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Emotion processing associated with aggression in early adolescents: A focus on affective theory of mind
Aggressive Behavior ( IF 2.9 ) Pub Date : 2020-12-04 , DOI: 10.1002/ab.21936
Meghan E. Clifford 1 , Amanda J. Nguyen 1 , Catherine P. Bradshaw 1
Affiliation  

Social-emotional factors associated with youth aggression have largely been studied in the context of social information-processing models. The ability to accurately encode and appropriately interpret others' emotions has yet to be fully examined in the context of aggressive behavior, particularly during adolescence. Using cross-sectional data from a sample of 282 at-risk early adolescents, the present study examined associations between teacher-reported aggression and youth performance on a task assessing two components of affective theory of mind: emotion recognition and situational attribution. Results indicated that emotion recognition, but not situational attribution accuracy, was significantly associated with teacher-reported aggressive behavior. Over-recognizing anger and under-recognizing sadness were unique error patterns associated with aggression, and these associations remained significant after controlling for demographics and other key social information-processing variables. Findings suggest that difficulties with emotion processing play an important role in the social information-processing patterns observed in the context of youth aggression. Implications for preventive interventions for youth at risk of engaging in aggressive behavior are discussed.

中文翻译:

与青少年早期攻击性相关的情绪处理:关注心理情感理论

与青年攻击性相关的社会情感因素已在社会信息处理模型的背景下进行了大量研究。在攻击性行为的背景下,尤其是在青春期,准确编码和适当解释他人情绪的能力尚未得到充分检验。本研究使用来自 282 名处于危险中的早期青少年样本的横断面数据,研究了教师报告的攻击性与青少年在评估心理情感理论的两个组成部分的任务中的表现之间的关联:情绪识别和情境归因。结果表明,情绪识别,而不是情境归因准确性,与教师报告的攻击行为显着相关。过度识别愤怒和低估悲伤是与攻击性相关的独特错误模式,在控制人口统计和其他关键社会信息处理变量后,这些关联仍然显着。研究结果表明,情绪处理困难在青少年攻击背景下观察到的社会信息处理模式中起着重要作用。讨论了对有发生攻击行为风险的青少年进行预防性干预的意义。
更新日期:2020-12-04
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