Response decision processes in relational and overt aggression

Response decision processes of relationally and overtly aggressive children were assessed for both boys and girls. A hypothetical-situation instrument , adapted from past research, was used to assess children's evaluations of relationally aggressive and overtly aggressive responses to both relational and instrumental conflict situations for third- through sixth-grade childr en (n = 1,166). Findings revealed that both overtly aggressive boys and ove rtly aggressive girls evaluated overtly aggressive responses to instrumenta l conflict situations in relatively positive ways. Further, overtly aggress ive girls, but not boys, evaluated overtly aggressive responses to relation al conflict situations in relatively positive ways. Additionally, relationa lly aggressive boys evaluated relationally aggressive responses to instrume ntal conflict situations in relatively positive ways. Gender differences we re also obtained. Boys evaluated overt aggression more positively, whereas girls evaluated relational aggression more positively. Implications of thes e findings for the role of gender, situation type, response type, and aggre ssion type for our understanding of children's social information processin g are discussed.