Kätlin Peets
Biographic Data
| ID | 5761214 |
|---|---|
| NAME | Kätlin Peets |
| GIVEN NAMES | Kätlin |
| FAMILY NAME | Peets |
| SIGNATURE | PEETS K |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-5065-4323 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 110 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Provoked and unprovoked aggression in toddlerhood
This paper re‐examined the factor structure of a recently developed parent report of aggression, the Provoked and Unprovoked Aggression Questionnaire, and evaluated measurement invariance and latent mean differences across gender, age, and time. Participants were 333 mothers of toddlers (younger age group: n = 167, 53.9% boys, M age Time 1 = 18.30 months, SD = 0.45; older age group: n = 166, 48.8% boys, M age Time 1 = 24.29 months, SD = 0.38) who…
The interplay between popularity and aggression in adolescence
There is accumulating longitudinal evidence that popularity predicts relative increases in adolescents' aggression. Yet, we know very little about the conditions that motivate popular youth to engage in coercive behaviors. In this study, we evaluated whether popular adolescents would show elevated levels of aggression over time when they felt powerless and had low prestige (respect and admiration) among their peers. In addition, we examined wheth…
Aggression in toddlers
Using a normative US sample of 477 mothers of 6‐ to 24‐ month‐old children, we explored the relations among toddlers’ physical aggression, child temper loss, and parent‐child conflict to gain a better understanding of how aggression develops from infancy to toddlerhood. An inventory of specific aggressive acts was subject to factor analysis to test whether the acts clustered as hypothesized. Consistent with our hypothesis, confirmatory factor ana…
The distinction between provoked and unprovoked aggression in toddlerhood, and associations with empathy‐related processes
Physical aggression in toddlerhood has received considerable attention in the past 20 years. The underlying theme has been that toddlers behave aggressively due to not yet being able to regulate their frustration. However, there is some evidence to suggest that early aggression can occur for other reasons. In this study, we tested the distinction between provoked and unprovoked aggression in toddlerhood, and examined whether different empathy‐rel…
Longitudinal associations between adolescents’ narcissism and friendship features depend on gender and friends’ narcissism
Youth with greater levels of narcissism face a wide array of difficulties in interactions with others. However, there exists a curious lack of research on their close relationships, such as friendships. In this study, we examined associations between narcissism and friendship features over time. Participants were 261 eighth and ninth graders (112 boys; M age at Time1 = 14.34, SD = .68; 95.4% born in Finland) who completed measures of narcissism a…
Authenticity in friendships and well‐being in adolescence
Only a handful of studies have focused on understanding how authenticity in close relationships may be related to individuals’ well‐being. In this study we examined whether authenticity in a friendship was related to greater adjustment during adolescence. Participants were 318 sixth‐ and ninth‐grade students (155 boys; M age = 13.46, SD age = 1.51). Our results show that adolescents who feel more authentic have more positive self‐views, are less …
Do securely and insecurely attached children derive well‐being from different forms of gender identity
We examined whether attachment security moderates influences of two gender identity variables—felt gender typicality and felt pressure for gender differentiation—on preadolescents' well‐being. We tested two hypotheses. The first was that attachment security protects children from the distress that can stem from feeling gender atypical or from feeling pressure for gender conformity. The second was that secure children derive well‐being from believ…
Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power
This study examined whether the degree to which bullying is normative in the classroom would moderate associations between intra- (cognitive and affective empathy, self-efficacy beliefs) and interpersonal (popularity) factors and defending behavior. Participants were 6,708 third- to fifth-grade children (49% boys; Mage = 11 years) from 383 classrooms. Multilevel modeling analyses revealed that children were more likely to defend in response to th…
Relationship specificity of aggressogenic thought–behavior processes
The purpose of this longitudinal study was to examine the relationship specificity of aggressogenic thought-behavior processes and to investigate the role of self-esteem in translating or inhibiting aggressogenic thought into aggression toward personally liked and disliked targets. Participants (186 Finnish boys and girls; 11-12 years old at Time 1) completed measures twice over a 1-year interval. We assessed children's attributions of hostility,…
Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets
The basic premise that social cognitions guide behavior (aggression) was evaluated within relationships marked by dislike. At Time 1, a disliked target was identified for each participant (195 fifth‐grade children; 109 boys; 11–12 years old at Time 1) who then responded to questions about different aggression‐supporting social cognitions with regard to the chosen target. In addition, aggression directed at the identified peer (from the disliked c…
Pre‐adolescents’ Peer‐relational Schemas and Social Goals across Relational Contexts
Current theorists stress the context‐specificity of social behaviors and social cognitions. Although researchers have started to investigate the relationship as one context that might influence social cognitions, relatively little is known about the influence of relational context on the social goals endorsed by children and adolescents. The current study tested the hypothesis that pre‐adolescents’ goals would vary between individuals as well as …
Associations Between Verbal Reasoning, Normative Beliefs About Aggression, and Different Forms of Aggression
The purpose of the present study was to examine the impact of sex, verbal reasoning, and normative beliefs on direct and indirect forms of aggression. Three scales from the Peer Estimated Conflict Behavior Questionnaire, Verbal Reasoning tests, and an extended version of Normative Beliefs About Aggression Scale were administered to 663 Estonian students (289 boys and 374 girls; 150 fifth, 264 seventh, and 249 ninth graders; ages 11–16). Self‐ and…
Hostile attributions and behavioral strategies in children
The purpose of this study was to test the hypothesis that children's hostile attributions and behavioral strategies in response to peer provocation and rebuff situations will depend on the relationship with the target peer (i.e., friend, enemy, neutral). The sample consisted of 144 fourth graders (75 boys and 69 girls; mean age=10.47 years, SD=0.55 years). The participants were randomly selected from a pool of 442 children who completed a measure…
Aggressive strategies and victimization during adolescence
The purpose of this study was twofold: (1) to analyze the frequency of physical, verbal, and indirect aggression as well as victimization across two genders and grades and (2) to assess the concordance among different informants. According to the answers provided by 257 fifth and seventh graders (mean age 11.4 and 13.5, respectively) in the Peer Estimated Conflict Behavior Questionnaire, four types of ratings were calculated: same- and opposite-g…
"I'm OK but You're Not" and Other Peer-Relational Schemas
This study examined the links among 5th and 6th graders' (279 girls and 310 boys) self- and peer perceptions, social goals, and social behavior. Social goals mediated the effects of self- and peer perceptions on 3 types of behavior: proactive aggression, prosocial behavior, and withdrawal. In addition to their main effects (self-perception predicting variance in agentic goals, peer perception being related to communal goals), self- and peer perce…
"I'm OK but You're Not" and Other Peer-Relational Schemas
This study examined the links among 5th and 6th graders' (279 girls and 310 boys) self- and peer perceptions, social goals, and social behavior. Social goals mediated the effects of self- and peer perceptions on 3 types of behavior: proactive aggression, prosocial behavior, and withdrawal. In addition to their main effects (self-perception predicting variance in agentic goals, peer perception being related to communal goals), self- and peer perce…
Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power
This study examined whether the degree to which bullying is normative in the classroom would moderate associations between intra- (cognitive and affective empathy, self-efficacy beliefs) and interpersonal (popularity) factors and defending behavior. Participants were 6,708 third- to fifth-grade children (49% boys; Mage = 11 years) from 383 classrooms. Multilevel modeling analyses revealed that children were more likely to defend in response to th…
Hostile attributions and behavioral strategies in children
The purpose of this study was to test the hypothesis that children's hostile attributions and behavioral strategies in response to peer provocation and rebuff situations will depend on the relationship with the target peer (i.e., friend, enemy, neutral). The sample consisted of 144 fourth graders (75 boys and 69 girls; mean age=10.47 years, SD=0.55 years). The participants were randomly selected from a pool of 442 children who completed a measure…
Aggressive strategies and victimization during adolescence
The purpose of this study was twofold: (1) to analyze the frequency of physical, verbal, and indirect aggression as well as victimization across two genders and grades and (2) to assess the concordance among different informants. According to the answers provided by 257 fifth and seventh graders (mean age 11.4 and 13.5, respectively) in the Peer Estimated Conflict Behavior Questionnaire, four types of ratings were calculated: same- and opposite-g…
Pre‐adolescents’ Peer‐relational Schemas and Social Goals across Relational Contexts
Current theorists stress the context‐specificity of social behaviors and social cognitions. Although researchers have started to investigate the relationship as one context that might influence social cognitions, relatively little is known about the influence of relational context on the social goals endorsed by children and adolescents. The current study tested the hypothesis that pre‐adolescents’ goals would vary between individuals as well as …
Associations Between Verbal Reasoning, Normative Beliefs About Aggression, and Different Forms of Aggression
The purpose of the present study was to examine the impact of sex, verbal reasoning, and normative beliefs on direct and indirect forms of aggression. Three scales from the Peer Estimated Conflict Behavior Questionnaire, Verbal Reasoning tests, and an extended version of Normative Beliefs About Aggression Scale were administered to 663 Estonian students (289 boys and 374 girls; 150 fifth, 264 seventh, and 249 ninth graders; ages 11–16). Self‐ and…
Authenticity in friendships and well‐being in adolescence
Only a handful of studies have focused on understanding how authenticity in close relationships may be related to individuals’ well‐being. In this study we examined whether authenticity in a friendship was related to greater adjustment during adolescence. Participants were 318 sixth‐ and ninth‐grade students (155 boys; M age = 13.46, SD age = 1.51). Our results show that adolescents who feel more authentic have more positive self‐views, are less …
Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets
The basic premise that social cognitions guide behavior (aggression) was evaluated within relationships marked by dislike. At Time 1, a disliked target was identified for each participant (195 fifth‐grade children; 109 boys; 11–12 years old at Time 1) who then responded to questions about different aggression‐supporting social cognitions with regard to the chosen target. In addition, aggression directed at the identified peer (from the disliked c…
The distinction between provoked and unprovoked aggression in toddlerhood, and associations with empathy‐related processes
Physical aggression in toddlerhood has received considerable attention in the past 20 years. The underlying theme has been that toddlers behave aggressively due to not yet being able to regulate their frustration. However, there is some evidence to suggest that early aggression can occur for other reasons. In this study, we tested the distinction between provoked and unprovoked aggression in toddlerhood, and examined whether different empathy‐rel…
Do securely and insecurely attached children derive well‐being from different forms of gender identity
We examined whether attachment security moderates influences of two gender identity variables—felt gender typicality and felt pressure for gender differentiation—on preadolescents' well‐being. We tested two hypotheses. The first was that attachment security protects children from the distress that can stem from feeling gender atypical or from feeling pressure for gender conformity. The second was that secure children derive well‐being from believ…
Relationship specificity of aggressogenic thought–behavior processes
The purpose of this longitudinal study was to examine the relationship specificity of aggressogenic thought-behavior processes and to investigate the role of self-esteem in translating or inhibiting aggressogenic thought into aggression toward personally liked and disliked targets. Participants (186 Finnish boys and girls; 11-12 years old at Time 1) completed measures twice over a 1-year interval. We assessed children's attributions of hostility,…
"I'm OK but You're Not" and Other Peer-Relational Schemas
This study examined the links among 5th and 6th graders' (279 girls and 310 boys) self- and peer perceptions, social goals, and social behavior. Social goals mediated the effects of self- and peer perceptions on 3 types of behavior: proactive aggression, prosocial behavior, and withdrawal. In addition to their main effects (self-perception predicting variance in agentic goals, peer perception being related to communal goals), self- and peer perce…
Aggressive strategies and victimization during adolescence
The purpose of this study was twofold: (1) to analyze the frequency of physical, verbal, and indirect aggression as well as victimization across two genders and grades and (2) to assess the concordance among different informants. According to the answers provided by 257 fifth and seventh graders (mean age 11.4 and 13.5, respectively) in the Peer Estimated Conflict Behavior Questionnaire, four types of ratings were calculated: same- and opposite-g…
Hostile attributions and behavioral strategies in children
The purpose of this study was to test the hypothesis that children's hostile attributions and behavioral strategies in response to peer provocation and rebuff situations will depend on the relationship with the target peer (i.e., friend, enemy, neutral). The sample consisted of 144 fourth graders (75 boys and 69 girls; mean age=10.47 years, SD=0.55 years). The participants were randomly selected from a pool of 442 children who completed a measure…
Pre‐adolescents’ Peer‐relational Schemas and Social Goals across Relational Contexts
Current theorists stress the context‐specificity of social behaviors and social cognitions. Although researchers have started to investigate the relationship as one context that might influence social cognitions, relatively little is known about the influence of relational context on the social goals endorsed by children and adolescents. The current study tested the hypothesis that pre‐adolescents’ goals would vary between individuals as well as …
Associations Between Verbal Reasoning, Normative Beliefs About Aggression, and Different Forms of Aggression
The purpose of the present study was to examine the impact of sex, verbal reasoning, and normative beliefs on direct and indirect forms of aggression. Three scales from the Peer Estimated Conflict Behavior Questionnaire, Verbal Reasoning tests, and an extended version of Normative Beliefs About Aggression Scale were administered to 663 Estonian students (289 boys and 374 girls; 150 fifth, 264 seventh, and 249 ninth graders; ages 11–16). Self‐ and…
Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets
The basic premise that social cognitions guide behavior (aggression) was evaluated within relationships marked by dislike. At Time 1, a disliked target was identified for each participant (195 fifth‐grade children; 109 boys; 11–12 years old at Time 1) who then responded to questions about different aggression‐supporting social cognitions with regard to the chosen target. In addition, aggression directed at the identified peer (from the disliked c…
Relationship specificity of aggressogenic thought–behavior processes
The purpose of this longitudinal study was to examine the relationship specificity of aggressogenic thought-behavior processes and to investigate the role of self-esteem in translating or inhibiting aggressogenic thought into aggression toward personally liked and disliked targets. Participants (186 Finnish boys and girls; 11-12 years old at Time 1) completed measures twice over a 1-year interval. We assessed children's attributions of hostility,…
Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power
This study examined whether the degree to which bullying is normative in the classroom would moderate associations between intra- (cognitive and affective empathy, self-efficacy beliefs) and interpersonal (popularity) factors and defending behavior. Participants were 6,708 third- to fifth-grade children (49% boys; Mage = 11 years) from 383 classrooms. Multilevel modeling analyses revealed that children were more likely to defend in response to th…
Do securely and insecurely attached children derive well‐being from different forms of gender identity
We examined whether attachment security moderates influences of two gender identity variables—felt gender typicality and felt pressure for gender differentiation—on preadolescents' well‐being. We tested two hypotheses. The first was that attachment security protects children from the distress that can stem from feeling gender atypical or from feeling pressure for gender conformity. The second was that secure children derive well‐being from believ…
Authenticity in friendships and well‐being in adolescence
Only a handful of studies have focused on understanding how authenticity in close relationships may be related to individuals’ well‐being. In this study we examined whether authenticity in a friendship was related to greater adjustment during adolescence. Participants were 318 sixth‐ and ninth‐grade students (155 boys; M age = 13.46, SD age = 1.51). Our results show that adolescents who feel more authentic have more positive self‐views, are less …
The distinction between provoked and unprovoked aggression in toddlerhood, and associations with empathy‐related processes
Physical aggression in toddlerhood has received considerable attention in the past 20 years. The underlying theme has been that toddlers behave aggressively due to not yet being able to regulate their frustration. However, there is some evidence to suggest that early aggression can occur for other reasons. In this study, we tested the distinction between provoked and unprovoked aggression in toddlerhood, and examined whether different empathy‐rel…
Longitudinal associations between adolescents’ narcissism and friendship features depend on gender and friends’ narcissism
Youth with greater levels of narcissism face a wide array of difficulties in interactions with others. However, there exists a curious lack of research on their close relationships, such as friendships. In this study, we examined associations between narcissism and friendship features over time. Participants were 261 eighth and ninth graders (112 boys; M age at Time1 = 14.34, SD = .68; 95.4% born in Finland) who completed measures of narcissism a…
Aggression in toddlers
Using a normative US sample of 477 mothers of 6‐ to 24‐ month‐old children, we explored the relations among toddlers’ physical aggression, child temper loss, and parent‐child conflict to gain a better understanding of how aggression develops from infancy to toddlerhood. An inventory of specific aggressive acts was subject to factor analysis to test whether the acts clustered as hypothesized. Consistent with our hypothesis, confirmatory factor ana…
Provoked and unprovoked aggression in toddlerhood
This paper re‐examined the factor structure of a recently developed parent report of aggression, the Provoked and Unprovoked Aggression Questionnaire, and evaluated measurement invariance and latent mean differences across gender, age, and time. Participants were 333 mothers of toddlers (younger age group: n = 167, 53.9% boys, M age Time 1 = 18.30 months, SD = 0.45; older age group: n = 166, 48.8% boys, M age Time 1 = 24.29 months, SD = 0.38) who…
The interplay between popularity and aggression in adolescence
There is accumulating longitudinal evidence that popularity predicts relative increases in adolescents' aggression. Yet, we know very little about the conditions that motivate popular youth to engage in coercive behaviors. In this study, we evaluated whether popular adolescents would show elevated levels of aggression over time when they felt powerless and had low prestige (respect and admiration) among their peers. In addition, we examined wheth…
Developmental psychology (15 works) · Psychology (15 works) · Bullying, Victimization, and Aggression (12 works) · Child and Adolescent Psychosocial and Emotional Development (12 works) · Social Psychology (12 works) · Social Psychology (12 works) · Aggression (9 works) · Cognition (6 works) · Attachment and Relationship Dynamics (5 works) · Clinical Psychology (5 works)