@article{ref1,
title="Emotion processing associated with aggression in early adolescents: a focus on affective theory of mind",
journal="Aggressive behavior",
year="2020",
author="Clifford, Meghan E. and Nguyen, Amanda J. and Bradshaw, Catherine Pilcher",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="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. <br><br>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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="0096-140X",
doi="10.1002/ab.21936",
url="http://dx.doi.org/10.1002/ab.21936"
}