RESPONSE EVALUATION PROCESSES IN VICTIM CHILDREN

Using Dodge's (1986) model of social information processing, evaluations of alternative responses to provocations were examined in 48 third through sixth graders on three dimensions: global evaluations, expected outcomes, and perceived self-efficacy. Several hypotheses were generated for each dimension in relation to four competent and incompetent response types. To test the hypotheses, children were first classified as to their victim status and aggression status, and were then given a series of short provocation scenarios and questions designed to measure their evaluations of specified response alternatives. The results provided some support for the proposition that victim children may evaluate certain responses differently from nonvictims. It was suggested that future research may reveal further victim-nonvictim differences by use of more personalized and affectively intense provocation situations.