Aggressive Students Research Articles

Conducta de agresión en estudiantes de 5to año de secundaria de instituciones educativas de lima, Perú

The research aimed to establish the level of aggression in fifth-year high school students from educational institutions in Lima, Peru. The sample was 274 adolescents aged 15 to 18 years. The Buss and Perry Aggression Questionnaire was used, adapted to the context, the evidence of content validity was obtained with the Aiken V coefficient (0.80) for each item and dimension and the reliability with the Cronbach Alpha coefficient (0.85). High levels of aggression were found in students (54.8%), with a predominance in men equivalent to 43%, compared to 34% in women. In the dimensions studied, it has been found that students achieved high scores, in verbal aggression (40%), followed by physical aggression and hostility (38%) and finally in anger (37%).

Peace guidance based on the perspective of Markesot: Acceptability and effectiveness of reducing student aggressiveness

Peace guidance based on the perspective of Markesot: Acceptability and effectiveness of reducing student aggressiveness

Ortaokul Öğrencilerinde Öfke, Saldırganlık ve Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi

The purpose of this study was to examine if there is a connection between anger, aggression, and problem-solving abilities in secondary school students. The study's sample includes 273 students enrolled in secondary schools in Manisa for the 2020-2021 academic year. The convenience sampling method, which is one of the non-random sampling methods, was used to determine the study's sample. The data for the study was collected using the Anger Scale for Children, the Aggression Scale, and the Problem-Solving Inventory for Children. The t-test, Spearman Correlation analysis, and multiple regression analysis were conducted to analyse the data. Looking at the data, it was determined that the anger levels of female students were higher than those of male students. The aggression levels of male students are higher than female students. It was discovered that anger and aggression have a positive relationship, whereas anger levels have a negative relationship with self-control, avoidance, and total problem solving. Another outcome of the study is that problem-solving abilities predict anger and aggression. A negative association was shown between problem solving, anger, and agression among students.

Скулшутинг в эпоху цифровизации

Introduction. The article offers definitions of "school shooting", a new phenomenon to Russian society, which is a form of armed violence in educational institutions. Methods. Analysis of documents (predominantly, from foreign mass media) was used as a method. Results and its discussion. The authors summarize the set of defining characteristics of "school shooting", as well as its reasons. The role of personal and environmental triggers of destructive formation of school shooters’ behavior is being revealed. The authors identify ways to prevent this phenomenon not only in families, but also in the relevant educational organizations with the help of specialists who offer mechanisms to reduce aggression and tension of students, minimizing the risks and threats of this phenomenon.

Supplemental Material for Peer Factors as Mediators of Relations Between Exposure to Violence and Physical Aggression in Middle School Students in a Low-Income Urban Community

Supplemental Material for Peer Factors as Mediators of Relations Between Exposure to Violence and Physical Aggression in Middle School Students in a Low-Income Urban Community

Understanding Sexual Aggression in UK Male University Students: An Empirical Assessment of Prevalence and Psychological Risk Factors.

University-based sexual aggression is an international public health issue; however, to date, there have been no formal assessments of the prevalence or psychological indicators associated with the proabuse behaviors of the most common perpetrators at UK universities: heterosexual male students. To facilitate the development of effective primary prevention interventions for domestic students who have sexually harmed, we assess across two empirical studies (Ns = 259 and 295) the psychological risk factors associated with recent sexual aggression amongst two distinct samples of UK male university students. Cumulatively, results highlighted that one in nine participants (11.4%) self-reported recent sexual aggression. These participants could be statistically differentiated from their non-offending peers on various established indicators of general sexual offending, of which logistic regression analyses highlighted atypical sexual fantasies, general aggression, hostility toward women, and rape myth acceptance as being the most reliable predictors. Our data extend the international evidence base by providing the first detailed overview of sexual aggression amongst UK male university students, as well as the psychological risk factors associated with their proabuse behaviors. We discuss the importance of our findings for the development of more effective evidence-based reduction strategies and primary prevention interventions for male students who have sexually harmed.

Female teachers’ coping styles with negative emotions in student aggression

Female teachers’ coping styles with negative emotions in student aggression

Developing a Peace Guidance Book to Alleviate Student Aggressiveness

: This study aims to develop a peace guidebook as a medium for school counselors in reducing student aggressiveness. The research employed research and development design proposed by Borg and Gall model, which includes identifying aggressive needs and problems, drafting a hypothetical product, and expert and user assessment of the product. The data analysis technique used descriptive analysis to describe the level of aggressiveness. In addition, this study uses Cohens Kappa’s inter-rater reliability (IRR) coefficient to identify expert and user agreement on product feasibility. The results of the descriptive analysis show that aggressiveness needs more attention from school counselors, one of which is by implementing peace guidance. The developed guidebook received an assessment from two guidance and counseling experts who have a track record in developing guidance and counseling media. User ratings were obtained from two school counselors who already have educator certificates. Based on expert and user assessments, the peace guidance manual is categorized as suitable for use by school counselors to reduce student aggressiveness. The results of this study should be used as material and consideration for further research to empirically test the peace guidance guidebook’s effectiveness in reducing student aggressiveness. Abstrak : Penelitian bertujuan untuk mengembangkan buku panduan bimbingan kedamaian sebagai media bagi konselor sekolah dalam mereduksi agresivitas siswa. Penelitian menggunakan tahapan penelitian dan pengembangan dengan mengadaptasi model Borg dan Gall yang mencakup tiga tahap, yaitu identifikasi kebutuhan dan permasalahan agresivitas, menyusun draf hipotetik produk, dan penilaian ahli serta pengguna terhadap produk. Teknik analisis data menggunakan analisis deskriptif untuk mendeskripsikan tingkat agresivitas. Selain itu, penelitian ini menggunakan inter-rater reliability ( IRR ) koefisien Cohens’s Kappa untuk mengidentifikasi kesepakatan ahli dan pengguna terhadap kelayakan produk. Hasil analisis deskriptif menunjukkan bahwa agresivitas perlu mendapat perhatian lebih dari konselor sekolah, salah satunya dengan mengimplementasikan bimbingan kedamaian. Buku panduan yang dikembangkan mendapat penilaian dari dua ahli bimbingan dan konseling yang memiliki rekam jejak di pengembangan media bimbingan dan konseling. Penilaian dari pengguna diperoleh dari dua konselor sekolah yang telah memiliki sertifikat pendidik. Berdasarkan penilaian ahli dan pengguna, buku panduan bimbingan kedamaian dikategorikan layak digunakan oleh konselor sekolah untuk mereduksi agresivitas siswa. Hasil penelitian ini seyogianya dapat menjadi bahan dan pertimbangan bagi penelitian selanjutnya untuk melakukan uji keefektifan buku panduan bimbingan kedamaian dalam mereduksi agresivitas siswa secara empiris.

Impact of violent video games and other factors on aggressive behavior of junior high school students in Shanghai

Objective To understand the impact of violent video games exposure, self-control level and coping style on aggressive behavior of junior high school students in Shanghai, and provide a basis for future interventions to effectively reduce adolescents’ aggressive behavior. Methods Cluster sampling was used to select 1 886 students of 4 public middle schools in Shanghai from May to June 2019. The data was collected included Violent Video Game Use Habits Questionnaire, Buss & Perry aggression questionnaire, Adolescent Self-Control Dual System Scale and Simple Coping Style Questionnaire. Results According to the potential profile analysis, the level of aggressive behavior of junior school students in Shanghai could be divided into four groups, which was low aggressive group, middle aggressive group one, middle aggressive group two and high aggressive group according to level of aggregate. After controlling for gender and age, multivariate Logistic regression showed that exposure to violent video games, impulse system and negative response were risk factors for aggressive behavior ( P<0.05); using low aggressive group as control group, the OR of violent video games in other three groups were 1.26, 1.30 and 1.70 respectively. The OR of impulse system were 2.96, 4.40 and 6.84 respectively. The OR of negative response were 1.17, 1.42 and 1.74 respectively. Positive response was a protective factor ( P<0.05). Using low aggressive group as control group, the OR of positive in other three groups were 0.82, 0.52 and 0.49 respectively. Conclusion Violent video game exposure, impulsive system and negative coping style can increase the level of aggressive behavior of junior high school students, while positive coping style can reduce the level of aggression of junior middle school students. 【摘要】 目的 了解上海市初中生暴力电子游戏接触、自我控制水平和应对方式对攻击性行为的影响, 为有效降低青少年攻击性行为干预措施提供依据。 方法 采用整群抽样方法, 于 2019 年 5—6 月对上海市 4 所普通公立初中学校 1 886 名在校学生进行问卷调査, 调査内容包括暴力电子游戏使用习惯问卷、Buss和Peny攻击问卷、青少年自我控制双系统量表以及简易应对方式问卷。 结果 上海市初中生攻击性行为水平根据潜在剖面分析可以分为 4 个组别, 根据攻击性水平从低到髙, 依次命名为低攻击组、中等攻击 1 组、中等攻击 2 组和髙攻击组。在控制性别和年龄的基础上, 多因素 Logistic 回归分析显示, 与低攻击组相比, 其余各组别中暴力电子游戏接触、冲动系统、消极应对与攻击性行为均呈正相关( OR 值分别为 1.26, 1.30, 1.70；2.96,4.40,6.84；1.17, 1.42, 1.74, P 值均<0.05), 积极应对与攻击性行为呈负相关( OR 值分别为 0.82, 0.52,0.49, P 值均<0.05)。 结论 暴力电子游戏接触、冲动系统和消极应对方式会增加初中生的攻击性行为水平, 而积极应对方式能降低初中生攻击性水平。

Analysis of the level of aggression and violence of students and other professional groups who are fans of Düzce sports football

The study aimed to examine the levels of aggression and violence of students and other professional groups who are Düzcespor football fans. For the research model, the survey model, one of the quantitative research types, was chosen. The study's data collection process was carried out during the 2019-2020 season of the Turkey Football Federation, and the population of the study consisted of Düzcespor fans between the ages of 12-68. The sample of the study, on the other hand, consists of 498 people who voluntarily participated in the study using the random sample selection technique. As a result of normality tests (Kolmogorov-Smirnov and Shapiro Wilk), it was determined that the scores obtained from the scales did not show a normal distribution. For this reason, non-parametric tests Mann Whitney-U Test, Kruskal Wallis Test, and Bonferroni Test, one of the Post Hoc tests, were used to determine which group caused the significant difference between the groups as a result of the analysis. Frequency, percentage, minimum, maximum, average, and standard deviation values were also used to analyze the data. The level of significance was determined as p &lt; 0.05. The study's findings showed that Düzcespor supporters had moderate aggression and violent behaviors. There was a significant difference between the variables of gender, age, education level, occupation and income, and aggression and violent behavior. The study results revealed that aggression and tendency to violence are higher in males, younger people, high school students and people with low income.

Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers

ABSTRACT Background and Objectives This exploratory study aimed to test the buffering effect of emotional intelligence in the associations between aggression against teachers, perceived stress, and withdrawal intentions. Design and Methods A sample of 329 secondary school teachers (51.4% female) completed questionnaires assessing aggression against teachers, perceived stress, withdrawal intentions, and emotional intelligence. Results The results showed that emotional intelligence was negatively related to perceived stress and withdrawal intentions. Across moderated-mediation analysis, there were mixed findings regarding the moderating effects of emotional intelligence in the proposed model. Findings indicated that emotional intelligence moderated only the association between perceived stress and withdrawal intentions. Conclusions These findings suggest that emotional intelligence is a psychological resource for mitigating the negative effects of perceived stress on negative work attitudes among teaching professionals in the context of harmful student behaviors. Possible avenues for including emotional intelligence in the field of teacher victimization are discussed.

A PILOT STUDY TO FIND THE EFFECTIVENESS OF SOCIALEMOTIONAL LEARNING INTERVENTION ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS.

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present, or its manifestations is linked to various psychosocial maladjustments or mental disorders and are negatively associated with prosocial behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as “the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively." In this pilot study 80 students from an English medium school were taken. Using three questionnaires, aggression and empathy of students were measured pre SEL intervention. After twelve sessions of SEL intervention, the aggression and empathy was again measured using the same questionnaires to nd out if there is a difference between the pre and the post scores. Most of the aggression and anger came down post SEL intervention. It was also found to have signicant difference in pre and post intervention ratings of empathy. The signicant difference in pre and post intervention ratings of aggression as well as empathy led to conclude the efcacy and effectiveness of the SEL intervention.

The Relationship Between Emotion Regulation and Aggressiveness in Grade VI Elementary School Students

This research was conducted because of the phenomenon of aggressiveness that emerged in SDN Kludan. The purpose of this study was to determine the relationship between emotional regulation and aggressiveness in grade VI SDN Kludan students. The hypothesis proposed is that there is a negative relationship between emotional regulation and aggressiveness in elementary students. The variables of this study were emotion regulation as the independent variable and aggressiveness as the dependent variable. The population in this study were 120 students. The sampling technique used is saturated sampling technique. Data analysis used the Pearson Product Moment Correlation statistical technique with the help of SPSS 16.0 for windows. The results of the analysis show a correlation coefficient of -0.763 with a significance value of - .001 &lt;0.05. It is concluded that the hypothesis proposed in this study is accepted, that is, there is a negative relationship between emotional regulation and aggressiveness. meaning that the higher the emotional regulation, the lower the aggressiveness, and vice versa, the lower the emotional regulation, the higher the aggressiveness.&#x0D; Keywords: Emotion Regulation; Aggressiveness; Elementary School Students; Class VI

Juegos cooperativos: una estrategia efectiva para la disminución de la agresividad en escolares de básica primaria

Se infiere que la agresividad es inherente al ser humano, aunque en el contexto escolar esta conducta influencia negativamente el rendimiento y la convivencia en la escuela. En tal sentido, los juegos cooperativos (JC) son actividades encaminadas a fomentar las actitudes prosociales, que buscan la participación de todos y, particularmente, que las metas colectivas primen sobre las individuales. El objetivo del presente estudio fue determinar el efecto de un programa de intervención basado en juegos cooperativos sobre el nivel de agresividad de los escolares de tercer grado del colegio Custodio García Rovira en Málaga. Se realizó una intervención de 12 semanas en 60 niños (7-12 años), distribuidos en dos grupos (experimental [EXP] y control [CTRL]). El programa se desarrolló en tres fases (intrapersonal, interpersonal e interacción en JC) y la agresividad se evaluó antes y después de la intervención con el cuestionario de agresividad Buss y Perry (1992). El análisis estadístico fue por medio de una MANOVA de dos factores (grupos*momento) y se estableció un valor de p &lt;0,05. Los resultados indican interacción (grupo*momento) (Wilks Lambda = 0,514; F1:50 = 2,54; p &lt;0,01; η2 = 0,49) para agresividad verbal 2 y 4; también fue evidenciado un efecto principal de momento (Wilks Lambda = 0,53; F1:50 = 2,45; p = 0,01; η2 = 0,47) para agresividad física 1 y 4, agresividad verbal 2 y 4 y, finalmente, hostilidad 1, 2, 3 y 4. De esta, forma se concluye que un programa de JC es efectivo para disminuir la agresividad.

Association between Religious Attitudes and Aggression Levels in Turkish University Students.

This study aimed to analyze the relationship between university students' religious attitudes and aggression levels. Stratified sampling method was used for sample selection, and the study was completed with 1594 students. The students' religious attitudes and aggression scores were examined and correlation analysis was performed. A statistically significant negative relationship was found between the students' mean religious attitudes and aggression scores (r = - 0.170; p < 0.001). It was observed that, irrespective of the religion in which the students believed, those with positive attitudes toward religion were less aggressive. Training programs should be provided on spiritual values to reduce students' aggression levels.

The Counseling Group of Anger Management and Social Skills Training Techniques to Reduce Physical Aggression Behavior

Adolescent development aspects that must be attain in overcoming problems are having emotional maturity, intellectuality and awareness of social responsibility so it is not to trigger new conflicts. However, the reality is conflict that often occur in dealing with a problem tend to appear negative behavior, especially physical aggressive behavior. This study aims to examine the effectiveness of group counseling of anger management techniques and social skills training techniques to reduce physical aggression in junior high school students. A total of 21 students were involved in experimental research using randomized pretest posttest comparison group design. The analysis of the results of Wilcoxon and Kruskal Wallis shows that group counseling of anger management techniques, social skills training techniques and a combination of the two techniques are effective in reducing students' physical aggression behavior. Combining anger management and social skills training group counseling techniques are more effective in reducing students' physical aggression behavior compared to the self-management technique group and social skills training. This study recommends the integration of anger management techniques and social skills training techniques to reduce physical aggression in junior high school students.

Podjęcie pracy zawodowej – dylematy i ograniczenia w percepcji studentów pedagogiki specjalnej

&lt;p&gt;Celem niniejszego opracowania jest ukazanie dylematów i ograniczeń, jakie towarzyszą studentom pedagogiki specjalnej, a związane są z podjęciem pracy zawodowej w przyszłości. Istotne było uzyskanie odpowiedzi na pytania dotyczące: czynników determinujących pracę pedagoga specjalnego; oceny własnej przygotowania teoretycznego i praktycznego do podjęcia pracy; znaczenia odbytych praktyk pedagogicznych; rodzajów trudności, jakie może napotkać nauczyciel pracujący z uczniami z niepełnosprawnością; czynników determinujących wybór miejsca pracy. Badaniami empirycznymi, które przeprowadzono za pomocą wywiadu skategoryzowanego, objęto grupę 43 studentów, w tym 40 (93%) kobiet oraz 3 (7%) mężczyzn. Byli to studenci I oraz II roku studiów niestacjonarnych drugiego stopnia z dwóch uczelni: Akademii Pedagogiki Specjalnej w Warszawie oraz Uniwersytetu Pedagogicznego w Krakowie. Uzyskane wyniki badań pozwalają na stwierdzenie, że do czynników determinujących pracę pedagoga specjalnego respondenci zaliczyli przede wszystkim: posiadanie wiedzy merytorycznej na wysokim poziomie; indywidualne podejście do każdego ucznia oraz rozpoznanie jego potrzeb i możliwości; chęć niesienia pomocy innym/wychowankom; posiadanie kompetencji dydaktycznych; nabytą praktykę i doświadczenie. Dokonując oceny poziomu swojego przygotowania teoretycznego i praktycznego, uzyskanego w toku dotychczasowej edukacji, ponad połowa badanych określiła je jako bardzo dobre i dobre, pozostali odczuwają braki w tym zakresie. Respondenci przypisywali dużą wagę do zrealizowanych praktyk pedagogicznych, ponieważ: utwierdziły ich one w przekonaniu, że dokonali właściwego wyboru, podejmując kształcenie na wybranym kierunku; dały im nadzieję na powodzenie w przyszłej pracy i osiągnięcie dobrych wyników. Do najczęściej wymienianych przez badanych rodzajów trudności należy zaliczyć: podejmowanie współpracy z rodzicami lub jej całkowity brak; radzenie sobie z agresją przejawianą przez dzieci; utrudnioną lub wręcz znikomą możliwość nawiązania kontaktu z podopiecznymi z głębszymi niepełnosprawnościami; silne obciążenie psychiczne; posiadanie dużych zasobów cierpliwości i zaangażowania w wykonywaną pracę; częste wyczerpanie fizyczne. Natomiast za najistotniejsze czynniki determinujące wybór miejsca pracy respondenci uznali: wysokość zarobków; dobrą, przyjazną atmosferę w miejscu pracy; odległość od miejsca zamieszkania; doświadczoną, chętną do udzielania pomocy kadrę pedagogiczną; możliwość dalszego kształcenia i ciągłego rozwoju; dogodny dojazd do miejsca pracy.&lt;/p&gt;

Parenting style and aggression in Chinese undergraduates with left-behind experience: The mediating role of inferiority

Many Chinese college students have left-behind experience, as they stayed in hometown during childhood while their parents migrated to other regions for work. Previous studies have found that college students with left-behind experience usually present high-level aggression. In order to examine the relationship between parenting style and aggression in college students with left-behind experience, and to explore the mediating role of inferiority, two hundred and ninety-six Chinese college students with left-behind experience were recruited and completed survey questionnaires at two time points. Specifically, parenting style and aggression were assessed at the first time point. After 6 months, inferiority and aggression were assessed again. Results showed that feeling of inferiority meditated the contributions of paternal care and maternal control at T1 to the aggression behaviour at T2 of college students with left-behind experience, after controlling for prior aggression at T1. These findings indicate that among college students with left-behind experience, maternal control is a risk factor of aggression, and paternal care is a protective factor of aggression. In addition, high level of maternal control and low level of paternal care may increase aggression behaviour by increasing the level of feeling of inferiority among this population.

A Comparative Study of Aggression among Student Teachers of Humanities and Sciences

Aggression is an emotion felt by almost all of us in life on a regular basis. But this emotion can be very dangerous if not properly controlled in personal as well as in professional life. Aggression among youth is caused by ill treatment of teachers (Deb et al., 2017; Gershoff, 2017;Longobardi et al., 2018). Since teachers are the role models to their students, they learn this by imitating aggressive behaviour of teachers. Teachers need to demonstrate the upright behaviours with their students in and out classrooms, that would be reflected in their students. Therefore, teachers should be trained in such a way that they identify and handle their own as well as student aggressiveness in the classroom. Most teacher education institutes (TEIs) have failed to offer such training that deals with aggression (Myles, 1993). It becomes pertinent to study the level of aggression among students of two different disciplines. 60 student teachers (30 Sciences &amp; 30 Humanities) from Khalsa College of Education, Punjab were taken for the current study. Buss Perry Aggression scale (1992) was used to collect data from student teachers. Data was tabulated and final interpretations gave some interesting figures indicating the overall mean score of student teachers of Khalsa College of Education (M = 81.8; S.D = 21.08) to be average. The student teachers of Sciences (N=30;M=85.7; S.D=17.45) compared to student teachers from humanities (N=30;M=77; S.D=23.8045) demonstrated significantly better peak flow scores, t(60) = 1.456, p = 0.075. There was no significant effect of subjects t (60) = 1.7, p = .097, despite Sciences student teachers (M=85.7; S.D=17.45) attaining higher scores than humanities student teachers (M=77; S.D=23.8045). Keywords: Aggression, Humanities, Sciences, Student Teachers

Pandemic Nightmares: COVID-19 Lockdown Associated With Increased Aggression in Female University Students' Dreams.

The COVID-19 pandemic and its associated stressors have impacted the daily lives and sleeping patterns of many individuals, including university students. Dreams may provide insight into how the mind processes changing realities; dreams not only allow consolidation of new information, but may give the opportunity to creatively “play out” low-risk, hypothetical threat simulations. While there are studies that analyze dreams in high-stress situations, little is known of how the COVID-19 pandemic has impacted dreams of university students. The aim of this study was to explore how the dream content of students was affected during the university COVID-19 lockdown period (March–July, 2020). Using online survey methods, we analyzed dream recall content (n = 71) using the Hall-Van de Castle dream coding system and Fisher's exact tests for sex comparisons. Preliminary results indicate that female students experienced more nightmares as compared to male students. Dream analysis found that, relative to normative American College Student (ACS) samples generated pre-COVID-19, women were more likely to experience aggressive interactions in their dream content, including increased physical aggression. Results indicate that university students did experience changes in dream content due to the pandemic lockdown period, with women disproportionally affected. These findings can aid universities in developing support programs for students by bringing forth an understanding of students' concerns and anxieties as they process the “new normal” of social distancing.