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"Coyne, Sarah M"
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Who is Most at Risk for Developing Physical Aggression After Playing Violent Video Games? An Individual Differences Perspective From Early Adolescence to Emerging Adulthood
Many theories of development suggest that playing violent video games would not impact all adolescents the same way, yet empirical research is sparse. To date there have been no within-subjects analyses that examine which adolescents are most at risk for developing aggression after playing violent video games and under what context, and no longitudinal studies encompassing multiple developmental stages (i.e., early adolescence to emerging adulthood) that examine the long-term effects of playing violent video games. To address this gap, the current study used a longitudinal design (spanning 8 years and encompassing multiple developmental periods) with a sample of U.S. adolescents who completed questionnaires on aggression, video gaming, and multiple risk and protective factors for aggression. Participants included 488 adolescents (M age = 13.82, SD = 1.03 at the initial wave, 51% female, with 65% being White, 12% Black, 19% multiethnic, and 4% other). Mixture regression was utilized to model physical aggression over time and to examine how playing violent video games might be related to aggression on an individual level. There were four classes: “Multi-risk”, “High Gaming, High Aggression” (both of which had high levels of aggression over time), “Moderate Risk”, and “Low Risk, High Privilege” (both of which had lower levels of aggression over time). Individuals were most aggressive with multiple risk factors or higher levels of violent game play and playing violent video games likely increased aggression more in individuals with other gaming problems and in males with low self-regulation. The results are discussed using a balanced perspective and recognize that violent video games do not affect all adolescents the same way. This research has direct implications for designing interventions around reducing aggressive behavior among adolescents.
Journal Article
New Mothers and Media Use: Associations Between Blogging, Social Networking, and Maternal Well-Being
Drawing on Bronfenbrenner’s ecological theory and prior empirical research, the current study examines the way that blogging and social networking may impact feelings of connection and social support, which in turn could impact maternal well-being (e.g., marital functioning, parenting stress, and depression). One hundred and fifty-seven new mothers reported on their media use and various well-being variables. On average, mothers were 27 years old (SD = 5.15) and infants were 7.90 months old (SD = 5.21). All mothers had access to the Internet in their home. New mothers spent approximately 3 hours on the computer each day, with most of this time spent on the Internet. Findings suggested that frequency of blogging predicted feelings of connection to extended family and friends which then predicted perceptions of social support. This in turn predicted maternal well-being, as measured by marital satisfaction, couple conflict, parenting stress, and depression. In sum, blogging may improve new mothers’ well-being, as they feel more connected to the world outside their home through the Internet.
Journal Article
U.S. adolescents’ attitudes toward school, social connection, media use, and mental health during the COVID-19 pandemic: Differences as a function of gender identity and school context
The COVID-19 pandemic changed school contexts and social opportunities dramatically for adolescents around the world. Thus, certain adolescents may have been more susceptible to the stress of the pandemic as a function of differences in schooling. We present data from 1256 United States adolescents (ages 14–16) to examine how the 2020–2021 school context (in-person, hybrid, or virtual) related to feelings of school satisfaction and success, social connection, mental health, and media use. We also examine differences as a function of gender identity. Results demonstrate that school context, particularly in-person compared to virtual schooling, was related to higher school satisfaction and academic success, stronger feelings of social connection and inclusion, lower levels of anxiety and depression, and less problematic media use. Interestingly, adolescents did seem to use media as a tool to support social connection when in hybrid or virtual school contexts, but they also reported higher rates of problematic media use, thus suggesting that media use needs to be examined more carefully to understand its role as a potential protective mechanism for adolescents’ social connection and mental health. These findings provide baseline information about how schools’ responses to the COVID-19 pandemic may have created disparities among youth. These findings have implications for current school interventions.
Journal Article
Associations between Prosocial and Problem Behavior from Early to Late Adolescence
Though recent research has highlighted prosocial behavior as negatively associated with problem behavior during adolescence, we know little about how these variables might be associated longitudinally, whether there are bidirectional effects, and whether there might be different patterns of co-occurrence of behaviors for different individuals. Thus, the current study examined relations between prosocial and problem behaviors in three different ways in an attempt to better understand these associations. Participants included 500 adolescents recruited from a Northwestern state in the USA who took part in the study every year from age 12 to 18 (50% female, 67% European American). Growth curve analyses suggested that change in prosocial behavior was negatively associated with change in aggression and delinquency over time. A longitudinal panel model suggested that prosocial behavior and aggression were negatively associated bidirectionally, and that prosocial behavior was negatively associated with delinquency over time. Finally, mixture modeling conducted at ages 12, 15, and 18 revealed heterogeneity in the ways in which prosocial and problem behaviors co-occur. The discussion focuses on the complexity of interrelations between prosocial behavior and problem behavior across adolescence.
Journal Article
Pervasive, hard-wired and male: Qualitative study of how UK adolescents view alcohol-related aggression
Laboratory studies of alcohol-inexperienced adolescents show that aggression can be primed by alcohol-related stimuli, suggesting that alcohol-related aggression is partly socially learned. Script theory proposes that alcohol-related aggression 'scripts' for social behaviors are culturally-available and learned by individuals. The purpose of the study was to understand the content and origins of alcohol-related aggression scripts learned by adolescents. This qualitative focus group study of 40 adolescents (ages 14-16 years) examined alcohol-related aggression scripts. Participants believed aggression and severe injury to be pervasive when young people drink. Viewed through a biological lens, participants described aggression as an 'instinctive' and 'hard-wired' male trait facilitated by intoxication. As such, alcohol-related aggression was not seen as intended or personally controllable and participants did not see it in moral terms. Females were largely viewed as either bystanders of inter-male aggression or potential victims of male sexual aggression. Participants attributed their views on the frequency and nature of alcohol-related aggression to current affairs and reality television, which they felt portrayed a reality of which they had little experience. The origins of the explicitly biological frameworks that participants used seemed to lie in pre-existing beliefs about the nature of gender differences. Perceptions of the pervasiveness of male alcohol-related aggression, and the consequent failure to view alcohol-related aggression in moral terms, could dispose some young people to alcohol-related aggression. Interventions could target (1) the beliefs that alcohol-related aggression is pervasive and uncontrollable in males, and (2) participants' dysfunctional views of masculinity that underpin those beliefs.
Journal Article
Does Thor ask Iron Man for Help? Examining Help-Seeking Behaviors in Marvel Superheroes
Men seek help for problems less often and more hesitantly than women across a wide range of contexts. While there are many potential sources for this gender discrepancy, one possibility is that masculine attitudes and behaviors discourage help-seeking behaviors and create help-seeking barriers. As the superhero genre often changes over time to reflect current social attitudes, the current study explores patterns, contexts, and rewards of help-seeking behaviors portrayed by men in a genre of media frequently consumed by men: superhero films. Twenty-three Marvel Cinematic Universe films were coded for superhero men’s help-seeking behaviors, as well as patterns in context and outcomes around help seeking. Overall, we found that superhero men displayed the help-seeking behaviors of approaching problems and collaboration with others most often, followed by the maladaptive coping strategy violence. In addition, help-seeking behaviors were most often displayed when the superhero was acting in his personal/self, capacity and superhero men were most often confronted with physical problems. Furthermore, we found that most of the help-seeking behaviors coded were rewarded only about half of the time. Finally, we found several differences in patterns of help-seeking displayed by various specific heroes. Other patterns and implications are discussed.
Journal Article
Pretty as a Princess: Longitudinal Effects of Engagement With Disney Princesses on Gender Stereotypes, Body Esteem, and Prosocial Behavior in Children
This study examined level of engagement with Disney Princess media/products as it relates to genderstereotypical behavior, body esteem (i.e. body image), and prosocial behavior during early childhood. Participants consisted of 198 children (Mage = 58 months), who were tested at two time points (approximately 1 year apart). Data consisted of parent and teacher reports, and child observations in a toy preference task. Longitudinal results revealed that Disney Princess engagement was associated with more female gender-stereotypical behavior 1 year later, even after controlling for initial levels of gender-stereotypical behavior. Parental mediation strengthened associations between princess engagement and adherence to female gender-stereotypical behavior for both girls and boys, and for body esteem and prosocial behavior for boys only.
Journal Article
Associations Between Violent Video Gaming, Empathic Concern, and Prosocial Behavior Toward Strangers, Friends, and Family Members
Exposure to media violence, including violent video gaming, can have a cognitive desensitization effect, lowering empathic concern for others in need. Since emerging adulthood offers increased opportunities to volunteer, strengthen relationships, and initiate new relationships, decreases in empathic concern and prosocial behavior may prove inhibitive to optimal development during this time. For these reasons, the current study investigated associations between violent video gaming, empathic responding, and prosocial behavior enacted toward strangers, friends, and family members. Participants consisted of 780 emerging adults (
M
age = 19.60, SD = 1.86, range = 18–29, 69% female, 69% Caucasian) from four universities in the United States. Results showed small to moderate effects between playing violent video gaming and lowered empathic concern for both males and females. In addition, lowered empathic concern partially mediated the pathways between violent video gaming and prosocial behavior toward all three targets (at the level of a trend for females), but was most strongly associated with lower prosocial behavior toward strangers. Discussion highlights how violent video gaming is associated with lower levels of prosocial behavior through the mechanism of decreased empathic concern, how this association can affect prosocial behavior differently across target, and finally what implications this might have for development during emerging adulthood.
Journal Article
Dressing up with Disney and Make-Believe with Marvel: The Impact of Gendered Costumes on Gender Typing, Prosocial Behavior, and Perseverance during Early Childhood
Wearing costumes is a common experience during early childhood and is often important to sociodramatic play. Costumes tend to be highly gendered for both girls and boys (such as princess and superhero costumes). However, there is very little research on the impact that wearing costumes has on gender-differentiated behavior, such as toy preference, prosocial behavior, or perseverance during early childhood. The current study included 223 U.S. children, aged between 3 and 5 years-old. Children were assigned to wear either a gendered, counter-gendered, or gender-neutral costume, and they then took part in three gender-related tasks. There was no impact of wearing costumes on any task for girls. However, boys preferred feminine toys significantly more when wearing a neutral costume when compared to a masculine-typed one. Additionally, boys were significantly less likely to help when wearing a masculine-typed costume compared to a feminine-typed costume. There are several implications of these findings that are discussed in the paper. Parents may wish to purchase a wide range of costumes for their child for sociodramatic play, particularly for boys. Therapists could also potentially use costumes during play therapy to discuss gender issues. Additionally, costume producers could consider marketing a wide range of costumes for children as opposed to largely focusing on gendered ones.
Journal Article