Response Decision Processes in Relational and Overt Aggression

Abstract

Response decision processes of relationally and overtly aggressive children were assessed for both boys and girls. A hypothetical-situation instrument, adapted from past research, was used to assess children's evaluations of relationally aggressive and overtly aggressive responses to both relational and instrumental conflict situations for third- through sixth-grade children (n = 1,166). Findings revealed that both overtly aggressive boys and overtly aggressive girls evaluated overtly aggressive responses to instrumental conflict situations in relatively positive ways. Further, overtly aggressive girls, but not boys, evaluated overtly aggressive responses to relational conflict situations in relatively positive ways. Additionally, relationally aggressive boys evaluated relationally aggressive responses to instrumental conflict situations in relatively positive ways. Gender differences were also obtained. Boys evaluated overt aggression more positively, whereas girls evaluated relational aggression more positively. Implications of these findings for the role of gender, situation type, response type, and aggression type for our understanding of children's social information processing are discussed.