Aggressive Behavior Of Students Research Articles

Teachers' Heart Rate Variability and Behavioral Reactions in Aggressive Interactions: Teachers Can Downregulate Their Physiological Arousal, and Progesterone Favors Social Integrative Teacher Responses.

Aggressive student behavior is considered one of the main risk factors for teacher stress. The present study investigated teachers' physiological and behavioral reactions when facing aggressive student behavior and examined which resources favor adaptive teacher reactions. The sample included 42 teachers. We assessed (a) teacher self-reports (i.e., resources, risk factors, and vital exhaustion) (b) classroom observations, (c) ambulatory assessments of teachers' heart rate and heart rate variability, and (d) teachers' progesterone concentrations in the hair. The present study focused on a subsample of ten teachers (9 females, Mage = 34.70, SD = 11.32) managing classes which were potentially very stressful as they had a high density of aggressive behavior. High levels of work satisfaction, hair progesterone, and a low level of work overload fostered social integrative teacher responses. Moreover, in 75% of the cases, teachers succeeded in downregulating their physiological reaction. Our results support the notion that teachers evaluate stressors in light of their resources. When they perceive their resources as insufficient for coping with a challenging situation, stress arises, and subsequently, they react inefficiently to aggressive behavior. Thus, teacher education could benefit from strengthening teacher resources and strategies for coping with aggressive student behavior.

발달장애 학생의 공격행동에 대한 특수교사의 대처 경험과 지원 요구에 대한 인식

This study aimed to identify the coping experiences and psychological experiences of special education teachers regarding the aggressive behavior of students with developmental disabilities, as well as the support needs required to mediate such behaviors. A survey was conducted with 310 special education teachers from special schools. The survey results were as follows. First, there was a statistically significant difference between the support needs and the special education teachers’ responses to each type of aggressive behavior they experienced. Applying the Locus for Focus model to identify aggressive behaviors that require top priority support, nine types of self-harm and physical aggression were selected as requiring the highest priority support. The burden of managing aggressive behavior was found to be the greatest, followed by psychological exhaustion, anxiety, and tension. Lastly, an analysis of the support needs for mediating aggressive behavior in students with developmental disabilities revealed that teachers emphasized the necessity of establishing a cooperative support system. Based on these findings, there were demands for administrative support, psychological counseling, and emotional support; furthermore, the importance of individualized interventions for challenging behaviors of students with developmental disabilities and the necessity of applying an ecological-based wraparound model were also shown to be a necessity. Related follow-up research was also suggested.

Psychological Burnout and Support Needs of Special Education Teachers in Response to Aggressive Behaviors of Students With Disabilities

Psychological Burnout and Support Needs of Special Education Teachers in Response to Aggressive Behaviors of Students With Disabilities

Development of Engklek Kedamaian Game with Group Guidance to Reduce Aggressive Behavior in Students

Learning at school serves to foster and develop compassion and mutual respect for one another. The problem of aggressive behavior in the school environment is still experienced by students. This research is a development research with the aim of knowing the feasibility of media products in the form of engklek kedamaian in group guidance to reduce the aggressive behavior of students in class VIII SMP Muhamadiyah 3 Depok. Researchers used the Brog and Gall model development method with 5 stages, namely potential problems, data collection, product design, product validation, and design revision. The research instruments used in this study were aggressive behavior scales and interview guidelines. The subjects in the study were 123 students in class VIII of SMP Muhammadiyah 3 Depok. The results in the development are measured based on the assessment of the material expert test getting a score of 91.4 with a very good category. The media expert test scored 87.5 with a very good category, the service expert test/practical expert test scored 93.75 with a very good category. Based on some of these statements, it can be concluded that the engklek kedamaian game in group guidance to reduce the aggressive behavior of class VIII students at Muhamadiyah 3 Depok Junior High School is categorized as suitable for use. It is hoped that the research on the development of engklek kedamaian to reduce students' aggressive behavior can be an alternative service innovation for school counselors.

Impact of Brain Waves in Aggressive Behavior of Students

Impact of Brain Waves in Aggressive Behavior of Students

Studying the reality of the sports infrastructure in maintaining an acceptable level of aggressiveness among primary school pupils for raising Al-Karkh / 2


 The sports infrastructure and physical education lessons are of great importance in providing an atmosphere of activity and entertainment and getting out of the atmosphere of scientific and literary lessons and the high pressure that the student suffers from, and this affects the behavior of the pupils in the classroom and the school and its effect on the lesson. It is based on aggressive behavior within its calculated limits and set goals for this research through knowing the reality of the infrastructure and its effects on the behavior of students. The researcher assumed the existence of statistically significant differences between the mathematical infrastructure and the aggressive behavior of students with its acceptable limits. Education Al-Karkh / 2 and a sample of students, teachers, and administrations, and the results were identical to what the researcher went to, which appeared through the results of Chapter Four and the most important conclusions:1-The absence of the mathematical infrastructure has a prominent role in suppressing the movement of pupils, which is reflected by the student in the classroom.2-The pupils ’aggressive behavior is acceptable to teachers at its minimum due to the large number of students in the classroom or the absence of the student’s sports and entertainment infrastructure.The most important recommendations:1- The sports infrastructure should be taken care of in a way that suits the numbers of students.2- Increasing the quotas for the physical education lesson.3-The introduction of teachers in developmental courses for the subject of educational psychology.
 

RELATIONSHIP ABILITY TO MANAGE EMOTIONS WITH AGGRESSIVE BEHAVIOR OF CLASS XI MIPA STUDENTS SMA N 1 GODONG, GROBOGAN REGENCY

Abstract: The research on the relationship between the ability to manage emotions and the aggressive behavior of students was motivated by the discovery of students who vented their emotions through anger, some cried, fought, insulted, mocked, called nicknames and some even acted to hurt someone. This research is a type of quantitative research. Ex post facto research method with a correlational approach. The population used in this study were students of SMA N 1 Godong class XI. used as a try out, namely class XI MIPA 5. While class XI MIPA 1, XI MIPA 2, XI MIPA 3, XI MIPA 4, XI MIPA 6 as the research sample. The sampling used is cluster random sampling technique. The data of this study were obtained through the scale of the ability to manage students' emotions and the scale of students' aggressive behavior. The results of the analysis show the category of ability to manage emotions is very low 1% as many as 2 students. The category of ability to manage emotions is low 33% as many as 35 students. The category of ability to manage emotions is 49% as many as 63 students. The category of ability to manage emotions is high 17% as many as 22 students, while the category of aggressive behavior is very low 32% as many as 37 students. The low category of aggressive behavior is 42% as many as 51 students. The category of moderate aggressive behavior is 22% of 27 students. The category of high aggressive behavior is 4% as many as 5 students. Based on the results of data analysis using product moment analysis, the relationship between the ability to manage emotions and aggressive behavior of students is -0.546, which means that there is a negative relationship between the ability to manage emotions and aggressive behavior, and the level of relationship between these variables is in the medium category. Based on the results of this study, the suggestion that can be conveyed is that BK teachers are able to provide services to improve the ability to manage students' emotions Keywords: Ability to Manage Emotions, Aggressive Behavior.

Preventing and reducing aggressive bullying behavior: theoretical and praxiological framework

The prevention and reduction of aggressive toup bullying behavior is also current in social, psychological and pedagogical terms. This is faced through the involvement of different international structures in the establishment of strategies to reduce and prevent the ,,bullying” phenomenon. In this study, we start from the analysis of various documents, conventions, international treaties in which the problem of preventing and reducing the aggressive behavior of students is posed. At the same time, the explanatory theoretical framework of the ,,bullying” phenomenon is extensively analyzed, and some strategies for preventing and reducing bullying in high schools are argued: primary prevention, secondary prevention, tertiary prevention, having as general directions: education and awareness of the phenomenon, social development -emotional, promoting zero tolerance towards bullying, supervision and prompt interventions, collaboration with parents and the community.

Penerapan Teknik Token Ekonomi Untuk Mengurangi Perilaku Agresif Siswa di SMA Cokroaminoto Tamalanrea Makassar

The purpose of this study was to find out 1) a description of the aggressi behavior of students at SMA Cokroaminoto Tamalanrea Makassar 2) an overview of the implementation of token economy counseling to reduce student aggression behavior at SMA Cokroaminoto Tamalanrea Makassar 3) The token economy technique reduces the aggressive behavior of students at SMA Cokroaminoto Tamalanrea Makassar. This study used quantitative research with a single subject experimental research type. The subjects of this study were 2 students, who were determined by the target behavior which was measured continuously. Data analysis in this study used descriptive analysis and visual analysis. The results of this study indicate that the level of aggressive behavior of BL and S students before being given treatment is in the high category and after being given treatment is in the low category. 2) The application of economic token strategies for students encompasses a total of seven phases. 3) Implementing the token economy method has the potential to decrease the hostile conduct exhibited by students enrolled at SMA Cokroaminoto Tamalanrea Makassar.
 
 Keywords: Token Economy: Aggressive Behavior

TANTANGAN PERILAKU: PENGARUH GAME ONLINE TERHADAP PERILAKU AGRESIF SISWA MTS HASANUSSHOLIHAT

The aim of this research is to determine the effect of using online games on the aggressive behavior of students at MTs Hasanusshobayar Pakulonan Barat, Tangerang Regency. This research is a descriptive quantitative correlational type. The subjects of this study were students at MTs Hasanussholihat Pakulonan Barat, Tangerang Regency. Totaling 140 students. The research sampling technique used random sampling technique. Data collection techniques are observation, interviews, questionnaires and documentation. A quantitative descriptive approach was used with correlation analysis. Data was collected from 56 respondents through questionnaires, interviews and observations. Statistical tools, including SPSS, were used for data analysis.The research revealed that 73% of respondents fell into the moderate online game usage category, while 14% and 13% fell into the low and high categories respectively. Regarding aggressive behavior, 50% fell into the low category, 43% in the medium category, and 7% in the high category. The Pearson correlation coefficient was 0.475, indicating a positive relationship between online game use and aggressive behavior. The significance value is below 0.01, indicating a statistically significant relationship. The coefficient of determination (R-squared) was 0.226, indicating that 22.6% of the variation in aggressive behavior could be explained by online game use.

MENGURANGI PERILAKU AGRESIF MELALUI LAYANAN BIMBINGAN KELOMPOK SISWA

<span lang="FI">Education basically changes student behavior by forming attitudes and habits. The expected results from the implementation of education are not only knowledge, but also attitudes, understanding, expansion of interests, appreciation of norms and skills. So overall it forms the student's personality. In the teaching and learning process in class IX-6 of Sutomo 1 Private Middle School, Medan, there are still some students with negative behavior, such as children who are easily distracted, pay attention and do not control themselves to be a little calm, talk a lot, carry out aimless actions and lack social control. This research aims to collect data that can show the effectiveness of group guidance in reducing aggressive behavior in class IX-6 students at Sutomo 1 Private Middle School Medan for the 2022/2023 academic year. person. From the research results it can be concluded that aggressive behavior can be reduced through group guidance services for class IX-6 students at Sutomo 1 Private Middle School, Medan. This is known from the results of observations in cycle I, it is known that aggressive behavior such as being easily angry, often frustrated, easily emotional and often fighting can be said to be moderate, it is known that 50% of students' aggressive behavior has decreased. Furthermore, from observation in cycle II, it was found that the aggressive behavior of students who were easily angered, often frustrated, easily emotional, and often fought could be said to have reduced, it was found that 10% of students had reduced their aggressive behavior</span>

Pengaruh Layanan Konseling Kelompok untuk Menurunkan Perilaku Agresif terhadap Siswa Kelas X SMA Negeri 1 Padang Bolak

This research aims to determine the effect of group counseling services to reduce aggressive behavior in class X students at SMA Negeri 1 Padang Bolak. The population used in this research was class X, totaling 264 students. The sample in this research was classes X MIA 1, X MIA 2 and The method used in this research is a quantitative method, namely research that describes the situation regarding the influence between two variables. Data collection techniques in this research used questionnaires, validity tests and reliability tests. Based on the research results, group counseling services have an influence on the aggressive behavior of students at SMA Negeri 1 Padang Bolak with the value of tcount compared to ttable, tcount>ttable (12.366>2.048) with the hypothesis H0 being rejected and Ha being accepted.

Peran Guru Bimbingan dan Konseling dalam Mengatasi Kecenderungan Perilaku Agresif Peserta Didik di MAN Asahan

Aggressive behavior is behavior carried out by individuals or groups that is intended to hurt, injure, and harm other people, both individuals and groups, with intention or on purpose, both verbally and nonverbally. The aims of this study were (1) to describe the factors that cause students to behave aggressively at MAN Asahan, (2) to describe the role of the counseling teacher in dealing with the aggressive behavior of students at MAN Asahan. This study uses a qualitative descriptive research method. The subjects and objects in the study were guidance and counseling teachers and students. Research instruments are interviews, observation and documentation. The results of the study show that (1) the causes of aggressive student behavior are largely due to the hard character of students and tend to assume that the behavior they are doing is normal and due to a lack of supervision, attention and affection from parents so that children tend to feel they can do anything desired and (2) the role of the guidance and counseling teacher in reducing the aggressive behavior of students is quite good, namely by investigating the student's problems. As well as carrying out counseling services, in the form of: individual counseling services, group counseling services, etc.

Menurunkan Perilaku Agresif Siswa Taman Kanak-kanak Melalui Aktivitas Bermain Peran Prososial

One of the problems that parents and teachers often complain about is aggressive behavior in kindergarten students because this aggressive behavior is a problem that often occurs in children and is always there in every school year. Several studies have shown that since childhood the handling and prevention of aggressive behavior must be done. This is done in order to prevent disruptive behavior that may arise in the future and have long-term effects so that it can cause negative effects on children and continue until they are adults. One effort that can be done to reduce aggressive behavior is to develop prosocial behavior. Aggressive individuals are taught to behave in non-aggressive ways. This approach is felt to be more effective in reducing aggression by using the principle of behavior modification learning that focuses on strengthening non-aggressive behavior. Prosocial behavior developed using role playing methods with prosocial themes. The development of this prosocial behavior involved 12 kindergarten students in Yogyakarta. Prosocial behavior is taught using several indicators of prosocial behavior such as helping, sharing, entertaining and collaborating. The Time-series Group Nonequivalent No-Treatment Control Group quasi-experimental design is the design used in this study. Based on the results of this research data analysis it is proven that the aggressive behavior of students in Kinder garten can be reduced through prosocial role playing significantly in the experimental group when compared to the aggressive behavior group in the control group (z=-2.169; p<0.05).

Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study

Aggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as coded by external observers) or whether teachers' perception of aggressive student behavior primarily reflects teachers' avoidant coping styles, such as chronic worry and resignation. Finally, we examine whether observed and teacher-perceived aggression relates to increased vital exhaustion and psychophysiological stress among teachers (i.e., higher hair cortisol concentration). In an ambulatory assessment study, we administered self-reports to 42 Swiss teachers to assess perceived student aggression, chronic worry, resignation, and vital exhaustion. Additionally, four consecutive lessons per teacher were filmed, and aggressive student behavior in presence of the teacher was coded by four trained external observers. The concentration of cortisol was assessed in hair samples. Results showed that teacher-perceived and observed aggression were moderately associated. Observed aggression was related to teacher perceptions to a much lesser extent than teachers' avoidant coping styles, that is, chronic worry and resignation. While teacher-perceived student aggression was associated with teachers' self-reported vital exhaustion, we did not find any significant association with hair-cortisol concentration. Our findings suggest that teachers perceive student aggression through the lens of their coping styles. Teachers' dysfunctional coping styles are associated with an overestimation of student aggression. Teachers' overestimation of student aggression relates to higher levels of vital exhaustion. Therefore, it is crucial to identify and change teachers' dysfunctional coping styles to prevent a vicious cycle of dysfunctional teacher–student interactions.

텔레코칭을 통한 가정기반 긍정적 행동지원이 발달장애 청소년의 공격행동과 어머니의 양육스트레스 및 양육효능감에 미치는 영향

텔레코칭을 통한 가정기반 긍정적 행동지원이 발달장애 청소년의 공격행동과 어머니의 양육스트레스 및 양육효능감에 미치는 영향

Pengaruh Pergaulan Teman Sebaya dan Tayangan Kekerasan Media Sosial terhadap Perilaku Agresif Siswa di SMP Negeri 3 Lubuk Sikaping

Things that influence students' aggressive behavior at school are peer association and viewing of violence on social media. The aims of the research are (1) to find out how much influence peer association partially has on students' aggressive behavior (2) to find out how much influence social media violence shows partially on student aggressive behavior (3) find out how much influence peer association and social media violence shows simultaneously to the aggressive behavior of students. Associative type quantitative research methods. The research population for class IX students at SMPN 3 Lubuk Attitude is 120 students. The sampling technique used the Proportional Random Sampling technique and obtained a sample of 92 students. The research instruments were the peer association scale, the scale of social media violence broadcasts and the aggressive behavior scale which were compiled and developed by the researchers themselves. Data analysis is descriptive analysis, hypothesis testing using simple linear regression and multiple linear regression. The results showed that: (1) There is a positive and significant influence of peer association (X1) partially on aggressive behavior of students (Y) with a significant value of 0.008 <0.05; (2) There is a positive and significant effect of the social media violence display variable (X2) partially on the aggressive behavior of students (Y) with a significant value of 0.000 <0.05; (3) There is a positive influence between peer association variables (X1) and social media violence shows (X2) together on aggressive behavior of students (Y) with a significance value of 0.000 <0.05.

The Effect of Behavioral Counseling Implementation with Modeling Techniques in Order to Reduce Students' Aggressive Behavior

Experimental research on the effect of implementing behavioral counseling with modeling techniques in order to reduce student aggressive behavior has been widely carried out, but there has been no further study on the results of these studies to be summarized and reassessed so that they can strengthen the results of the research that has been done. This study aims to analyze and describe the effectiveness of the implementation of behavioral counseling with modeling techniques to reduce students' aggressive behavior. This research is library research with the research method used is meta-analysis. The subjects of this research are eleven articles from journals that have been published nationally. Data collection is done by document recording technique. The results of the article analysis by looking for the effect size based on the t-test value so that the effect size result is 2.148, which means it is included in the large category. Factors that influence student aggressive behavior consist of internal factors, namely behavioral patterns, biological factors and frustration, while external factors include poverty, environmental culture, situational, mass media. The results of this analysis strengthen the results of previous studies which state that the implementation of behavioral counseling with modeling techniques has an influence in reducing student aggressive behavior. Therefore this technique is very suitable to be used in order to reduce the aggressive behavior of students.

The importance of parents' attention to complete aggressive behavior

Aggressive behavior is an act that causes other people to experience suffering, which results in physical and psychological suffering. Aggression is caused by a lack of parental attention and high peer conformity. This study aims to analyze (1) student aggressiveness, parental attention and peer conformity, (2) the contribution of parental attention and peer conformity individually with quantitative methods of descriptive correlational research to see the relationship between the independent variables and the dependent variable. The population of this study were students of class VII, VIII, and IX of SMP Negeri 21 Padang who were registered in the odd semester of the 2021/2022 academic year as many as 374 students. The research sample was 193 students, the research sample was taken using purposive sampling technique. The findings of this study explained that parental attention and peer conformity contributed 42.1% to aggressive behavior. That is, parental attention and peer conformity are factors that contribute to reducing and reducing student aggressive behavior at SMP Negeri 21 Padang. This means that parental attention, peer conformity and aggressive behavior are greatly reduced. Meanwhile, in some aspects that are still in the moderate category in each research variable, it is necessary to improve through guidance and counseling services. The research data shows that the higher the attention of parents and the conformity of peers, the lower the aggressive behavior of students. The data of this study indicate that parental attention and peer conformity are higher. These data indicate the lower the aggressive behavior of students. In connection with the results of this study the authors can provide suggestions: 1) students can take advantage of guidance and counseling services to form positive behavior. 2) Guidance and Counseling Schools cooperate with school personnel, parents and students in preventing and reducing aggressive behavior and the principal as a leader must be able to assist guidance and counseling teachers in establishing good cooperation with parents and other school parties, so as to prevent and reduce aggressive behavior

Perilaku Agresi Verbal Pada Remaja

Adolescence is a time when an individual is looking for self-identity, they tend to be unstable, like to join in and try something regardless of whether it is right or wrong. Aggressive behavior is behavior that intentionally intends to injure physically, verbally and destroy other people's property. Verbal aggression is swearing, mocking, and belittling. This research uses quantitative descriptive research. This study will obtain actual data about the level of aggressive behavior of students at SMPN2 Vocational Junior High School, Aceh Tamiang Regency. The instrument used in this study is the scale of aggression behavior. The population in this study amounted to 739 students and the sample in this study was 72 students. The findings in this study showed that the categorization of verbal aggression behavior showed that there were as many as 14 subjects (19.4%), the low category which means that students never did verbal aggression behavior towards others, then there were 44 subjects (61.1%). which means that students have done verbal aggression behavior against others, then there are as many as 14 subjects (19.4%) which are included in the high category which means students often do verbal aggression behavior towards others.