Social information processing as an explanation for the relationship between attachment and aggression in early adolescents

Previous research suggested that an individual's early attachment relationship is related to aggressive or antisocial behavior at various points in life. However, few researchers have examined why this relationship exists. This study proposed a general model of early adolescent aggression in school that examined possible relationships between parental attachment relationships and components of social information processing to explain the relationship between attachment and aggression. 185 7th and 8th grade students from a semi-urban Midwestern middle school completed surveys measuring attachment components (i.e., view of self, view of others), social information processing components (i.e., intent attribution, aggressive self-efficacy, social goal orientation), and level of aggression. In addition, teachers provided ratings of the students' aggression. Although the general model of adolescent aggression in schools was not supported, other findings provide further clarity regarding adolescent aggression and attachment. Specifically, students with secure attachment displayed significantly lower levels of student-rated aggression than those with dismissive or fearful-avoidant attachment, and securely attached students had significantly lower levels of aggressive self-efficacy and fewer hostile intent attributions than dismissive students. No significant difference was found between attachment groups on social goal orientation. The study emphasizes the important role of aggressive self-efficacy in the production of aggression and suggests the need for prevention and intervention programs that employ varied relationships in students' lives to stress acquisition and practicing of nonaggressive alternatives with the goal of decreasing aggression in schools.