Roles of outcome expectations and self-efficacy in preschoolers' aggression

The present study examined preschool boys' beliefs for the outcome of aggre ssion and their perceptions of self-efficacy for aggressive behaviors. 23 p reschoolers (mean age 6.3 yr.; 12 aggressive boys and 11 nonaggressive boys ) were presented stories about provocative situations and asked about three expectations for aggression: positive outcomes, peer rejection, and morali ty. Another IS preschoolers (mean age 6.3 yr.; 9 aggressive boys and 9 nona ggressive boys) rated their self-efficacy for four strategies: aggression, verbal persuasion, seeking help from a teacher, and withdrawal. Aggressive preschoolers did not expect a negative outcome in the form of peer-rejectio n in response to aggression as much as nonaggressive boys, although the gro ups did not differ in their expectations of positive outcomes and morality. Also, aggressive preschoolers were more confident about aggression in situ ations including teasing or criticism but less confident about verbal persu asion than nonaggressive preschoolers.