Citation

Egan SK, Monson TC, Perry DG. Dev. Psychol. 1998; 34(5): 996-1006.

Affiliation

Department of Psychology, Florida Atlantic University, Boca Raton 33431, USA.

Erratum On

Dev Psychol 1998 Nov;34(6):1155

Copyright

(Copyright © 1998, American Psychological Association)

DOI

unavailable

PMID

9779745

Abstract

This study examined whether social cognitions that have been assumed to influence aggression actually forecast change in aggressive habits over time. Participants were 189 3rd- through 7th-grade boys and girls; data on social cognitions and social behaviors were collected in the fall and spring of the school year. Aggression-encouraging cognitions assessed in the fall indeed promoted aggression over the school year, but such developments hinged critically on child sex and on initial (fall) levels of aggression and victimization. Results illustrate the principle that cognitions affect behavioral development mainly when the child's transactions with the social environment support the use of the cognitions as guides for behavior.

Language: en