Article

Aggressive and Prosocial Behavior: Community Violence, Cognitive, and Behavioral Predictors Among Urban African American Youth

DePaul University, 2219 N. Kenmore, Chicago, IL, 60614, USA, .
American Journal of Community Psychology (Impact Factor: 1.74). 12/2012; 51(3-4). DOI: 10.1007/s10464-012-9560-4
Source: PubMed

ABSTRACT

We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self-, peer-, and teacher-reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within-person, between-person, and protective effects across 2 years. In general, results suggest that higher levels of violence exposure and aggressive beliefs are associated with more aggressive and less prosocial peer-reported behavior, whereas greater self-efficacy to resolve conflict peacefully is associated with less aggression across reporters and more teacher-reported prosocial behavior. Greater knowledge and violence prevention skills are associated with fewer aggressive and more prosocial teacher-reported behaviors. Results also suggest that greater self-efficacy and lower impulsivity have protective effects for youth reporting higher levels of exposure to community violence, in terms of teacher-reported aggressive behavior and peer-reported prosocial behavior. Differences among reporters and models are discussed, as well as implications for intervention.

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Available from: Susan D. Mcmahon, Jan 22, 2015
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    • "Las creencias normativas se plantean como el sustento de la evaluación integrada que realiza el individuo respecto a lo que lo rodea en su mundo social. Se hacen más estables a medida que pasa el tiempo y durante la adolescencia se vuelven más influyentes en el actuar del sujeto (Guerra, Huesmann & Spindler, 2003; McMahon et al., 2013). "

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    • "In 2010, a student threatened to kill and attempted to hit his PE teacher at Olney High School East in Philadelphia, PA, when the teacher tried to get the student to sit down during a health class (Snyder, Graham, Sullivan, & Purcell, 2011). Many scholars agree that violence has been prevalent in the 21st-century educational setting and that its effect on the physical and emotional health of both teachers and students is substantial (Espelage & DeLarue, 2011;McMahon et al., 2013). Teachers report anxiety, depression and somatic symptoms that affect their ability to perform well in the classroom and negatively influence their general well-being (Wilson, Douglas, & Lyon, 2011). "
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    ABSTRACT: Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers. Surprisingly, little research has been conducted on this growing problem despite the broad impact teacher victimization can have on schooling, recruitment, and retention of highly effective teachers and on student academic and behavioral outcomes. Psychologists should play a leadership role in mitigating school violence, including violence directed toward teachers. There is a need for psychologists to conduct research accurately assessing the types and scope of violence that teachers experience; to comprehensively evaluate the individual, classroom, school, community, institutional, and cultural contextual factors that might predict and/or explain types of teacher violence; and to examine the effectiveness and sustainability of classroom, school, and district-wide prevention and intervention strategies that target teacher violence in school systems. Collectively, the work of psychologists in this area could have a substantial impact on schooling, teacher experience and retention, and overall student performance. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
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