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Using a between-participants experimental paradigm, the present study investigated U.S. adolescent boys’ (n = 96) and college men’s (n = 194) attitudes toward media images of male athletes as well as their thoughts about the athletes. Participants viewed either sexualized (i.e., skin exposed, sexual pose) or performance (i.e., in uniform and in action poses on the field/court) images of male athletes. They then rated the athletes’ competence, esteem, and sexual appeal and completed a writing task about their reactions to the images. Male viewers rated the sexualized athletes lower in competence and esteem and higher in sexual appeal compared to the performance athletes. These results have implications for advocacy efforts calling for less sexualization in today’s media environment.

Princess culture is criticized for contributing to gender stereotypes and poor body esteem, however, there is little longitudinal research examining these claims. This study examines associations between engagement with princess culture during early childhood and gender stereotypes, body esteem, and adherence to hegemonic masculinity in early adolescence. Participants included 307 children (51% female, Mage = 4.83 years, 87% White) who completed questionnaires at two time points, 5 years apart. The results indicated that early engagement with princess culture was not associated with later adherence to female gender stereotypes. However, princess engagement was associated with lower adherence to norms of hegemonic masculinity and higher body esteem. Socioeconomic status and gender moderated the results. Effect sizes were small to moderate. The changing nature of Disney princesses is discussed in the context of gender development across childhood.

The goal of the current study was to replicate and extend prior research on the impact of media images of athletes on women and men. We used an experimental design to investigate the effects of viewing sexualized or performance images of athletes on viewers’ self-objectification and physicality, as well as to explore moderators of these relationships. Participants (227 women, 193 men U.S. undergraduates) viewed either performance images or sexualized images of the same athletes, and then they completed measures of self-objectification, engagement with professional athletes, and self-reported participation in conversations with peers focused on appearance. For both men and women, viewing sexualized images increased self-objectification, whereas viewing performance images increased physicality self-descriptors. For women only, reporting peer appearance conversations increased their self-objectification but only after viewing sexualized images. These results highlight the potentially negative effects of sexualized media on both men and women, and they suggest that the prevalence of these images in popular media are problematic.

This study examined level of engagement with Disney Princess media/products as it relates to gender-stereotypical behavior, body esteem (i.e. body image), and prosocial behavior during early childhood. Participants consisted of 198 children (Mage = 58 months), who were tested at two time points (approximately 1 year apart). Data consisted of parent and teacher reports, and child observations in a toy preference task. Longitudinal results revealed that Disney Princess engagement was associated with more female gender-stereotypical behavior 1 year later, even after controlling for initial levels of gender-stereotypical behavior. Parental mediation strengthened associations between princess engagement and adherence to female gender-stereotypical behavior for both girls and boys, and for body esteem and prosocial behavior for boys only.

The majority of the existing research on media aggression has focused on media violence and its effects on physical aggression. However, more recently, scholars have focused their attention on other forms of aggression in the media, such as relational aggression, and its effects on viewer attitudes and behaviors. This chapter reviews the existing theory and research on the portrayal of relational aggression in the media; how exposure to such portrayals is related to subsequent aggressive behaviors across childhood, adolescence, and emerging adulthood; and potential moderators and mediators of effects. We conclude with specific recommendations for future research, particularly as it relates to theory building and public policy.

Understanding the family dynamic surrounding media use is crucial to our understanding of media effects, policy development, and the targeting of individuals and families for interventions to benefit child health and development. The Families, Parenting, and Media Workgroup reviewed the relevant research from the past few decades. We find that child characteristics, the parent-child relationship, parental mediation practices, and parents’ own use of media all can influence children’s media use, their attitudes regarding media, and the effects of media on children. However, gaps remain. First, more research is needed on best practices of parental mediation for both traditional and new media. Ideally, this research will involve large-scale, longitudinal studies that manage children from infancy to adulthood. Second, we need to better understand the relationship between parent media use and child media use and specifically how media may interfere with or strengthen parent-child relationships. Finally, longitudinal research on how developmental processes and individual child characteristics influence the intersection between media and family life is needed. The majority of children’s media use takes place within a wider family dynamic. An understanding of this dynamic is crucial to understanding child media use as a whole.

Although content analyses have found that superhero programs in the media portray strong gender stereotypes of masculinity, little research has examined the effects of viewing such programs. In the current study, 134 mothers of preschool children (from the Western and Northwestern United States) reported their child’s superhero exposure in the media, male-stereotyped play, weapon play, and parental active mediation of the media at two time points (1 year apart). Results revealed that boys viewed superhero programs more frequently than girls, with nearly a quarter of boys viewing superhero programs at least weekly. Analyses revealed that superhero exposure was related to higher levels of male-stereotyped play for boys and higher levels of weapon play for both boys and girls from Time 1 to Time 2, even after controlling for initial levels. Parental active mediation did not negate these effects, and even served to strengthen one finding for girls. Specifically, among girls with high superhero exposure, weapon play was highest for girls who received frequent active mediation. Implications of the results are discussed with a focus on whether such programs are developmentally appropriate for preschool children.

Research indicates that relationally aggressive media exposure is positively associated with relational aggression in children. Theories of media effects suggest that these associations may be mediated by aggressive cognitions. Although parental mediation can attenuate the effects of violent media, it is unknown whether there are similar benefits of parental mediation of relationally aggressive media. The current study examined concurrent and longitudinal associations between relationally aggressive television and movie exposure and normative beliefs about relational aggression and whether parental mediation moderates these associations. Participants were 103 children (50% female) in grades 3 - 6 and their parents. The following year, 48 children (52% female) were again assessed. Relationally aggressive media exposure predicted concurrent relational aggression norms, even after controlling for physically aggressive media exposure and physical aggression norms. Relationally aggressive television and movie exposure predicted greater subsequent approval of relational aggression only among children whose parents engaged in low levels of active mediation.Key Words: normative beliefs, parental active mediation, relationally aggressive media.In recent years there has been increased interest in the negative effects of relational aggression in the media on viewers. Relational aggression refers to behaviors that inflict harm through the manipulation of relationships. This form of aggression is distinct from physical aggression and includes behaviors such as spreading rumors, social exclusion, and threats to withdraw love or friendship (Crick & Grotpeter, 1995). Existing content analyses indicate that relational aggression and the related behaviors of indirect and social aggression are prevalent in television programming and movies and are often presented in ways that facilitate learning of relationally aggressive behaviors and beliefs supportive of this subtype of aggression (Coyne & Archer, 2004; Linder & Gentile, 2009; Linder & Lyle, 201 1). In addition, correlational and experimental studies provide evidence of links between relationally aggressive media exposure and relationally aggressive behavior among children, adolescents, and adults and show that the effects of relationally aggressive media exposure differ from those of violent media exposure (Coyne & Archer, 2005; Coyne, Archer, & Eslea, 2004; Coyne et al., 2008, 201 1 ; Linder & Gentile, 2009). Less is known about the effects of relationally aggressive media exposure on aggressive cognitions, which may be an important mediator of media effects on aggression. The first goal of this study was to examine concurrent and longitudinal associations between relationally aggressive media exposure and children's normative beliefs about relational aggression. Additionally, there is a need for research that investigates ways to mitigate the negative effects of relationally aggressive media exposure. Therefore the second goal of the study was to investigate if active parental mediation of media, as indicated by discussion of media content, moderates these associations.Prevalence and Effects of Relational Aggression in Television and MoviesRecent content analyses indicate that depictions of relational aggression are prevalent on television in a variety of genres (Coyne & Archer, 2004; Coyne, Robinson, & Nelson, 2010; Linder & Gentile, 2009). Although less is known about the prevalence of relational aggression in movies, Coyne and Whitehead (2008) found that relational aggression occurs in animated Disney films at rates similar to those found on television. Televised relational aggression is likely to be portrayed as justified, rewarded, and used by attractive characters (Coyne & Archer, 2004; Linder & Lyle, 2011), which social learning theories suggest increases the likelihood that exposure will result in increased viewer aggression (Bandura, 1965, 1986; Berkowitz & Powers, 1979; Hogben, 1998; Wilson et al. …

This study had two goals: first, to examine the validity of the television rating system for assessing aggression in programs popular among girls; second, to evaluate the importance of inclusion of non-physical forms of aggression in the ratings system by examining associations between television aggression exposure and behavior. Ninety-nine fifth grade girls listed their favorite programs; 76 programs were coded for total, rewarded, and justified indirect, verbal, and physical aggression. Teachers reported participants' aggressive and prosocial behaviors. Results indicated that the age-based ratings do not reflect the amount of total indirect and verbal aggression in programs, and there were higher levels of physical aggression and justified verbal aggression in children's programs than in programs for general audiences, contrary to hypotheses. The industry violent content ratings identified programs with higher mean levels of physical aggression, but did not distinguish programs that contained violence from those that did not. Exposure to televised physical aggression, verbal aggression, and rewarded indirect aggression was associated with higher child aggression and decreased prosocial behavior. Implications for the validity of the industry ratings are discussed.

Violence between romantic partners is widespread, but developmental precursors of perpetration and victimization are little understood. Among participants followed from birth to 23 years of age, familial and extrafamilial childhood and adolescent relationships were examined in connection with couple violence in early adulthood. Predictors included early childhood physical abuse and witnessing of parental partner violence, features of parent-child interactions at the age of 13 years, and close friendship quality at the age of 16 years. Controlling for early familial violence, intrusive or overly familiar behavior in videotaped parent-child collaborations at 13 years of age consistently predicted violence perpetration and victimization in early adulthood. Friendship quality at the age of 16 years contributed over and above familial predictors. Understanding the role of both familial and extrafamilial close relationship precursors may lead to effective strategies for ameliorating the problem of romantic partner violence.

Video games have become one of the favorite activities of American children. A growing body of research is linking violent video game play to aggressive cognitions, attitudes, and behaviors. The first goal of this study was to document the video games habits of adolescents and the level of parental monitoring of adolescent video game use. The second goal was to examine associations among violent video game exposure, hostility, arguments with teachers, school grades, and physical fights. In addition, path analyses were conducted to test mediational pathways from video game habits to outcomes. Six hundred and seven 8th- and 9th-grade students from four schools participated. Adolescents who expose themselves to greater amounts of video game violence were more hostile, reported getting into arguments with teachers more frequently, were more likely to be involved in physical fights, and performed more poorly in school. Mediational pathways were found such that hostility mediated the relationship between violent video game exposure and outcomes. Results are interpreted within and support the framework of the General Aggression Model.

This study had three goals: (a) To investigate gender differences in relational aggression and victimization within young adults' romantic relationships, (b) to investigate associations between romantic relational aggression and victimization and perceptions of romantic relationship quality, and (c) to explore parent and peer predictors of romantic relational aggression and victimization. College students (70 females and 34 males) completed self-reports of romantic relational aggression and victimization, and parent, peer, and romantic relationship quality. Men and women reported equal levels of romantic relational aggression, and men reported higher levels of victimization than women. Aggression and victimization were positively correlated with negative romantic relationship qualities and negatively correlated with positive relationship qualities. Regression analyses indicated that both romantic relational victimization and romantic relational aggression explained variance in romantic relationship quality. There were several significant associations between parent and peer relationship quality and romantic relational aggression and victimization, which suggest that poor relationships with parents and peers may play a role in the development and maintenance of these behaviors.

Past research has shown activation of aggressive cognitions in memory after media violence exposure, but has not examined priming effects of viewing relational aggression in the media. In the current study, 250 women viewed a video clip depicting physical aggression, relational aggression, or no aggression. Subsequent activation of physical and relational aggression cognitions was measured using an emotional Stroop task. Results indicated priming of relational aggression cognitions after viewing the relationally aggressive video clip, and activation of both physical and relational aggression cognitions after viewing the physically aggressive video clip. Results are discussed within the framework of the General Aggression Model.

Past research has shown activation of aggressive cognitions in memory after media violence exposure, but has not examined priming effects of viewing relational aggression in the media. In the current study, 250 women viewed a video clip depicting physical aggression, relational aggression, or no aggression. Subsequent activation of physical and relational aggression cognitions was measured using an emotional Stroop task. Results indicated priming of relational aggression cognitions after viewing the relationally aggressive video clip, and activation of both physical and relational aggression cognitions after viewing the physically aggressive video clip. Results are discussed within the framework of the General Aggression Model.