Marie S Tisak
Biographic Data
| ID | 164229 |
|---|---|
| NAME | Marie S Tisak |
| GIVEN NAMES | Marie S |
| FAMILY NAME | Tisak |
| SIGNATURE | TISAK M S |
| AFFILIATIONS | Bowling Green State University |
| ORCID | 0000-0002-4563-749X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 74 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Criminality, cognitive distortions, empathy, and legitimacy of laws
Adolescent Misconduct Behaviors
The primary goal of the current study was to examine cultural differences in Chinese and U.S. adolescents' and parents' perceptions and evaluations of adolescent misconduct behaviors. A total of 395 U.S. and Chinese adolescents (ages 11-19 years) and 255 parents participated in this study. Each participant generated adolescent misconduct behaviors and rated each misconduct behavior as to the degree of wrongness. The misconduct behaviors were code…
What can boys and girls do? Preschoolers’ perspectives regarding gender roles across domains of behavior
The contribution of moral disengagement in mediating individual tendencies toward aggression and violence
This study examines the role of moral disengagement in fostering engagement in aggression and violence through adolescence to young adulthood in accordance with a design in which the study of individual differences and of their relations is instrumental to address underlying intraindividual structures and process conducive to detrimental conduct. Participants were 345 young adults (52% females) who were followed across 4 time periods (T1 M age = …
Children’s judgments of social interactive behaviors with peers
When the wheels on the bus go round
Gender Differences in Children’s Hero Attributions
Early Adolescents’ Conceptions of Parental and Friend Authority Over Relational Aggression
The purpose of the present research is to compare early adolescents’ beliefs about parental and friend jurisdiction over relational aggression to their beliefs about parental and friend jurisdiction over physical aggression and personal behaviors. One hundred three adolescents (Xı age = 12 years, 11 months; SD = 12.46 months) are individually interviewed and asked to evaluate the acceptability of parents and friends negating their physically aggr…
Children's beliefs about the continuity of aggression
Elementary school students (N = 139) read vignettes describing aggressive peers and rated the extent to which they believed the peers' aggression would continue over time and in different contexts. Children also rated their social and moral acceptance of aggression, and how difficult it would be to help the vignette characters desist from aggression. Teachers rated participants' aggressive and prosocial behaviors. Results indicated that aggressio…
Is It Bad to Be Good? An Exploration of Aggressive and Prosocial Behavior Subtypes in Adolescence
Aira
The current study utilized a structural equations approach in developing an instrument to investigate adolescents’ (N = 510; 9th–12th graders) judgments about the likelihood that they would actively respond to a witnessed aggressive situation. Two aggressive subscales were developed: physical and verbal. The instrument controlled for the relationship (acquaintance vs. friend) of the witness to the perpetrator and to the victim involved in the eve…
Aggression and conventional rule violation among adolescents
The goal of the current study was to determine whether aggressive and conventional rule-violating behaviors could be predicted by social-cognitive beliefs and values regarding aggression and conventional rule violations. The extent to which adolescents (N = 398; grades 9 through 12) engaged in both aggressive behavior and conventional school rule violations was assessed using self-ratings and peer nominations. Results indicated that aggressive an…
Aggression and conventional rule violation among adolescents
The goal of the current study was to determine whether aggressive and conventional rule-violating behaviors could be predicted by social-cognitive beliefs and values regarding aggression and conventional rule violations. The extent to which adolescents (N = 398; grades 9 through 12) engaged in both aggressive behavior and conventional school rule violations was assessed using self-ratings and peer nominations. Results indicated that aggressive an…
Expectations and prescriptions for responding to peer aggression
The purpose of the current research was to investigate adolescent offenders' perspectives about responses to interpersonal aggressive encounters. Specifically, participants' perspectives were assessed regarding the role of a bystander when either a friend or an acquaintance of the bystander was the victim of an aggressive act. Two aggressive acts were presented. First, the bystander witnessed an acquaintance stealing from the victim. Second, the …
My Sibling's but Not My Friend's Keeper
This research examined early adolescents' social cognitions about the role a peer plays as a bystander when an aggressor is either a sibling or a friend. One-hundred eleven subjects from 4th, 6th, and 8th grades were posed questions about whether a bystander of an aggressive act would intervene and, if yes, how; whether it would be wrong not to intervene; and in which bystander relationships (sibling or friend) would it be more wrong to ignore th…
Children's reasoning about responses to peer aggression
This research examined children's reasoning about expected (i.e., what a peer would do) and prescribed (i.e., what a peer should do) responses to unprovoked, intentional aggressive actions in two contexts: as a victim of such a transgression and as a witness to the incident. Physical harm and property damage items were used in a structured interview format. There were 90 subjects drawn from three elementary school grades (2nd, 4th, and 6th). Chil…
Societal rule evaluations
This study investigated adolescent offenders' (81 felons and 83 misdemeanants) evaluations of three types of societal rules (moral, conventional, and personal) on dimensions pertaining to importance, sanctions, authority, and individual choice. In addition, participants selected the acts which should be under personal jurisdiction. Participants provided reasons (i.e., justifications) to support their evaluations. The judgment evidence suggests th…
Variation in seriousness of transgressions and children's moral and conventional concepts
The contribution of moral disengagement in mediating individual tendencies toward aggression and violence
This study examines the role of moral disengagement in fostering engagement in aggression and violence through adolescence to young adulthood in accordance with a design in which the study of individual differences and of their relations is instrumental to address underlying intraindividual structures and process conducive to detrimental conduct. Participants were 345 young adults (52% females) who were followed across 4 time periods (T1 M age = …
Variation in seriousness of transgressions and children's moral and conventional concepts
Is It Bad to Be Good? An Exploration of Aggressive and Prosocial Behavior Subtypes in Adolescence
My Sibling's but Not My Friend's Keeper
This research examined early adolescents' social cognitions about the role a peer plays as a bystander when an aggressor is either a sibling or a friend. One-hundred eleven subjects from 4th, 6th, and 8th grades were posed questions about whether a bystander of an aggressive act would intervene and, if yes, how; whether it would be wrong not to intervene; and in which bystander relationships (sibling or friend) would it be more wrong to ignore th…
Children’s judgments of social interactive behaviors with peers
Gender Differences in Children’s Hero Attributions
Early Adolescents’ Conceptions of Parental and Friend Authority Over Relational Aggression
The purpose of the present research is to compare early adolescents’ beliefs about parental and friend jurisdiction over relational aggression to their beliefs about parental and friend jurisdiction over physical aggression and personal behaviors. One hundred three adolescents (Xı age = 12 years, 11 months; SD = 12.46 months) are individually interviewed and asked to evaluate the acceptability of parents and friends negating their physically aggr…
Aira
The current study utilized a structural equations approach in developing an instrument to investigate adolescents’ (N = 510; 9th–12th graders) judgments about the likelihood that they would actively respond to a witnessed aggressive situation. Two aggressive subscales were developed: physical and verbal. The instrument controlled for the relationship (acquaintance vs. friend) of the witness to the perpetrator and to the victim involved in the eve…
Adolescent Misconduct Behaviors
The primary goal of the current study was to examine cultural differences in Chinese and U.S. adolescents' and parents' perceptions and evaluations of adolescent misconduct behaviors. A total of 395 U.S. and Chinese adolescents (ages 11-19 years) and 255 parents participated in this study. Each participant generated adolescent misconduct behaviors and rated each misconduct behavior as to the degree of wrongness. The misconduct behaviors were code…
What can boys and girls do? Preschoolers’ perspectives regarding gender roles across domains of behavior
When the wheels on the bus go round
Variation in seriousness of transgressions and children's moral and conventional concepts
My Sibling's but Not My Friend's Keeper
This research examined early adolescents' social cognitions about the role a peer plays as a bystander when an aggressor is either a sibling or a friend. One-hundred eleven subjects from 4th, 6th, and 8th grades were posed questions about whether a bystander of an aggressive act would intervene and, if yes, how; whether it would be wrong not to intervene; and in which bystander relationships (sibling or friend) would it be more wrong to ignore th…
Children's reasoning about responses to peer aggression
This research examined children's reasoning about expected (i.e., what a peer would do) and prescribed (i.e., what a peer should do) responses to unprovoked, intentional aggressive actions in two contexts: as a victim of such a transgression and as a witness to the incident. Physical harm and property damage items were used in a structured interview format. There were 90 subjects drawn from three elementary school grades (2nd, 4th, and 6th). Chil…
Societal rule evaluations
This study investigated adolescent offenders' (81 felons and 83 misdemeanants) evaluations of three types of societal rules (moral, conventional, and personal) on dimensions pertaining to importance, sanctions, authority, and individual choice. In addition, participants selected the acts which should be under personal jurisdiction. Participants provided reasons (i.e., justifications) to support their evaluations. The judgment evidence suggests th…
Expectations and prescriptions for responding to peer aggression
The purpose of the current research was to investigate adolescent offenders' perspectives about responses to interpersonal aggressive encounters. Specifically, participants' perspectives were assessed regarding the role of a bystander when either a friend or an acquaintance of the bystander was the victim of an aggressive act. Two aggressive acts were presented. First, the bystander witnessed an acquaintance stealing from the victim. Second, the …
Aggression and conventional rule violation among adolescents
The goal of the current study was to determine whether aggressive and conventional rule-violating behaviors could be predicted by social-cognitive beliefs and values regarding aggression and conventional rule violations. The extent to which adolescents (N = 398; grades 9 through 12) engaged in both aggressive behavior and conventional school rule violations was assessed using self-ratings and peer nominations. Results indicated that aggressive an…
Aggression and conventional rule violation among adolescents
The goal of the current study was to determine whether aggressive and conventional rule-violating behaviors could be predicted by social-cognitive beliefs and values regarding aggression and conventional rule violations. The extent to which adolescents (N = 398; grades 9 through 12) engaged in both aggressive behavior and conventional school rule violations was assessed using self-ratings and peer nominations. Results indicated that aggressive an…
Aira
The current study utilized a structural equations approach in developing an instrument to investigate adolescents’ (N = 510; 9th–12th graders) judgments about the likelihood that they would actively respond to a witnessed aggressive situation. Two aggressive subscales were developed: physical and verbal. The instrument controlled for the relationship (acquaintance vs. friend) of the witness to the perpetrator and to the victim involved in the eve…
Is It Bad to Be Good? An Exploration of Aggressive and Prosocial Behavior Subtypes in Adolescence
Children's beliefs about the continuity of aggression
Elementary school students (N = 139) read vignettes describing aggressive peers and rated the extent to which they believed the peers' aggression would continue over time and in different contexts. Children also rated their social and moral acceptance of aggression, and how difficult it would be to help the vignette characters desist from aggression. Teachers rated participants' aggressive and prosocial behaviors. Results indicated that aggressio…
Early Adolescents’ Conceptions of Parental and Friend Authority Over Relational Aggression
The purpose of the present research is to compare early adolescents’ beliefs about parental and friend jurisdiction over relational aggression to their beliefs about parental and friend jurisdiction over physical aggression and personal behaviors. One hundred three adolescents (Xı age = 12 years, 11 months; SD = 12.46 months) are individually interviewed and asked to evaluate the acceptability of parents and friends negating their physically aggr…
When the wheels on the bus go round
Gender Differences in Children’s Hero Attributions
Children’s judgments of social interactive behaviors with peers
The contribution of moral disengagement in mediating individual tendencies toward aggression and violence
This study examines the role of moral disengagement in fostering engagement in aggression and violence through adolescence to young adulthood in accordance with a design in which the study of individual differences and of their relations is instrumental to address underlying intraindividual structures and process conducive to detrimental conduct. Participants were 345 young adults (52% females) who were followed across 4 time periods (T1 M age = …
What can boys and girls do? Preschoolers’ perspectives regarding gender roles across domains of behavior
Adolescent Misconduct Behaviors
The primary goal of the current study was to examine cultural differences in Chinese and U.S. adolescents' and parents' perceptions and evaluations of adolescent misconduct behaviors. A total of 395 U.S. and Chinese adolescents (ages 11-19 years) and 255 parents participated in this study. Each participant generated adolescent misconduct behaviors and rated each misconduct behavior as to the degree of wrongness. The misconduct behaviors were code…
Criminality, cognitive distortions, empathy, and legitimacy of laws
Psychology (18 works) · Social Psychology (18 works) · Developmental psychology (15 works) · Bullying, Victimization, and Aggression (13 works) · Child and Adolescent Psychosocial and Emotional Development (11 works) · Social Psychology (11 works) · Aggression (10 works) · Poison control (8 works) · Human Factors and Ergonomics (7 works) · Injury prevention (7 works)