Hostile Attribution of Intent and Aggressive Behavior: A Meta-Analysis

Hostile Attribution of Intent and Aggressive Behavior: A Meta-Analysis

May /June 2002 | Bram Orobio de Castro, Jan W. Veerman, Willem Koops, Joop D. Bosch, and Heidi J. Monshouwer
This meta-analytic review examines the relationship between children's aggressive behavior and their hostile attribution of intent to peers. The study included 41 studies with 6,017 participants, covering a range of samples from the general population, nonaggressive to extremely aggressive nonreferred samples, and nonreferred samples compared with those referred for aggressive behavior problems. The analysis found a robust significant association between hostile attribution of intent and aggressive behavior, with effect sizes varying significantly across studies. Larger effects were observed for more severe aggressive behavior, peer rejection as a selection criterion, inclusion of 8- to 12-year-old participants, and absence of control for intelligence. Video and picture presentations were associated with smaller effect sizes compared to audio presentations, and staging of actual social interactions yielded the largest effects. The study emphasizes the importance of understanding moderators of effect size for advancing theoretical development.This meta-analytic review examines the relationship between children's aggressive behavior and their hostile attribution of intent to peers. The study included 41 studies with 6,017 participants, covering a range of samples from the general population, nonaggressive to extremely aggressive nonreferred samples, and nonreferred samples compared with those referred for aggressive behavior problems. The analysis found a robust significant association between hostile attribution of intent and aggressive behavior, with effect sizes varying significantly across studies. Larger effects were observed for more severe aggressive behavior, peer rejection as a selection criterion, inclusion of 8- to 12-year-old participants, and absence of control for intelligence. Video and picture presentations were associated with smaller effect sizes compared to audio presentations, and staging of actual social interactions yielded the largest effects. The study emphasizes the importance of understanding moderators of effect size for advancing theoretical development.
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