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Youths' Displaced Aggression against in- and Out-Group Peers: An Experimental Examination
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Reijntjes, Albert; Thomaes, Sander; Kamphuis, Jan H.; Bushman, Brad J.; Reitz, Ellen; Telch, Michael J. – Journal of Experimental Child Psychology, 2013
People often displace their anger and aggression against innocent targets, sometimes called scapegoats. Tragic historic events suggest that members of ethnic minority out-groups may be especially likely to be innocent targets. The current experiment examined displaced aggression of Dutch youths against Dutch in-group peers versus Moroccan…
Descriptors: Aggression, Negative Attitudes, Foreign Countries, Feedback (Response)
Too Calloused to Care: An Experimental Examination of Factors Influencing Youths' Displaced Aggression against Their Peers
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Reijntjes, Albert; Kamphuis, Jan H.; Thomaes, Sander; Bushman, Brad J.; Telch, Michael J. – Journal of Experimental Psychology: General, 2013
People often displace their aggression against innocent targets. Notwithstanding the merits of previous research on displaced aggression, critical gaps remain. First, it is unclear whether and how situational and dispositional factors interact to influence displaced aggression. Moreover, it is unclear whether engaging in direct aggression…
Descriptors: Student Attitudes, Experimental Psychology, Aggression, Peer Relationship
Emotional Contrast or Compensation? How Support Reminders Influence the Pain of Acute Peer Disapproval in Preadolescents
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Thomaes, Sander; Sedikides, Constantine; Reijntjes, Albert; Brummelman, Eddie; Bushman, Brad J. – Developmental Psychology, 2015
When children experience habitual peer difficulties, adults often remind them that many people care about them. How do such reminders of support impact children's emotional responses to acute experiences of peer disapproval? Intuitively, support reminders would exert compensatory effects attenuating the emotional impact of acute disapproval.…
Descriptors: Preadolescents, Peer Acceptance, Peer Relationship, Emotional Response
Do Grades Shape Students' School Engagement? The Psychological Consequences of Report Card Grades at the Beginning of Secondary School
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Poorthuis, Astrid M. G.; Juvonen, Jaana; Thomaes, Sander; Denissen, Jaap J. A.; de Castro, Bram Orobio; van Aken, Marcel A. G. – Journal of Educational Psychology, 2015
Receiving report card grades is psychologically salient to most students and can elicit a range of affective reactions. A 3-wave longitudinal study examined how grades shape students' (N = 375; M age at Wave 1 = 12.6 years) school engagement through the affective reactions they elicit. Emotional and behavioral engagement were measured at the start…
Descriptors: Grades (Scholastic), Learner Engagement, Report Cards, Longitudinal Studies