(PS3-71) Gender Differences in Aggression: Implications for Early Behavioral Interventions in Interactive Learning Environments

Abstract Text: Aggression in early childhood predicts emotional dysregulation, peer difficulties, and mental health concerns, highlighting the need for early interventions. While research on aggression typically examines structured school or clinical settings, less is known about how aggression manifests in unstructured, high-stimulation learning environments, such as interactive science museums. These settings provide naturalistic conditions where social modeling and reinforcement may influence aggressive behaviors in real time. Given the rise in school aggression and social-emotional challenges, understanding aggression in these environments is essential for developing effective, early interventions. This study applies Social Learning Theory (Bandura, 1977) and Cognitive-Behavioral Models of Aggression to examine gender differences in verbal and physical aggression in interactive educational settings. A between-subjects observational study was conducted at the California Science Center with 80 children (40 boys, 40 girls) from diverse socioeconomic backgrounds, who were observed engaging with hands-on exhibits. Aggressive behaviors were coded using a validated three-point scale (0 = no aggression, 1 = verbal aggression, 2 = verbal + physical aggression). Independent samples t-tests assessed gender differences in aggression intensity, with high inter-rater reliability (ICC = .978). The results revealed that boys exhibited significantly higher aggression intensity than girls (M = 0.85 vs. M = 0.45, p = .015, d = 0.809), primarily due to higher rates of physical aggression. Verbal aggression, however, occurred equally across genders, suggesting that gender differences are related to how aggression is expressed rather than its occurrence. These findings suggest that boys may be more prone to physical expressions of aggression in interactive learning environments, while both genders display verbal aggression at similar frequencies. Findings underscore the need for structured interventions in high-stimulation, interactive learning settings, where unstructured play may unintentionally reinforce aggression. Early interventions should integrate cognitive-behavioral strategies that target both verbal and physical aggression. CBT-based aggression regulation programs, including emotion regulation, impulse control, and self-monitoring techniques, can help children develop adaptive coping mechanisms. Teacher-led social-emotional learning (SEL) interventions can reinforce prosocial behaviors, while structured play-based interventions provide positive behavioral modeling. As concerns about school aggression and social-emotional dysregulation continue to rise, integrating CBT-informed, developmentally appropriate interventions into both educational and clinical settings is essential. This approach addresses aggression but also promotes overall emotional regulation and positive social interactions, which are critical for healthy child development. This study contributes to the growing body of research aimed at improving early intervention strategies and providing evidence-based solutions for managing aggression in diverse learning environments.