Rethinking Aggression: A Typological Examination of the Functions of Aggression

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Rethinking Aggression: A Typological Examination of the Functions of Aggression

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Title: Rethinking Aggression: A Typological Examination of the Functions of Aggression
Author: Little, Todd D.; Brauner, Jessica; Jones, Stephanie M.; Nock, Matthew K.; Hawley, Patricia H.

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Citation: Little, Todd D., Jessica Brauner, Stephanie M. Jones, Matthew K. Nock, and Patricia H. Hawley. 2003. “Rethinking Aggression: A Typological Examination of the Functions of Aggression.” Merrill-Palmer Quarterly 49 (3): 343–369. doi:10.1353/mpq.2003.0014.
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Abstract: We compared five subgroups of aggressive youth (n = 1,723, Grades 5 through 10) on a number of adjustment correlates. The subgroups were determined by the self-reported functions (i.e., "why") of their aggressive behavior: (a) an "instrumental" group who were high on instrumental reasons only; (b) a "reactive" group who were high on reactive reasons only; (c) a "both" group who were high on both dimensions; (d) a "typical" group who were moderate on both dimensions; and (e) a "neither" group who were low on both dimensions. The reactive and both groups showed consistent maladaptive patterns across the adjustment correlates. The instrumental and typical groups both showed generally adaptive and well-adjusted patterns. Surprisingly, the neither group revealed high levels of aggressive acts and showed consistent maladaptive patterns on the correlates. These distinct profiles highlight the utility of a typological approach to classifying aggressive youth and have implications for both assessment and intervention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Published Version: doi:10.1353/mpq.2003.0014
Terms of Use: This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:34721612
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