Physical Abuse, Cognitive and Emotional Processes, and Aggressive/Disruptive Behavior Problems

Cognitive and emotional processes were examined in maltreated children with a history of physical abuse (n = 76), children with a history of maltreatment other than physical abuse (i.e., sexual abuse, physical neglect, and emotional maltreatment; n = 91), and a group of non‐maltreated comparison children (N = 100). Physical abuse was associated with errors in cue interpretation, easy access to aggressive responses to conflict, and poor emotion regulation. In turn, maladaptive cognitive and emotional processes made unique contributions to explaining the relationship between physical abuse and peer nominations of aggression and disruptive behavior. Maltreated children who had not been physically abused evidenced a trend toward cognitive and emotional maladaptation, but only poor emotion regulation accounted for aggression and disruptive behavior in these children. The findings emphasize the importance of considering multiple domains of development in efforts to understand how varying forms of child maltreatment contribute to later maladjustment.     

When the victim becomes vicious: Combined effects of pseudo transformational leadership and epistemic motivation on contempt and deviant behaviors

Utilizing affective events theory (Weiss & Cropanzano, 1996), the current study unravels how and when pseudo-transformational leaders promote contempt, avoidance, and aggression. Specifically, we examined whether pseudo-transformational leadership enforces feelings of contempt, which, in turn, fosters interaction avoidance and covert aggression in followers. We hypothesized that contempt also has an indirect effect that is contingent on levels of epistemic motivation of followers. By adopting a multi-wave research design, we gathered data from 277 employees of the service sector of Pakistan. The results signified that followers of pseudo-transformational leaders feel contemptuous of them and respond with interaction avoidance and indirect aggression. Further, we found that the impact of pseudo-transformational leadership on contempt was more pronounced in individuals with higher levels of epistemic motivation. We believe that this study opens up a new avenue in the pseudo-transformational leadership literature by highlighting the mechanism and conditions under which such leaders are deleterious for organizations.     

Cyber Aggression: The Relation between Online Offenders and Offline Social Competence

Children are increasingly using computer technologies to engage in acts of aggression against peers, often termed ‘cyber aggression’. Media reports have sensationalized instances of cyber aggression, and social scientists have begun to examine its characteristics and consequences. Using a younger sample of children than most previous research (192 third‐ through sixth‐grade children), the present research evaluated grade and gender effects on cyber aggression and, most importantly, evaluated the classroom peer social consequences of engaging in cyber aggression, after controlling for traditional, face‐to‐face aggression. Children reported engaging in cyber aggression at comparable rates across grades and between males and females. Engaging in cyber aggression was related to higher rates of loneliness and lower rates of global self‐worth, peer optimism, number of mutual friendships, social acceptability, and popularity. In short, after controlling for effects attributable to traditional aggression, cyber aggression was related to significant negative peer relations outcomes.     

A Friend In Deed? Can Adolescent Girls Be Taught to Understand Relational Bullying?

Relational aggression is common among girls. It can be distressing for the victim and may not always be recognised as a form of bullying. This paper evaluates a school–based intervention designed to help girls understand relational bullying. Girls from a single‐sex school completed a two‐stage evaluation of the intervention. Students showed greater awareness of relational bullying after the intervention and indicated that it would influence them to change their behaviour. At follow‐up, retention of knowledge was good. Students reported greater self‐monitoring of behaviour and less exclusivity. While this is encouraging, we cannot conclude that all negative behaviours ceased. Implications and limitations of this study are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Relations between close friendships and adolescent aggression: Structural and behavioral friendship features

Friendships have the potential to perpetuate or mitigate youth's aggressive behavior. We investigated concurrent and longitudinal effects of friendships on aggression by examining both structural (size and interconnectedness of the local friendship network) and behavioral (friends' aggression) friendship features. Participants were 868 sixth to eighth grade middle‐school students (M = 12.10 years; 49.9% girls; 44% Latina/o) who completed questionnaires at two time points. Participants nominated their friends; reciprocal friendship nominations were used to calculate structural friendship group features (size and interconnectedness). Peer nominations were also used to measure youth's and their friends' aggression. Having more reciprocal friends was associated with more aggression concurrently (particularly for youth whose friends were highly aggressive), and having an interconnected friendship group was associated with decreased aggression over time. Given that findings were different for group size and interconnectedness, we discuss the unique importance of each of these structural friendship features. Practical implications regarding the potential to decrease aggressive behavior based on specific friendship features are also discussed.     

Teacher–Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood

This investigation examines the extent to which characteristics of the teacher–child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer acceptance and number of friendships were tested as possible mediators. Longitudinal data from 410 fourth‐ and fifth‐grade students (193 boys; 217 girls) and their teachers (N = 25) were analyzed. Whereas dependency on the teacher predicted heightened victimization from peers, a close relationship with the teacher forecasted less physical aggression toward peers. Moreover, decreases in number of friendships partially mediated the link between dependency on the teacher and heightened relational victimization for boys. These findings have implications for understanding the continuing influence of teacher–child relationships on children's social development in late childhood and for identifying interpersonal risk factors associated with involvement in peer harassment.     

从民众心理看抗美援朝战争胜利的原因——以重庆市大足县龙水地区为考察对象

抗美援朝战争之所以能取得胜利，与广大农民的积极支持是分不开的。以重庆大足县龙水地区为例，该地区在建国初社会秩序逐步安定下来，而土地改革又让农民得到了渴望已久的赖以生存的土地。出于对共产党领导的新政权的感激拥护、对美国的敌视心理以及自身固有的从众心理、逐利心态，加之共产党一系列以“保家卫国”为主题的适时有效的舆论宣传，最终使广大农民乐于参军支前，从而直接推动了战争向有利于我方的方向发展。     

Media Exposure, Aggression and Prosocial Behavior During Early Childhood: A Longitudinal Study

Preschool children (N = 78) enrolled in multi‐informant, multi‐method longitudinal study were participants in a study designed to investigate the role of media exposure (i.e., violent and educational) on concurrent and future aggressive and prosocial behavior. Specifically, the amount of media exposure and the nature of the content was used to predict concurrent and future physical, verbal and relational aggression as well as prosocial behavior for girls and boys. This two‐year longitudinal study found that media exposure predicted various subtypes of aggression and prosocial behavior. These findings are qualified by the gender of the focal child. That is, parental reports of media exposure were associated with relational aggression for girls and physical aggression for boys at school. Ways in which these findings extend our understanding of the role of media during early childhood are discussed.     

Anger Perception, Caregivers' Use of Physical Discipline, and Aggression in Children at Risk

We analyzed the relations between teacher reports of aggressive behaviors, caregiver reports of their use of physical discipline, anger perception accuracy, and anger perception bias in middle childhood and teacher reports of aggressive behaviors two years later in a sample of children from economically disadvantaged families (n =152). Fisher r‐to‐z analyses showed a gender difference in the relation between anger perception accuracy and aggressive behavior in third grade. For girls, anger perception accuracy was significantly negatively related to aggression, and for boys, there was no relation between anger perception accuracy and aggression. Hierarchical multiple regression analyses showed that third grade aggressive behavior, caregivers’ reports of their use of physical discipline, and anger perception bias were significantly positively related to teacher reports of aggressive behavior two years later after controlling for gender and anger perception accuracy.     

论近代日本对华文化教育侵略

近代以来,特别是甲午战后,日本侵略者与军事、政治、经济侵略相结合,对中国进行文化渗透。其目的在于培养日本侵略分子和“日奴”、蒐集情报、制造侵华有理舆论,以利于“大陆政策”的推进。其主要途径有四:一是通过东亚同文会发展文化教育事业;二是通过同仁会开展医疗保健活动;