Broekhof, E;
Bos, MGN;
Rieffe, C;
(2021)
The Roles of Shame and Guilt in the Development of Aggression in Adolescents With and Without Hearing Loss.
Research on Child and Adolescent Psychopathology
10.1007/s10802-021-00769-1.
(In press).
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Abstract
This longitudinal study examined how shame and guilt contribute to the development of reactive and proactive aggression in adolescents with and without hearing loss. Adolescents between 9 and 16 years old (adolescents with hearing loss (n = 80; Mage = 11.91) and without hearing loss (n = 227; Mage = 11.63)) completed self-reports on three occasions with an interval of 9 months. Mixed model analyses revealed that both reactive aggression and proactive aggression decreased with age, whereas shame and guilt peaked in early adolescence. Adolescents with hearing loss reported higher levels of proactive aggression, lower levels of shame and guilt, and showed protracted development for guilt compared to their hearing peers. In both groups, shame contributed to an increase in reactive aggression, whereas guilt contributed to a decrease in proactive aggression. These longitudinal associations highlight the unique role that shame and guilt play in the development of adolescent aggression.
| Type: | Article |
|---|---|
| Title: | The Roles of Shame and Guilt in the Development of Aggression in Adolescents With and Without Hearing Loss |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s10802-021-00769-1 |
| Publisher version: | https://doi.org/10.1007/s10802-021-00769-1 |
| Language: | English |
| Additional information: | © 2021 Springer Nature Switzerland AG. This article is licensed under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10125257 |
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