小学生における3タイプの攻撃性が攻撃反応の評価および結果予期に及ぼす影響  [in Japanese] Children's Evaluations and Outcome Expectations for Aggressive Responses and Types of Aggressiveness  [in Japanese]

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Abstract

小学生の攻撃性(反応的表出性, 反応的不表出性, 道具的関係性)が社会的情報処理に及ぼす影響を明らかにすることを目的とし, 1482名の小学4∿6年生を対象に, 仲間からの挑発に対する攻撃反応(表出性攻撃反応, 不表出性攻撃反応, 関係性攻撃反応)について社会的情報処理(Crick & Dodge, 1994)の第5段階(反応評価と結果予期)における歪みと攻撃性の関係を質問紙で調べた。各攻撃反応の社会的情報処理について, 高反応的表出性攻撃児・高反応的不表出性攻撃児・高道具的関係性攻撃児・低攻撃児の4群を比較した結果, 低攻撃児に比べ, 高反応的表出性攻撃児は表出性攻撃反応の, 高道具的関係性攻撃児は関係性攻撃反応の社会的情報処理がそれぞれの攻撃反応を容認する方向に歪みを示した。しかし, 高反応的不表出性攻撃児には不表出性攻撃反応を容認する方向への社会的情報処理の歪みはなかった。攻撃性変数と社会的情報処理変数の間の因果関係の存在を確認するために共分散構造分析を行った。反応的表出性攻撃が表出性攻撃反応の, 道具的関係性攻撃が関係性攻撃反応の社会的情報処理に影響していた。高攻撃児, 特に道具的関係性攻撃児への介入の重要性が指摘された。

The purpose of the present study was to investigate how 3 types of aggressiveness (reactive-expressive, reactive-inexpressive, and proactive-relational) influence elementary school children's social information processing. Elementary school children (grades 4 to 6 ; N=1, 482) completed a set of questionnaires consisting of the Proactive-Reaction Aggression Questionnaire (PRAQ-C) and an originally developed hypothetical conflict situation instrument assessing children's response evaluations and outcome expectations for each of the above types of aggressive responses. Compared to the ratings by the non-aggressive children, expressively and relationally aggressive responses were evaluated positively by the reactive-expressively and proactive-relationally aggressive children, respectively. Proactive-relationally aggressive children also evaluated expressively and inexpressively aggressive responses positively. Reactive-inexpressively aggressive children, however, did not evaluate inexpressively aggressive responses positively. Structural equation modeling was conducted to verify whether the children's aggressiveness causes their social information processing distortion. The results suggested that reactive-expressive and proactive-relational aggressiveness causes social information processing distortion in expressively and relationally aggressive children, respectively, and that the former also causes social information processing distortion in expressively and inexpressively aggressive responses. The importance of intervention with proactive-relationally aggressive children was discussed.

Journal

  • The Japanese journal of educational psychology.

    The Japanese journal of educational psychology. 52(3), 298-309, 2004-09

    日本教育心理学会

Codes

  • NII Article ID (NAID)
    110001889142
  • NII NACSIS-CAT ID (NCID)
    AN00345837
  • Text Lang
    JPN
  • ISSN
    00215015
  • NDL Article ID
    7258311
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-182
  • Data Source
    NDL  NII-ELS  NDL-Digital 
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