairns, R. B. (2002). Aggressive behaviors in social interaction and developmental adaptation: A narrative analysis of interpersonal conflicts during early adolescence. Social Development, 11, 205–224. doi:10.1111/1467-9507.00195
   Web of Science ®Google Scholar
• Yoon, J. S., Barton, E. & Taiariol, J. (2004). Relational aggression in middle school: Educational implications of developmental research. The Journal of Early Adolescence, 24, 303–318. doi:0.1177/0272431604265681
   Web of Science ®Google Scholar
• Zins, J. E., Weissberg, R. P., Walberg, H. J. & Wang, M. C. (Eds.). (2004). Building academic success on social and emotional learning. New York, NY: Teachers College Press.
   Google Scholar