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Using a two-wave APIM Structural Equation Model, this study investigated how husband and wife attachment styles predict husband and wife covert relational aggression one year later with husband and wife shame as potential moderating variables. Data was taken from 308 married couples in waves three and four of the Flourishing Families project using self-report and partner report of spouse questionnaires. Findings showed that an individual's attachment insecurity predicts their use of relational aggression. Wives' relational aggression is predicted by an increase in husbands' relational aggression. An increase in wives' insecure attachment had less of an impact on husbands' relationally aggressive behavior. Shame predicts the use of relational aggression. Shame moderates some of the actor and partner relationships, showing that in certain cases, as shame increases the relationship between attachment strategy and relational aggression also increases. Clinicians are advised to assess and treat partners as a couple as one partner's attachment and shame may affect the other's behavior, and those high in shame and insecure attachment are more likely to use covert relational aggression.

Doctor of Philosophy / Family Studies and Human Services / Sandra M. Stith / Little information is available on the use of relational aggression in adult romantic relationships. In a sample of 325 married couples (650 spouses) we assessed the use of relational aggression within couples married an average of approximately 18 years to learn more about relational aggression within this population. To understand a potential motivating factor for the use of relational aggression, marital power was also examined. Finally, to learn whether or not relationship satisfaction mediates the relationship between marital power and relational aggression, relationship satisfaction was measured and was found to be a significant mediating variable. Using the actor/partner interdependence model, we found that those who were dissatisfied in their relationships, regardless of perceived marital power, were more likely to use relational aggression. Additionally, those who were satisfied in their marriage were less likely to use relational aggression. Wives participated in more relational aggression than husbands and husbands perceived themselves as having more power and were more satisfied in the marriage. Implications and suggestions for clinicians are offered.

Given the paucity of research that has been conducted on aggression in girls (see Keenan, Loeber, & Green, 1999, for a review), it is important to examine different behavioral manifestations of aggression that may be more prevalent among girls than boys, such as relational aggression (see Crick et al., 1999, for a review). Relational aggression consists of behaviors that harm others through damage to their peer relationships or the threat of such damage (e.g., spreading rumors about a peer so that others will reject him/her, social exclusion; Crick & Grotpeter, 1995). Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are a particular subset of youth who are at increased risk for exhibiting aggressive behavior (Henker & Whalen, 1999; Whalen & Henker, 1985). The purpose of the present study was to assess the prevalence of relational aggression among children with attention problems as compared to the general population. Gender differences in relational aggression were also examined. In the current study, participants included 91 3rd-5th grade public school students. Teacher ratings of aggressive behavior and attention problems were obtained. Parents also completed measures to assess attention problems and social-psychological adjustment. Contrary to prediction, results indicated children with attention problems were not more aggressive than children without attention problems, regardless of the type of aggressive behavior assessed (i.e., relational or overt aggression). With respect to gender differences in relational aggression, results indicate the well-known gender effect for relational aggression only applies to Caucasian students in this sample, as a gender effect for relational aggression was not obtained for Hispanic students. Thus, the gender effect for relational aggression should not be considered a robust finding generalizable to all ethnic groups. Finally, relationally aggressive children were reported to be as well-adjusted as their non-relationally aggressive peers, which is not consistent with previous research. Regardless of aggression status, Hispanic children exhibited higher levels of delinquent behavior and anxiety/depression compared to Caucasian children. Findings are discussed in terms of measurement issues and within a cultural context. The limitations of the current study and directions for future research are presented.

The overall goal of the current study was to determine if perceptions of popular peers' relationally aggressive (PPSRA) and prosocial behaviors (PPSP) were related to engagement in these behaviors in a sample of emerging adults. This study also investigated if these associations were moderated by sympathetic nervous system (SNS) and parasympathetic nervous system (PNS) reactivity to peer stress and gender. Although a significant amount of research suggests that aggressive behaviors can be socialized by peers (e.g., Molano, Jones, Brown, & Aber, 2013), there is a dearth of work that has examined relational forms of aggression that tend to be more salient for females and more positive, prosocial behaviors. Further, given that some research suggests that perceptions about how peers behave, regardless of peers' actual behavior, influences individual behavior (e.g., Song et al., 2012), the current study investigated the impact of perceptions of peer behavior. Additionally, research suggests that some individuals are more susceptible to peer influence than others (e.g., Steinberg & Monahan, 2007). Biological Sensitivity to Context (BSC) has been offered as a potential explanation for this differential susceptibility to peer influence (e.g., Boyce & Ellis, 2005). BSC theory postulates that individuals with a heightened stress response are more malleable to environmental influence, for better or worse; therefore, the interaction between PNS reactivity to stress (measured by respiratory sinus arrhythmia [RSA-R]) and SNS reactivity (measured by skin conductance level [SCL-R]) to a relational stressor was examined as a moderator in the current study. Gender was also examined as a moderator. 200 emerging adults aged 18-23 years (70% female; Mage= 19.04) were recruited from introductory psychology courses at a Northeastern public university. Participants' SCL-R and RSA-R were assessed during a laboratory stress protocol during which they recounted an experience of relational stress. PPSRA, PPSP, and gender were gathered via self-report. Findings suggest that PPSRA was positively related to self-reported engagement in relational aggression and, similarly, PPSP was positively associated with self-reported engagement in prosocial behavior. However, neither interactions between RSA-R and SCL-R nor gender significantly moderated these relationships. Follow-up analyses indicated PPSP was significantly, negatively related to engagement in relational aggression for males only. Findings suggest that perceptions about the behavior of popular peers do have an important influence on college students' behavior and highlight future directions for research into the factors that may modify this relationship.

High prevalence rates exist for physical (i.e., threatened or actual physical force) and relational (i.e., actions meant to harm another’s social relationships) aggression within early adolescence, and these behaviors lead to detrimental social, physical, and mental health outcomes. Thus, there is a need to identify risk and protective processes related to these subtypes of aggression, especially those that can inform violence prevention efforts. Prior studies including early adolescents have shown emotion dysregulation to be a risk factor for aggression. However, few studies have incorporated the emotional competence process of poor emotional awareness, which may be a risk factor for emotion dysregulation and, in turn, for aggression. Furthermore, little research has assessed relations between subtypes of emotion dysregulation (i.e., anger and sadness) and physical and relational aggression. The current study examined longitudinal relations between poor emotional awareness and these subtypes of emotion dysregulation and aggression, as well as concurrent pathways between the emotion dysregulation and aggression variables. Exploratory tests for gender differences were also conducted. Rating scales were collected from 528 sixth graders (51% girls, 49% boys; missing data n = 8) and their teachers over a six month period in the fall and spring of the school year. Across the full sample, 65% of students identified as African-American, 19% European-American, 2%, Hispanic Latino, 11% Multiracial, and 3% as “Other”(missing data n = 8). Results indicated no significant differences by gender in the strength of relations between study variables. Poor emotional awareness was not directly related to changes in subsequent frequency of physical or relational aggression. However, poor emotional awareness at Time 1 was associated with later rates of anger and sadness dysregulation. Furthermore, an indirect effect was found for poor emotional awareness on both physical and relational aggression via anger dysregulation, and this was true for student- and teacher-rated outcomes. Sadness dysregulation showed a negative concurrent association with teacher-rated physical aggression; and there was an indirect effect of poor emotional awareness on teacher-rated physical aggression via sadness dysregulation. Study findings have important implications for theoretical treatises, youth violence prevention programs, and future directions for research, which are all discussed.

Relational aggression, behaviors that manipulate social relationships, is a pressing issue among Black college women (Dahlen, Czar, Prather, & Dyess, 2013). As a result of experiencing and using relational aggression, Black women may experience diminished interpersonal interactions and poorer overall psychological well-being (Gomes, Davis, Baker, & Servonsky, 2009). The present study examined how Black reality television (BRTV) models relationally aggressive behaviors for viewers. According to Cultivation theory, television has the power to influence the social reality (i.e. attitudes and perceptions) of individuals who consume high amounts of television (Gerbner et al, 2002), while Identification theory suggests that deep cognitive and emotional connection with a media character can lead to imitation (Cohen, 2001). Data was gathered from 93 Black college women through a survey measuring relational aggression, BRTV television consumption and media identification. Participants were randomly assigned a BRTV viewing condition (a non –aggressive BRTV or aggressive BRTV). Results indicated that aggressiveness of the BRTV program and continued exposure to BRTV did not significantly increase relational aggression over time. In contrast, relational aggression was found to significantly decrease across both viewing conditions. Regression analyses revealed that identification did not significantly mediate the relationship between continued exposure to BRTV and relational aggression. Implications and recommendations for future research on relational aggression among Black women were also examined.

Doctor of Philosophy / School of Family Studies and Human Services / Amber Vennum / The literature suggests that aggressive behaviors occur in response to provocation (i.e., reactive aggression) or to achieve a goal (i.e., instrumental aggression). Relational aggression –when an individual harms another’s interpersonal relationships – has been studied from the reactive and instrumental framework in peer-directed contexts, usually with children. However, relational aggression in romantic relationships is yet to be studied from this framework. This dissertation includes a series of studies investigating whether two specific relationally aggressive behaviors found in romantic relationships (i.e., social sabotage and love withdrawal) are 1) motivated by instrumental and reactive aggression, 2) associated with differential characteristics, and 3) predictive of negative outcomes. The Romantic Relational Aggression Motivation (RRAM) scale, which included social sabotage and love withdrawal items with both instrumental and reactive motivations, was created to explore the above research questions. During Study 1a, an exploratory factor analysis using a sample of 170 emerging adults tested the factor structure of the RRAM. This resulted in love withdrawal, but not social sabotage, factoring into instrumental and reactive subscales. Using the same sample at a later wave, Study 1b refined the RRAM from Study 1a; the findings confirmed the results of Study 1a. In Study 2, using a sample of 118 emerging adults, the factor structure found in Study 1b was corroborated using a confirmatory factor analysis. Study 2 found that social sabotage was more closely related to instrumental than reactive love withdrawal. Reactive and instrumental love withdrawal were clearly differentiated based on their associations with constructs that were emotionally driven (e.g. neuroticism and hostile attribution bias) but not by their associations with constructs that dealt with power (e.g. self-relationship power and trait dominance). None of the romantic relational aggression scales were predictive of the negative outcomes in the study, possibly due to the small sample size (85 emerging adults) in the longitudinal portion of Study 2. As instrumental and reactive love withdrawal were associated with different constructs and combining the two together may cause substantial differences to be lost, the RRAM may be a useful tool for researchers of romantic relational aggression.

This study investigated the factorial validity, stability, and social, behavioral and emotional correlates of several different roles that students can play in the context of bullying. Data were collected from students at two time points across two school years, April and May of 2006 (n=284) and again in November and December of 2006 (n=185). A confirmatory factor analysis provided evidence for the validity of 4 participant roles (i.e. bully, reinforcer, assistant, and defender). However, further analysis revealed that there was a strong degree of intercorrelation between the three bully factors (i.e., bully, reinforcer, and assistant). Analyses found that participant roles are fairly stable across school years and that the greater the percentage of same raters across the time points, the greater the stability. All of the bullying roles (i.e., bully, reinforcer, and assistant) were significantly related to callous unemotional traits, emotional dysregulation, positive expectations for aggression, conduct problems, reactive relational aggression, proactive relational aggression, reactive overt aggression, and proactive overt aggression, but these relationships were stronger in boys. It was also found that the defender role was associated with less aggression and more prosocial behavior. These associations were stronger in girls. Finally, a linear regression analysis of the interaction between participant roles and victimization revealed that at T1, the association between bullying roles and aggression was moderated by victimization. Specifically, the association was stronger in those low on victimization. At T2, the association between defending and lower aggression and greater prosocial behavior was stronger in those low in victimization.

This study examined the mediating role of parental psychological control on the association between parental psychopathology and youth relational aggression in a community sample of 118 adolescents (aged 11-17) and their parents. Additionally, an analysis was conducted to examine the moderating role of positive parenting on the association between parental psychopathology and relational aggression. Further analyses controlled for overt aggression and examined effects of youth gender. Results suggest psychological control partially mediates the association between parental psychopathology and relational aggression. The overall mediation was not significant after controlling for overt aggression; however, the association between psychological control and relational aggression remained significant. The moderation was not significant. Parental psychopathology interacted with gender; specifically, psychopathology was significantly associated with relational aggression only for boys. Findings demonstrate the complexity of associations between different parenting variables and relational aggression, and the necessity of assessing the effects of overt aggression and gender.