An examination of the relationship between the positive illusory bias and the subtypes of aggression across time: a multi-method perspective

dc.contributorSalekin, Randall T.
dc.contributorBarth, Joan M.
dc.contributor.advisorLochman, John E.
dc.contributor.authorSallee, Meghann Lucia
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:49:18Z
dc.date.available2017-03-01T16:49:18Z
dc.date.issued2013
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe goal of the current study was to examine the relationship between the positive illusory bias and the subtypes of aggression in a sample of aggressive children (n = 120) across three time points using multiple informants. In addition, a methodological question was explored by using difference and residual scores of the bias to examine its relationship with proactive and reactive aggression. While difference scores have traditionally been calculated to represent the bias, more recently, residual scores have been used (White & Kistner, 2011). To date, no study has examined whether unique findings emerge if the bias score is represented by a difference versus a residual score. To address these goals, four cross-lagged autoregressive models were estimated, including teacher and peer-informed difference and residual models. Finally, the relationship between the positive illusory bias and specific social cognitive biases related to the subtypes of aggression was examined. Results from the teacher-informed difference model indicate that the positive illusory bias predicts proactive and reactive aggression across time controlling for within-time associations among constructs. In this sample, the residual scores did not seem to accurately represent the bias, and therefore, there was no support for using a residual score to examine the positive illusory bias. Lastly, the hostile attribution bias, a social cognitive bias associated with reactive aggression, was found to predict the positive illusory bias during elementary school, but not during transition to middle school.en_US
dc.format.extent64 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001319
dc.identifier.otherSallee_alatus_0004M_11645
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1787
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectPsychology
dc.titleAn examination of the relationship between the positive illusory bias and the subtypes of aggression across time: a multi-method perspectiveen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Psychology
etdms.degree.disciplinePsychology
etdms.degree.grantorThe University of Alabama
etdms.degree.levelmaster's
etdms.degree.nameM.A.
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
file_1.pdf
Size:
670.87 KB
Format:
Adobe Portable Document Format