Processi cognitivi complessi e aggressività

Literature shows existence of cognitive, emotional and genetic factors that influence
aggressivity. While many researches focuses their attention on social cognitive
processes, the aim of the present study is to examine relationships between
complex cognitive processes and aggressive behaviour. We investigated the relationship
between complex cognitive processes and aggressive behavior in 236
primary school children. We hypothesized that subjects with aggressive behaviour
show critical thinking and problem solving skills lower than control group.
Participants were initially 121 males and 115 females, aged between 10 and 11
years. This study had two phases. In the first, three self report scales and a peer
scale were administered, testing aggressive behavior, self-efficacy and moral disengagement;
further, two scales were administered to teachers, analysing children’s
aggressive behaviour, inattention and hyperactivity. In the second phase,
31 children were selected and divided into two groups (aggressive vs control).
Critical thinking and problem solving skills were tested by five instruments. Results
show interesting relationship between aggressive behaviours and dimensions
analysed and they reveal significant differences between subjects with aggressive
behaviour and control group in the critical thinking only, not in problem solving
skills. The results were discussed in light of Social Information Processing theory,
according to which social and cognitive skills play a key role in influencing
aggressive behavior.