Objective Prior research indicates that siblings play a significant role in the formation of aggressive behavior inside and outside the home. The purpose of the current investigation was to identify the mechanism that links aggression toward siblings, referred to in this study as sibling aggression, with school-related violence and fighting, referred to in this study as school fighting. It was predicted that hostility, anger, and dominance would mediate the sibling aggression‒school fighting relationship. Method Three candidate intermediary variables (hostility, anger, and dominance) were tested as putative mediators of the sibling aggression‒school fighting relationship in a group of 713 middle-school students (339 boys, 374 girls). It was hypothesized that all three candidate intervening variables would mediate the relationship between sibling aggression and school fighting, with no significant differences in strength of effect between the three mediators. Results The research hypothesis was partially supported: hostility, but not anger or dominance, successfully mediated the sibling aggression‒school fighting relationship and there was no difference in strength of effect between the three candidate mediators. Conclusions A practical implication of these results is that aggression prevention and treatment programs may be enhanced by targeting children who display aggressive relationships with siblings and other children in the home in an effort to change cognitive and behavior patterns before they generalize to the school setting and negatively impact the child's relationships with schoolmates and peers.

中文翻译：

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敌意、愤怒和支配作为兄弟姐妹攻击-学校斗殴关系的中介：暴力泛化的机制。

目的 先前的研究表明，兄弟姐妹在家庭内外攻击行为的形成中发挥着重要作用。当前调查的目的是确定将对兄弟姐妹的攻击行为（在本研究中称为兄弟姐妹攻击行为）与学校相关的暴力和打架（在本研究中称为校园打架）联系起来的机制。据预测，敌意、愤怒和支配欲会调解兄弟姐妹的攻击性——学校打架关系。方法 在 713 名中学生（339 名男孩，374 名女孩）中测试了三个候选中介变量（敌意、愤怒和支配欲）作为兄弟姐妹攻击-学校打架关系的推定中介变量。假设所有三个候选干预变量都会调节兄弟姐妹攻击性和学校打架之间的关系，三个调节变量之间的效果强度没有显着差异。结果 研究假设得到部分支持：敌意，而不是愤怒或支配欲，成功地调节了兄弟姐妹的攻击性-学校打架关系，并且三个候选调节者之间的效果强度没有差异。结论 这些结果的一个实际意义是，针对与兄弟姐妹和家里其他孩子表现出攻击性关系的儿童，可以通过针对那些表现出攻击性关系的儿童来加强攻击性预防和治疗计划，努力改变认知和行为模式，然后再将其推广到学校环境并产生负面影响。影响孩子与同学和同龄人的关系。