Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...

Social-cognitive learning theory has framed many studies that focus on aggressive and
nonaggressive children’s reasoning about their values and beliefs concerning their own behavior
(Arsenio & Lemerise, 2004; K. A. Dodge et al., 1997; Huesmann & Guerra, 1997). These studies
found that children who endorse unprovoked aggressive behavior as an acceptable way to
achieve a goal have higher scores on teacher reports of children’s physical aggression (Archer &
Haigh, 1997 as cited in Tisak, Tisak, & Goldstein, 2004). Aggressive children also are more
confident that their aggressive behavior will result in tangible rewards (i.e., they will get what
they want) (Crane-Ross, Tisak, & Tisak, 1998; Perry, Perry, & Rasmussen, 1986; M. S. Tisak et
al., 2006), and they are more likely to believe that aggressive behavior is acceptable (Guerra &
Slaby, 1990; Perry & Bussey, 1977; Slaby & Guerra, 1988).
Adolescents who engage in higher rates of relational aggression expect positive outcomes
from their behavior, such as being able to manipulate friendships or being able to control the
membership of social groups (Goldstein, Tisak, Persson, & Boxer, 2004). Additionally,
adolescents who endorse relational aggression as acceptable are more likely to use relational
aggression themselves than adolescents who do not endorse the use of relational aggression as
acceptable (Musher-Eizeman et al., 2004). In general, children and adolescents who tend to be
the most socially competent at resolving aggressive conflict also hold clear social goals for
maintaining positive relationships and avoiding trouble with peers (Delveaux & Daniels, 2000).
In contrast, children and adolescents who demonstrate low social competence for resolving
aggressive conflict tend to be unconcerned about maintaining positive relationships and avoiding
trouble with peers.
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