Moral Disengagement and Generalized Social Trust as Mediators and Moderators of Rule-Respecting Behaviors During the COVID-19 Outbreak.

In this study, we tested a theoretical model with moral disengagement, a mediator, and generalized social trust (GST), a mediator and a moderator of the relationship between personality traits and rule-respecting behaviors (i.e., social distancing and stay-at-home), during the coronavirus disease 2019 (COVID-19) outbreak in Italy.

Moral Behavior in the Locker Room Predicts Perceptions of Task Cohesion in Youth Ice Hockey Player.

Task cohesion (i.e., perceptions of team unity towards a task goal and positive feelings towards one's own involvement) is associated with myriad psychosocial benefits for youth athletes.

The Association Among Parental Bonding, Depression, Social Aggression, and Criminal Assault: Are There Gender Differences Between Male and Female Youth Offenders?

This research examined similarities and differences in gender regarding social aggression, criminal assault, depression, and familial factors. The participants were 251 youth offenders (158 males) who were arrested and incarcerated in a juvenile facility. The measures consisted of self-reported acts of social aggression, simple and aggravated assault, subtypes of depression, and self-reports on parental care and control.

Adolescent Misconduct Behaviors: A Cross-Cultural Perspective of Adolescents and Their Parents.

The primary goal of the current study was to examine cultural differences in Chinese and U.S. adolescents' and parents' perceptions and evaluations of adolescent misconduct behaviors.

Relations Among Victimization, Witnessing, and Perpetration of Aggression: Impact of Gender Among Youth Offenders.

The participants included 251 (158 males; 93 females) youth offenders who were arrested and incarcerated in a juvenile facility in the Midwest United States. The aims were to assess (a) how often they were a victim, a witness, and/or a perpetrator of social aggression, simple assault, and aggravated assault during the past year; (b) to examine whether exposure (either witness or victim or both) predicted committing three types of aggressive behaviors; and (c) to assess the impact of gender among the youth offenders. Differential predictability models were utilized to assess gender differences.

The contribution of moral disengagement in mediating individual tendencies toward aggression and violence.

This study examines the role of moral disengagement in fostering engagement in aggression and violence through adolescence to young adulthood in accordance with a design in which the study of individual differences and of their relations is instrumental to address underlying intraindividual structures and process conducive to detrimental conduct. Participants were 345 young adults (52% females) who were followed across 4 time periods (T1 M age = 17 years to T4 M age = 25 years). The longitudinal relations among irritability, hostile rumination, and moral disengagement attest to a conceptual model in which moral disengagement is crucial in giving access to action to aggressive tendencies.

Adolescents' outcome expectancies about relational aggression within acquaintanceships, friendships, and dating relationships.

Adolescents' (N = 292) relational aggression and outcome expectancies for relational aggression in three different relationship contexts (acquaintanceship, friendship, and dating) were assessed. With respect to each type of relationship, adolescents were questioned about the emotional and dyadic consequences of relational aggression, and about whether the victim of relational aggression would retaliate. It was also of interest to assess whether adolescents' personal involvement in relational aggression was associated with these judgments.

Adolescents' attributions about aggression: an initial investigation.

This study examined causal attributions about aggression made by 362 participants from three age groups: early (138 7th and 8th graders), middle (121 11th and 12th graders), and late (103 college students through age 22) adolescence. Participants read a brief vignette describing a peer who displayed either proactive (non-emotional, instrumental) or reactive (emotional, undercontrolled) aggression. Participants then rated the extent to which they attributed each of 48 descriptors to be causes for the peer's aggressive behaviour.