Department of Psychology, Turku Institute for AdvancedStudies, University of Turku, Turku, Finland.
J Pers Soc Psychol. 2011 Aug;101(2):386-400. doi: 10.1037/a0023662.
The purpose of this longitudinal study was to examine the relationship specificity of aggressogenic thought-behavior processes and to investigate the role of self-esteem in translating or inhibiting aggressogenic thought into aggression toward personally liked and disliked targets. Participants (186 Finnish boys and girls; 11-12 years old at Time 1) completed measures twice over a 1-year interval. We assessed children's attributions of hostility, relational goals, expectations of anger, and self-efficacy at Time 1 as well as aggression, at both time points, toward their previously identified liked and disliked peers. Our results mostly supported our hypothesis that cognitions guide behavior mainly within the relationship context. Moreover, high self-esteem potentiated cognition-behavior links toward children's own liked peer but inhibited the actualization of aggressogenic thought toward children's disliked peer. These findings highlight the importance of taking a Person × Situation approach when studying cognition-behavior processes.
本纵向研究旨在考察攻击性行为思维-行为过程的关系特异性，并探讨自尊在将攻击性行为思维转化为对个人喜欢和不喜欢的目标的攻击行为中的作用。参与者（186 名芬兰男孩和女孩；在时间 1 时为 11-12 岁）在一年的时间内完成了两次测量。我们在时间 1 时评估了孩子们的敌意归因、关系目标、愤怒预期和自我效能感，以及在两个时间点的攻击性，针对他们之前确定的喜欢和不喜欢的同伴。我们的结果大多支持了我们的假设，即认知主要在关系背景下指导行为。此外，高自尊增强了对自己喜欢的同伴的认知-行为联系，但抑制了对自己不喜欢的同伴实施攻击性行为思维的实现。这些发现强调了在研究认知-行为过程时采取“人×情境”方法的重要性。
