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.