Children's social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation

Published on Aug 1, 1996in Child Development5.02
· DOI :10.1111/j.1467-8624.1996.tb01799.x
Cynthia A. Erdley16
Estimated H-index: 16
(UMaine: University of Maine),
Steven R. Asher45
Estimated H-index: 45
(UIUC: University of Illinois at Urbana–Champaign)
This study examined whether children who vary in their behavioral responses (aggression vs. withdrawal vs. problem solving) to ambiguous provocation but who are similar in their attributional processes differ in their social goals and self-efficacy perceptions. In response to 10 hypothetical situations involving ambiguous provocation, fourth- and fifth-grade students (n = 781) indicated whether or not the protagonist intended to cause the harm and reported how they would respond to the protagonist's action. Newly developed measures assessed children's situated social goals and self-efficacy perceptions. Results indicated that the aggressive, withdrawn, and problem-solving responders differed in their social goals and self-efficacy perceptions. The strength of the findings, compared to earlier work on children's goals and self-efficacy perceptions, suggests the importance of a situated social-cognitive assessment in which children's thoughts are measured in a specific kind of social situation and are related to their reported behavior in the same type of situation.
  • References (22)
  • Citations (163)
Published on Jan 14, 2014
John S. Carroll37
Estimated H-index: 37
John W. Payne54
Estimated H-index: 54
Published on Jan 1, 1997in Developmental Psychology3.34
Erdley Ca1
Estimated H-index: 1
(UMaine: University of Maine),
Kathleen M. Cain5
Estimated H-index: 5
(Gettysburg College)
+ 2 AuthorsCarol S. Dweck76
Estimated H-index: 76
(Columbia University)
Two studies examined children's thought patterns in relation to their responses to social challenge. In Study 1, 4th and 5th graders tried out for a pen pal club under either a performance goal (stressing the evaluative nature of the tryout) or a learning goal (emphasizing the potential learning opportunities). In their behavior and attributions following rejection, children who were focused on a performance goal reacted with more helplessness, whereas children given a learning goal displayed a ...
Published on Jan 1, 1996in Merrill-palmer Quarterly
Tsai-Yen Chung1
Estimated H-index: 1
Steven R. Asher45
Estimated H-index: 45
This study was designed to investigate whether children's goals in peer conflict situations are related to the strategies they propose for resolving conflicts and to learn how children's strategies relate to their acceptance by the peer group. Fourth through sixth-grade children (80 boys, 62 girls) were asked about their goals and strategies in response to 12 hypothetical peer conflict situations. Results indicated that children's strategies for responding to peer conflicts differed according to...
Published on Jan 1, 1994in Psychological Bulletin16.41
Nicki R. Crick4
Estimated H-index: 4
(Urbana University),
Kenneth A. Dodge115
Estimated H-index: 115
(Vandy: Vanderbilt University)
Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with s...
Published on Apr 1, 1993in Journal of Abnormal Child Psychology3.41
John E. Lochman56
Estimated H-index: 56
(Duke University),
Kathleen K. Wayland5
Estimated H-index: 5
(Duke University),
Karen J. White3
Estimated H-index: 3
(ND: University of Notre Dame)
Examined the relations between adolescent boys' social goals of dominance, revenge, avoidance, and affiliation and (1) self-reported negative adolescent outcomes; (2) subjective sense of self-esteem; and (3) externalizing, internalizing, and prosocial behaviors, as rated by peers and teachers. Results indicated that social goal values were related to diverse aspects of self-, teacher-, and peer-reported social and behavioral functioning, with a consistent association found between a range of del...
Published on Jan 1, 1993in Developmental Psychology3.34
Kathryn R. Wentzel37
Estimated H-index: 37
(UMD: University of Maryland, College Park),
Cynthia A. Erdley2
Estimated H-index: 2
(UIUC: University of Illinois at Urbana–Champaign)
This study examined relations among strategy knowledge about making friends, prosocial and antisocial behavior, and peer acceptance at school during early adolescence. Based on a sample of 423 6th- and 7th-grade students, findings indicated that knowledge of both appropriate and inappropriate strategies for making friends was related significantly to both types of social behavior and to peer acceptance. Results also suggested that displays of prosocial (but not antisocial) behavior represent an ...
Published on Apr 1, 1992
Carol M. Rockhill1
Estimated H-index: 1
Steven R. Asher1
Estimated H-index: 1
Although considerable research exists on the behavioral characteristics of low-accepted children, few studies have examined gender differences in the types of behavior which distinguish botween low-accepted children and their better-accepted classmates. This study examined the relative power, for each gender, of different behavioral characteristics in discriminating lwo-accepted children from their better-accepted peers. It also examined the role of prosocial behavior in distinguishing children ...
Published on Jan 1, 1992
David G. Perry5
Estimated H-index: 5
Louise C. Perry12
Estimated H-index: 12
Elizabeth Kennedy1
Estimated H-index: 1
Published on Jan 1, 1992in Developmental Psychology3.34
Sandra Graham55
Estimated H-index: 55
Cynthia Hudley2
Estimated H-index: 2
(UCLA: University of California, Los Angeles),
Estella Williams2
Estimated H-index: 2
(UCLA: University of California, Los Angeles)
Attribution theorists propose that negative actions of others perceived as intended elicit anger, and anger then functions as a motivator of hostile behavior. We examined the understanding of these attribution-affect-action linkages among young ethnic minority adolescents. Forty-four Latino and African-American middle-school children labeled as aggressive and a matched group of nonaggressives read causally ambiguous scenarios describing negative outcomes initiated by a hypothetical peer. They th...
Cited By163
Published on 2019in Child Development5.02
Rogier Verhoef1
Estimated H-index: 1
(UU: Utrecht University),
Sophie C. Alsem (UU: Utrecht University)+ 1 AuthorsB. Orobio de Castro27
Estimated H-index: 27
(UU: Utrecht University)
Published on Feb 20, 2019in Social Development1.81
Holly E. Recchia14
Estimated H-index: 14
(Concordia University),
Cecilia Wainryb22
Estimated H-index: 22
(UofU: University of Utah),
Monisha Pasupathi35
Estimated H-index: 35
(UofU: University of Utah)
Published on Sep 1, 2018in Journal of Youth and Adolescence3.26
Kristina L. McDonald11
Estimated H-index: 11
(UA: University of Alabama),
Steven R. Asher45
Estimated H-index: 45
(Duke University)
In order to better understand why some children retaliate when they feel provoked and others do not, the present study identified “pacifistically-oriented” children who made negative interpretations in response to unambiguous provocations, yet did not endorse revenge goals, and compared them to “revenge-seeking” children who also made negative interpretations but did endorse revenge goals. Groups were identified based on seventh graders’ (N = 367; 54.77% male; 22.89% racial/ethnic minority) resp...
Published on Aug 31, 2018in Child Development5.02
Lindsay Zajac1
Estimated H-index: 1
(UD: University of Delaware),
Megan K. Bookhout1
Estimated H-index: 1
(UD: University of Delaware)
+ 2 AuthorsMary Dozier41
Estimated H-index: 41
(UD: University of Delaware)
Published on Mar 12, 2018in Journal of Managerial Psychology1.42
Jennifer L. Robertson4
Estimated H-index: 4
(UWO: University of Western Ontario),
Angela M. Dionisi1
Estimated H-index: 1
(Carleton University),
Julian Barling65
Estimated H-index: 65
(Queen's University)
Purpose The purpose of this paper is to explore the impact of leaders’ attachment orientation and social self-efficacy on the enactment of abusive supervision. Design/methodology/approach Data were obtained from a sample of leader-subordinate dyads (n=114), and were collected using a Panel Service. Findings The results show that a Close/Depend attachment orientation was negatively associated with abusive supervision, while an Anxious attachment orientation was positively associated with abusive ...
Published on Feb 1, 2018in Autism Research3.70
Nicole M. Russo-Ponsaran6
Estimated H-index: 6
(Rush University Medical Center),
Clark McKown12
Estimated H-index: 12
(Rush University Medical Center)
+ 3 AuthorsIlana Reife1
Estimated H-index: 1
(IIT: Illinois Institute of Technology)
Social information processing (SIP) skills are critical for developing and maintaining peer relationships. Building on existing assessment techniques, Virtual Environment for SIP (VESIPTM), a simulation-based assessment that immerses children in social decision-making scenarios, was developed. This study presents preliminary evidence of VESIP's usefulness for measuring SIP skills in children with and without autism spectrum disorders (ASD). Twenty-one children with ASD and 29 control children pa...
Published on Nov 1, 2017
Paul A. Miller15
Estimated H-index: 15
(ASU: Arizona State University),
Carrie A. Lloyd (ASU: Arizona State University), Rachelle Beard
Published on Aug 1, 2017in Social Development1.81
Elizabeth A. Lemerise18
Estimated H-index: 18
(Western Kentucky University),
Amanda Thorn1
Estimated H-index: 1
(Western Kentucky University),
Jennifer Maulden Costello1
Estimated H-index: 1
(Western Kentucky University)
Published on Apr 3, 2017in Emotional and Behavioural Difficulties
Tove Flack1
Estimated H-index: 1
(University of Stavanger)
ABSTRACTRelational aggression is a destructive behaviour that increases during adolescence. In order to develop effective interventions aimed to combat relational aggression, there is an urgent need to study what motivates this behaviour. This study investigates the association between status stress, status goals, and relational aggressive behaviour in a sample of 345 adolescents from Norwegian secondary schools. Structural equation modelling (SEM) is used as the statistical tool. The results sh...
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