Department of Psychology, University of Quebec at Montreal, CP 8888, succ. centre-ville, Montréal, QC, Canada.
J Abnorm Child Psychol. 2010 Nov;38(8):1109-23. doi: 10.1007/s10802-010-9432-z.
This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression analyses revealed that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression. Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive behavior.
本研究分别探讨了心理理论与反应性攻击和主动性攻击之间的关系，以及同伴侵害在这种情况下的调节作用。574 名参与者来自一项双胞胎的纵向研究。心理理论在入学前进行评估，当时参与者 5 岁。反应性攻击和主动性攻击以及同伴侵害在一年后在幼儿园进行评估。多层次回归分析的结果表明，心理理论水平低与反应性攻击水平高有关，但仅在经历中等至高水平同伴侵害的儿童中如此。相比之下，心理理论水平高与主动性攻击水平高有关。同样，这种关系在经历高水平同伴侵害的儿童中尤为明显。这些发现对攻击性的社会技能缺陷观点提出了挑战，并为攻击性行为的多维观点提供了支持。
