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HPQ0010.1177/1359105314523303Journal of Health PsychologyBarbero et al.

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Journal of Health Psychology

Influence of attitudes, impulsivity,

2016, Vol. 21(1) 122131
The Author(s) 2014
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DOI: 10.1177/1359105314523303
externalizing behavior hpq.sagepub.com

Jos A Jimnez-Barbero, Jos A Ruiz-Hernndez,

Bartolom Llor-Esteban and Kathrin Waschgler

Abstract
Diverse works have associated externalizing problem behavior with impulsivity, parental styles, and attitudes
toward violence. The aim of this study is to analyze the association between these variables and externalizing
behavior. A cross-sectional correlational design was used with a sample of 252 adolescents, aged between
12 and 15 years, from the general population. The results obtained indicate a significant association of
externalization with high impulsivity, ingrained attitudes toward violence, and inconsistent parental styles,
as well as gender and age differences. These results are discussed in relation with the influence of gender
stereotypes and their implications in the development of attitudes toward violence.

Keywords
adolescence, attitudes, externalization, impulsivity, parental styles

Introduction
Externalizing behavior problems include clearly
maladaptive behaviors such as aggressiveness,
psychomotor agitation, disobedience, and delin-
quent behavior (Achenbach and Edelbrock,
1984), which are very relevant because of the
short- and long-term consequences, both for the
youths involved and for society in general
(Abada etal., 2008). There is a growing body of
research indicating that this kind of problem
behavior is very common, affecting one out of
every five children (Carter etal., 2010).
Problem behavior has great impact on school
setting, where it is related to episodes of peer
violence (Arseneault etal., 2006). In fact, there
is evidence that exposure to this kind of experi-
ence can produce the onset of (a) emotional and
psychosomatic problems (Gini and Pozzoli,
2009); (b) low self-esteem, depression, and
suicidal ideation (Evans etal., 2004); or (c)
antisocial behaviors, such as delinquent behav-
iors or drug abuse, which in turn cause legal,
economic, and social problems (Jimnez
Barbero etal., 2012).
Impulsivity has been identified as a main pre-
dictor of externalizing behavior (Barratt, 1985;
Olson etal., 1999). Eysenck (1993) defined it as
the tendency to act irreflexively without consid-
ering the consequences, and he related it to
inhibitory deficits. It has recently been reported
University of Murcia, Spain
Corresponding author:
Jos A Jimnez-Barbero, Faculty of Psychology, University
of Murcia, Espinardo, CP 30100, Murcia, Spain.
Email: barbero49@hotmail.com

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Barbero et al. 123
that both functional and dysfunctional impulsiv-
ity facilitate aggressive behavior, but dysfunc-
tional impulsivity predisposes individuals to
mistrust others and to feelings of anger, foster-
ing the expression of aggressive behaviors
(Vigil-Colet and Codorniu-Raga, 2004).
However, some studies have indicated that
impulsivity should be conceived as a multidi-
mensional construct, made up of diverse facets
that could be differentially related to violent
behavior (Whiteside etal., 2005; Whiteside and
Lynam, 2001).
Impulsivity has been associated with the mas-
culine gender (Chapple and Johnson, 2007;
Rutter etal., 1998), which in turn is related to
gender differences in the onset of externalizing
behaviors found in other studies (Blint etal.,
2009; Beauchaine etal., 2008; Jackson and King,
2004; Kjelsberg and Friestad, 2009). Some
authors have indicated that the existence of neu-
roendocrine differences in the sexes justifies a
higher level of externalization in males (Shirtcliff
etal., 2005), whereas other works have sup-
ported the influence of family socialization and
parental styles in this phenomenon (Eisenberg
etal., 2001; Maccoby and Martin, 1983).
Cognitivesocial theory (Bandura, 2001) has
had great impact in the past few decades. This
theory postulates that diverse variables inter-
vene in the learning of externalizing behavior
patterns: environment, personality, and the psy-
chological maturation process must converge to
form memory structures and processes that, in
turn, influence cognitive strategies used in vari-
ous social situations (Bandura, 2006; Clemente
etal., 2009; Contreras etal., 2011; Crick and
Dodge, 1994). According to this model, indi-
viduals choose certain strategies as a function of
their capacity, self-efficacy, expectations of suc-
cess, or internal norms, such as attitudes and
moral values (Bandura, 2001). Some works
have found evidence of an association between
violent behavior and tolerant attitudes toward
violence (Jimnez Barbero etal., 2012;
Josephson and Proulx, 2008), and it has been
reported that the modification of youngsters
attitudes could reduce the risk of such behaviors
(Hanish and Guerra, 2002; Zun etal., 2004).
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From this cognitivesocial approach, it is
notable that many child socialization theories
have proposed a close relation between parental
styles and the onset of externalizing behavior
(Brand etal., 2009; Darling and Steinberg, 1993;
Rothbaum and Weisz, 1994; Windlin and
Kuntsche, 2011). The traditional typology of
parental styles elaborated by Baumrind (1991)
presents four patterns as a function of affect and
control: (a) authoritative, with high levels of
affect and control; (b) authoritarian, with high
control and low affect; (c) permissive, with high
affect and low control; and (d) negligent, with
low control and low affect. It has been reported
that parental style directly influences school vio-
lence. In general, authoritarian parental styles,
based on coercion and harshness, have been
related to poor cognitive reasoning, which is
associated with expressions of aggressive
behavior (Dodge and Crick, 1990). In fact,
recent studies report that an authoritarian mater-
nal style and exposure to violence are usually
associated with this kind of behavior (Mitchell
etal., 2009; Santana Paiva, Rocha Bastos and
Mota Ronzani, 2012). However, although most
authors relate problem behavior to authoritarian
styles, significant relations have also been found
with inconsistent parental styles (Dwairy, 2008).
The literature reviewed has shown that
externalizing behavior is mainly associated
with impulsivity, although parental styles and
attitudes toward violence could have a modulat-
ing effect on these behaviors. Hence, this work
proposes the following goals: (a) to study the
degree of association of externalizing behavior
problems with the above-mentioned predictors,
(b) to determine the existence of gender differ-
ences in externalizing behavior problems, and
(c) to analyze the variables associated with
externalizing behavior from two dimensions:
problem behavior and verbal aggressiveness.
Method
Participants
The study comprised students aged between 12
and 15 years. Adolescents who presented special
124 Journal of Health Psychology 21(1)

educational needs or who were in psychological Table 1. Sociodemographic variables.

or psychiatric treatment were excluded from the
Variables n (%)
study. Participants who did not pass a sincerity
questionnaire included in the instrument were Age (years)
also ruled out of the study. Out of 268 poten- 1213 118 (46.82)
tially eligible students, 16 were eliminated due 1415 134 (53.17)
to diverse exclusion criteria, so the final sample Gender
comprised 252 participants: 130 boys (51.58%) Boys 130 (51.6)
and 122 girls (48.41%), with ages between 12 Girls 122 (48.4)
and 15 years. The mean and median ages of the Fathers educational level
adolescents were 13.54 and 14 years, respec- No studies 9 (3.57)
Elementary studies 63 (25)
tively (standard deviation (SD) = .85 years).
Middle studies 80 (31.74)
Table 1 shows that among the fathers, there was
University studies 100 (39.68)
a predominance of those who had university and
Mothers educational level
middle studies (39.68% and 31.74%, respec-
No studies 10 (3.96)
tively), whereas among the mothers, those who Elementary studies 66 (26.19)
had completed university studies predominated Middle studies 53 (21)
(48.8%). Most of the children lived with both University studies 123 (48.8)
parents (84.12%). With whom do you live?
I live with my father and my 212 (84.12)
mother
Procedure and design
I live with my mother 32 (12.69)
We used a cross-sectional design with a sample I live with my father 4 (1.58)
of nonclinical adolescents from a secondary I dont live with my parents 4 (1.58)
education institute, assessed during the 2010
2011 school term, within the framework of a
research project financed by the regional gov- four categories: (a) I live with both my parents,
ernment. We selected this school because it was (b) I live with my mother, (c) I live with my
in a neighborhood with a population of similar father, or (d) I dont live with my parents. Par-
sociodemographic characteristics to those of ents educational level was categorized as (a)
the rest of the urban population of that area. The no studies, (b) elementary studies, (c) middle
protocol employed includes a questionnaire studies, and (d) university studies.
made up of 201 items, which was completed by
adolescents sampled, and which requires about Externalization. We used the Youth Self-Report
35 minutes in most cases. This instrument col- (YSR; Achenbach, 1991), a self-administered
lected the sociodemographic variables (age, questionnaire designed to obtain information
sex, parents educational level, and family directly from children and adolescents between
structure), as well as the variables of the study. 11 and 18 years about diverse competences and
The project was approved by the Ethics and behavior problems. It has two parts: the first
Clinical Research Committee of the University part assesses sports, academic, and social com-
Hospital Virgen de la Arrixaca (Murcia, Spain). petences; and the second part is made up of 112
items that assess prosocial behaviors and behav-
ior problems.
Measures For this study, we used the items that meas-
Sociodemographic variables.This included age, ure the factors verbal aggressiveness and behav-
gender, family co-existence, and parents edu- ior problems, due to their greater internal
cational level. Age was categorized into two consistency, according to validation studies in
groups: I (12 and 13 years) and II (14 and 15 Spanish with this instrument (Lemos Girldez
years). Family co-existence was divided into etal., 2002).

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Barbero et al. 125
Impulsivity. We used the Impulsivity Scale (Bar-
ratt, 1985), in its validated Spanish version
(Luengo etal., 1991), which has levels of inter-
nal consistency of about .90. The motor sub-
scale of this instrument was used because we
considered it the most appropriate for the pur-
poses of the study.
Attitudes toward violence.The Cuestionario de
Actitud Hacia la Violencia (CAHV-25; in Eng-
lish, the Questionnaire of Attitudes toward Vio-
lence; Ruiz Hernndez etal., 2009) was used.
This instrument has four factors: violence as a
form of fun (7 items, Cronbachs = .78), vio-
lence to improve self-esteem (5 items, Cron-
bachs = .78), violence to cope with problems
and social relations (6 items, Cronbachs =
.68), and violence perceived as legitimate (7
items, Cronbachs = .72). The level of total
internal consistency of the instrument was .90.
Parental style. To study this variable, the adoles-
cents completed the Cuestionario sobre Estilos
Disciplinarios de los Padres (in English, the
Questionnaire of Parents Disciplinary Styles),
elaborated and validated by Torrente Hernn-
dez and Vazsonyi (2008). This self-adminis-
tered instrument is made up of 52 items, which
classify educational styles as inductive, authori-
tarian, permissive, and over-protective, based
on the educational patterns described by Baum-
rind (1991). The reliability analyses of the
questionnaire has provided Cronbachs alpha
values of = .77 for paternal styles and = .69
for maternal styles.
Sincerity. Due to the problems of sincerity usu-
ally present in adolescents self-reports, two
control methods were included in the instru-
ment: the sincerity subscale included in the
Cuestionario de Auto-Control Infantil y Adoles-
cente (CACIA; in English, the Children and
Adolescent Self-Control Questionnaire; Capa-
fons and Silva, 1998), which was considered
appropriate because it is short (only 14 items),
simple, and easy to understand; and one self-
reported sincerity question (How would you
rate your sincerity?).
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Data analyses
Students t-test was performed to examine the
sociodemographic variables. To examine the
psychosocial variables, we performed Pearson
correlation analysis and, in order to determine a
predictive model of externalizing behavior,
stepwise multiple linear regression analysis was
used with the variables previously identified as
relevant. The results of the regression analysis
were subjected to a cross-validation, confirm-
ing its stability. The level of significance was
defined for values of p < .05.
Results
Significant differences as a function of adoles-
cents age and gender were obtained. In the
case of age, the mean scores in attitudes toward
violence were higher in the group of 14- to
15-year-old children (p < .001). Significant
differences by age were also found in the per-
missive maternal parental style, which obtained
a higher score among the 12- to 13-year-old
children (t(241) = 2.237, p = .026). With
regard to the dependent variable externalizing
behavior, were obtained age differences in the
factor verbal aggressiveness, in which the 14-
to 15-year-old children scored higher (t(241) =
2.476, p = .014).
Gender differences in the variable impulsiv-
ity were found, with higher scores among the
girls (t(250) = 2.31, p = .022). In the depend-
ent variable externalizing behavior, the boys
obtained significantly higher scores in the fac-
tor behavior problems, (t(250) = 2.948, p =
.004), whereas the girls scored higher in verbal
aggressiveness (t(250) = 2.043, p = .042).
As seen in Table 2, there were significant
correlations between verbal aggressiveness and
all the factors of the variable attitudes toward
violence, range from .460 to .497 (p < .01), as
well as with the variable impulsivity (r = .625,
p = .000). Verbal aggressiveness also correlated
positively with the authoritarian, permissive,
and over-protective maternal (range = .199
.482, p < .01) and paternal parental styles (range
= .139.343, p < .05).
126 Journal of Health Psychology 21(1)

Moreover, behavior problems correlated sig-

Over-protective
Table 2. Pearson correlations among the factors of the dependent variable, externalizing behavior, and the predictor variables attitudes toward violence, nificantly with all the factors of attitudes toward
violence (range = .555.601, p < .01), and

.139*
impulsivity (r = .570, p = .000). With regard to

.092
parental styles, behavior problems correlated
Permissive
negatively with maternal (r = .226, p = .001)

.283**
and paternal (r = .187, p = .009) inductive
.165* styles, and positively with maternal (r = .583,
Paternal educational styles

p = .000) and paternal (r = .359, p = .000)

Authoritarian

authoritarian styles, and with maternal (r =.273,

.343**

.359**

p = .000) and paternal (r = .283, p = .000) per-

missive styles.
Inductive

In the analysis, the variables that were rele-

.187**
.119

vant after performing the bivariate correlational

analyses were included. The regression model
Over-protective

provides the following results for each one of

the factors of the variable externalizing behav-
.213**

ior, adjusted by gender.

.044
Permissive

Verbal aggressiveness
.199**

.273**

In male children, verbal aggressiveness was

Maternal educational styles

associated with impulsivity ( = .403, p =

Authoritarian

.000) and with attitudes toward violence as a

way to improve self-esteem ( = .308, p =
.482**

.583**

.000). The goodness of fit of the model (cor-

rected determination coefficient) was adjusted,
Inductive

.226**

R2 = .365, p = .000.
.113

In contrast, verbal aggressiveness in females

was associated with impulsivity ( = .554, p =
Legitimate

.000) and with attitudes toward violence as a

.485**

.555**

form of social skill ( = .334, p = .000), although

in this case, the goodness of fit was higher
Social skills

(adjusted R2 = .500, p = .000).

.489**

.563**
Attitudes toward violence

Behavior problems
Self-esteem

.460**

.573**

The regression model of the boys explains 57.5

impulsivity, and educational styles.

percent of the variance (adjusted R2 = .575, p =

.497**

.601**

.000), and indicates that behavior problems are

Fun

associated with impulsivity ( = .334, p = .000),

attitudes toward violence as a form of social
Impulsivity

skill ( = .329, p = .000), and authoritarian

.625**

.570**

maternal ( = .423, p = .000) and paternal ( =

*p < .05. **p < .001.

.231, p = .002) parental styles. Similar results

aggressiveness
Externalizing

were obtained in girls (adjusted R2 = .568, p =

problems
Behavior
behavior

.000), although in this case, the variables that

Verbal

best fit the regression model were attitudes

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Barbero et al. 127
toward violence as a form of fun ( = .447, p =
.000), impulsivity ( = .296, p = .000), and per-
missive paternal ( = .179, p = .004) and author-
itarian maternal styles ( = .177, p = .013; see
Table 3).
Discussion
This study provides evidence of the importance
of impulsivity in the diverse types of adoles-
cents externalizing behavior, which is consist-
ent with prior research that concludes that
impulsivity foments peoples aggressive reac-
tions, especially anger when dealing with events
that are perceived as stressful (Eisenberg etal.,
2004). Thus, intervention on this dimension is
essential to address externalizing behavior
problems, implying an approach focused on
enhancing parents skills and improving adoles-
cents social skills, and even psychopharmaco-
logical treatment (Turgay, 2005). However, we
found gender differences, both in parental styles
and in attitudes toward violence, in the diverse
types of externalizing behavior assessed.
First, the results relate verbal aggressiveness
to impulsivity and to attitudes toward violence.
In the case of the boys, greater influence of atti-
tudes oriented to promoting self-esteem was
observed. However, among the girls, this type
of behaviors seems to be associated with atti-
tudes toward violence as a way to cope with
problems and social relations. These differ-
ences in attitudes could be related to the effect
of traditional gender stereotypes, transmitted
through primary and secondary socialization
processes, in which aggressive behavior is iden-
tified with domination of others in the case of
boys (Cowie, 2000), and the use of indirect vio-
lence as a response to situational pressure in the
case of girls (Olweus, 2005).
Second, externalization manifested as
behavior problems appears in males with a
high level of impulsivity, who use violence as a
way to solve problems and who have received
an authoritarian style from their mothers. With
regard to this result, Tolan (2007) found that
the use of coercive parental styles is usually
associated with violence in the family sphere.
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Continued exposure to violent patterns could
act as a kind of social modeling, favoring
greater predisposition to use violence to resolve
conflicts. However, our results also indicate
that the paternal authoritarian style has an
inhibitory effect on this type of behaviors.
Apparently, boys show a tendency to rebel
against maternal authority, whereas, in contrast,
they accept the authoritarian educational cus-
toms of the father. This phenomenon could be
related to fathers lesser involvement in their
adolescent childrens socialization: the fact that
it is the mother who habitually sets limits on her
childrens behavior, with the fathers intervening
only occasionally, could make adolescents tend
to assign more value to paternal disciplinary
acts, to the detriment of the maternal ones. To
this is added the effect of the above-mentioned
gender stereotype, which would induce boys
rejection of maternal authoritarian acts.
In girls, this type of externalization is related
to a higher level of impulsivity, attitudes toward
violence as a form of fun, and inconsistent inter-
parental styles. In this sense, the constant recep-
tion of contradictory, permissive, or indulgent
messages from the father and coercive or author-
itarian messages from the mother could decrease
girls ability to discern the difference between
what is or is not socially acceptable. This could
reduce their empathic capacity toward their
peers and favor the tendency to minimize the
negative effects of violence, which is accepted
as just another way of having fun.
In general, the models suggested by the
results obtained could be understood from the
perspective of gender stereotypes and their
effect on adolescents attitudes, and family
socialization, which assigns an active, intrepid,
resolute role to males, and a prudent and discrete
role to females (Young and Sweeting, 2004).
Likewise, our results are in line with other works
that relate aggressive behaviors to the maternal
authoritarian style (Mitchell etal., 2009) and
that underline the role of inconsistent educa-
tional styles in the development of behavior
problems. The presence of ingrained attitudes
toward violence would contribute to the adoles-
cents developing externalizing behaviors that
 128

Table 3. Multiple linear regression model for the factors of externalizing behavior: verbal aggressiveness and behavior problems.

Factors of externalizing Sex Predictor variablesa Regression coefficients Goodness of fit Regression
behavior ANOVA

B S t p R R2 Se F p
Verbal aggressiveness Boys Constant .253 .304 .831 .407 .612 .365 .71034 38.032 .000
Impulsivity .813 .161 .403 5.063 .000
Violenceself-esteem .341 .088 .308 3.875 .000
Girls Constant .160 .272 .589 .557 .713 .500 .63073 61.449 .000
Impulsivity .945 .113 .554 8.352 .000
Violencesocial skills .443 .088 .334 5.047 .000
Behavior Problems Boys Constant .643 .255 2.518 .013 .767 .575 .48875 44.651 .000
Impulsivity .568 .117 .334 4.834 .000
Violencesocial skills .303 .061 .329 4.941 .000
Authoritarianmaternal .619 .119 .423 5.187 .000
Authoritarianpaternal .349 .112 .231 3.109 .002
Girls Constant .710 .217 3.279 .001 .763 .568 .34793 40.851 .000
Violencefun .300 .045 .447 6.673 .000

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Impulsivity .300 .070 .296 4.288 .000
Permissivepaternal .185 .063 .179 2.936 .004
Authoritarianmaternal .195 .077 .177 2.525 .013

ANOVA: analysis of variance; B = nonstandardized regression coefficient; S = standard error; = standardized regression coefficient; R = multiple correlation coefficient; R2 =
determination coefficient; Se = standard estimation error.
aStepwise method was used.
Journal of Health Psychology 21(1)
Barbero et al. 129
could appear impulsively, when adolescents are
incapable of anticipating the possible conse-
quences of their acts, or intentionally, when,
after appraising the consequences, they consider
them acceptable (Dodge and Petit, 2003).
However, this study has some limitations
that should be considered. First, although the
sample size is suitable, it was not possible to
perform probabilistic sampling. To minimize
this limitation, a public school located in a
neighborhood with sociodemographic and eco-
nomic characteristics similar to those of the rest
of the urban population was selected.
Another limitation concerns the use of self-
report questionnaires in adolescents whose
information may not be reliable (Kamphaus and
Frick, 1996). Therefore, we used a sincerity
questionnaire, as indicated in the corresponding
section.
A noteworthy fact is that girls obtained the
highest scores in impulsivity, which contradicts
the literature (Chapple and Johnson, 2007;
Eysenck, 1993; Olson etal., 1999). Although
this result might be related to gender differ-
ences in parenting styles, which is consistent
with a study showing the importance of the
family in impulsive behavior (Paaver etal.,
2008), these data should be treated with caution
until they are contrasted in multicenter studies
with a larger sample size.
Finally, in view of the relations found
between gender and parental style, we think it
would be interesting to develop studies aimed at
analyzing the differences in the educational pat-
terns practiced by parents as a function of their
childrens gender, and the implications in the
development of attitudes toward violence. The
methodology employed in this work does not
allow us to establish causal relations among the
variables, so this analysis should be carried out
by means of other methodological designs, like
randomized clinical trials.
Funding
This research received no specific grant from any
funding agency in the public, commercial, or not-for-
profit sectors.
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