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An Investigation of the Cognitive Antecedents of Reactive Aggression: Do Domain Specific Attributions Impact Multiple Outcomes?

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Abstract:

Prior research has established that youth who endorse maladaptive cognitive patterns of self-perception and perceiving others are at increased risk for enacting reactive aggressive behavior. Furthermore, research supports the efficacy of interventions that target these maladaptive cognitive strategies. Using data obtained from a community sample of youth, this study investigates the relationships between reactive aggression, hostile schemas, hostile attribution bias, academic amotivation, and academic learned helplessness. Of particular interest is the incremental validity of multiple cognitive antecedents after accounting for known predictors. Results indicate that hostile schemas predict both aggression and academic outcomes. Implications for interventions are discussed.
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Association:
Name: American Psychology - Law Society
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http://www.ap-ls.org/


Citation:
URL: http://citation.allacademic.com/meta/p398967_index.html
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MLA Citation:

Pickens, Isaiah., Cruise, Keith. and Lewis, Christine. "An Investigation of the Cognitive Antecedents of Reactive Aggression: Do Domain Specific Attributions Impact Multiple Outcomes?" Paper presented at the annual meeting of the American Psychology - Law Society, Westin Bayshore Hotel, Vancouver, BC, Canada, Mar 18, 2010 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p398967_index.html>

APA Citation:

Pickens, I. , Cruise, K. R. and Lewis, C. R. , 2010-03-18 "An Investigation of the Cognitive Antecedents of Reactive Aggression: Do Domain Specific Attributions Impact Multiple Outcomes?" Paper presented at the annual meeting of the American Psychology - Law Society, Westin Bayshore Hotel, Vancouver, BC, Canada <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p398967_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Prior research has established that youth who endorse maladaptive cognitive patterns of self-perception and perceiving others are at increased risk for enacting reactive aggressive behavior. Furthermore, research supports the efficacy of interventions that target these maladaptive cognitive strategies. Using data obtained from a community sample of youth, this study investigates the relationships between reactive aggression, hostile schemas, hostile attribution bias, academic amotivation, and academic learned helplessness. Of particular interest is the incremental validity of multiple cognitive antecedents after accounting for known predictors. Results indicate that hostile schemas predict both aggression and academic outcomes. Implications for interventions are discussed.


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Cognition and Aggression: Examining the Effects of Child Hostile Attribution Bias on Aggressive Behavior

Assessing Outcomes in Multiple Domains Using Standardized Patients

The Impact of In-Class Service-Learning on Cognitive and Affective Learning Outcomes

Assessing Impact of Teacher Attributes and Collaboration in Teacher Professional Development on Student Outcomes


 
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