Verbal Aggressive Behavior Research Articles

Description of Self-Control, Fanaticism and Verbal Aggressive Behavior Among K-pop Fans on Twitter

Description of Self-Control, Fanaticism and Verbal Aggressive Behavior Among K-pop Fans on Twitter

Hubungan Penggunaan Game Online Dengan Perilaku Agresif Verbal Pada Remaja Di Desa Bumisari Kecamatan Bojongsari Kabupaten Purbalingga

Today's youth cannot be separated from gadgets. Gadgets are not only used as a communication tool, but tend to be used to carry out online activities, one of which is online games. The environment of the game is based on violent plot activity, aggression and even gender intimidation. Aggressive actions taken by children as a result of playing games can appear because they lack or even do not care about real life. The study aims to determine the relationship between the use of online games and aggressive verbal behavior in adolescents in Bumisari Village, Bojongsari District, Purbalingga Regency. The sampling technique with a total sampling of 89 teenagers. Data collection was carried out using a questionnaire on the use of online games and aggressive behavior. The results showed that there was a relationship between the use of online games and verbal aggressive behavior in adolescents in Bumisari Village, Bojongsari District, Purbalingga Regency. The results of the correlation test using the Spearman Rho test showed a value of p = 0.001 or p = ≤ 0.05. The correlation value (r) was obtained r = 0.349 which indicates a moderate (moderate) correlation strength between the use of online games and verbal aggressive behavior. The correlation value of r = 0.349 shows a positive relationship, which means that the higher the intensity of using online games, the higher the aggressive verbal behavior will be. The conclusion is that online games are related to verbal aggressive behavior in adolescents

The Relationship Between Game Online Addiction and The Tendency for Verbal Agressiveness in Multiplayer Online Battle Arena

Playing online games is an activity that is popular with various groups, not only children or adolescents, playing online games is also widely practiced by early adults to the elderly. Verbal aggression occurs due to online game addiction, so self-control is needed for Multiplayer Online Battle Arena (MOBA) users. This game emphasizes the cooperative nature of each player, the players will choose and control one game character that is mastered, and will form a strategy for the team which is a strong unit of various abilities and advantages that are unique and different from each character. in the game being played. This study aims to determine the relationship between online game addiction and verbal aggressive tendencies in Multiplayer Online Battle Arena (MOBA) players. The research method used is quantitative research methods. The subjects in this study were men and women aged 18-25 years, who were obtained using a nonprobability sampling technique with the accidental sampling method. The research data was tested using the Cronbach's alpha reliability test using the SPSS 23.0 application. The measuring tools used in this research are online game addiction scale and verbal aggressiveness scale. The results showed that there was a positive relationship between addiction to online games of the Multiplayer Online Battle Arena (MOBA) type and the tendency for verbal aggressive behavior was 0.709 (p <0.000) meaning that there was a significant positive relationship between online game addiction for moba and verbal aggressive behavior.

Aggressive Behavior in Children with Intellectual Limitations from The Teachers' Perspective

The current study aimed to identify the level of aggressive behavior of mentally limited children from the teachers' point of view in and to determine the nature of the differences between the average responses of teachers of mentally limited students in diagnosing the level of aggressive behavior due to a variable gender, academic qualification and years of experience. The study sample consisted of (100) male and female teachers from the category of mentally retarded children in Jerusalem. They were chosen by a simple random method using the aggressive behavior scale. The results concluded that the level of aggressive behavior came to medium degrees, that is, the presence of aggressive behavior among children with mental limitations from the teachers' point of view. The behaviors came in order: aggressive behavior towards oneself, aggressive behavior towards others, aggressive behavior towards objects and possessions, and verbal aggressive behavior. The results also showed no statistically significant differences at the significance level (0.05??) in the averages of teachers' responses to diagnosing the level of aggressive behavior. The results also show children with mental limitations in Jerusalem due to gender, educational qualification, and years of experience.

Empowering Novice Teachers: The Design and Validation of a Competence Model to Manage Verbal Aggressive Behaviour in the Classroom

(1) Background: Dealing with students’ maladaptive behaviour in the classroom, such as verbal aggressive behaviour, is challenging, particularly for novice teachers. They often encounter limited opportunities for training and practice in handling such incidents during their pre-service education, rendering them ill-equipped and uncertain when confronted with instances of verbal aggression during their initial teaching experiences. This article reports on the design and validation of a verbal aggression management competence model to guide and substantiate novice teachers’ immediate reactions. (2) Methods: The model’s construction and validation processes were informed by a dual-pronged approach, encompassing a literature analysis to explore theoretical concepts and semi-structured interviews involving 32 educational experts to validate its practical applicability. (3) Results: The design and validation processes resulted in a comprehensive competence model consisting of concrete steps to be taken during or immediately following an incident and overarching attitudes to be adopted throughout the incident managing process. (4) Conclusions: This study contributes a structured framework to empower novice teachers, offering tools to address verbal aggressive behaviour within the classroom environment. Furthermore, it highlights the potential of incorporating this model into teacher education programs, facilitating the competence development of future teachers, and fostering conducive learning environments.

Burnout and perceived stress among Italian physical therapists during the COVID-19 pandemic: a cross-sectional study

ABSTRACT High levels of burnout and psychological distress have been reported for healthcare workers, with seemingly worse outcomes after the outbreak of the COVID-19 pandemic. However, to date, scarce evidence has been gathered about the condition of physical therapists. This cross-sectional study investigated the three burnout dimensions of emotional exhaustion, depersonalization, and personal accomplishment as measured by the Maslach Burnout Inventory (MBI) and assessed perceived stress with the 10-item Perceived Stress Scale (PSS) in a sample of Italian physical therapists with the aim of examining the relationships between these variables and demographic and work-related factors. An anonymous questionnaire was administered to a convenience sample of 671 professionals from the whole nation and associations between burnout, perceived stress, and work-related variables were investigated with descriptive and inferential statistical methods. Overall, 25% of the participants showed high burnout risk (40% scored high on emotional exhaustion, 36% scored high on depersonalization, and 19% scored low on personal accomplishment), whereas 50% reported high levels of perceived stress. Having been exposed to verbal or physical aggressive behaviors at work (OR = 4.06) was associated with high burnout risk, and participants at risk were significantly younger than those showing no burnout risk (d = 0.27). Having a partner (OR = 0.54) and having children (OR = 0.56) were associated on the other hand with reduced burnout risk. Regression models identified weekly working hours (β = 0.16), exposure to aggressive behaviors at work (β = 0.12), and perceived stress (β = 0.66) as significant predictors of emotional exhaustion, gender (β = 0.18), exposure to aggressive behaviors (β = 0.09), and perceived stress (β = 0.37) as predictors of depersonalization, and gender (β=-0.1) and perceived stress (β=-0.35) as predictors of personal accomplishment. In summary, this study found high rates of burnout and psychological distress among Italian physical therapists a year after the outbreak of COVID-19. Significant relations were found between burnout, psychological distress, and both socio-demographic and work-related variables.

The Relationship between Emotional Maturity and Verbal Aggressive Behavior in State Vocational High School Students

This study aims to determine the relationship between emotional maturity and verbally aggressive behaviour in class XI students of SMKN 1 Anyer. The method used in this study was associative quantitative with a correlational approach, with a population of 360 students and a sample of 90 students using the Probability Sampling Technique, namely that each people has the same opportunity to be sampled without any sampling criteria. The data collection tool used is the questionnaire instrument. Test the hypothesis using the Product Moment From Pearson correlation test with a value of -.465, decision making with a significance value of 0.04 <0.05 is correlated or has a relationship. The calculation results show that there is a relationship between emotional maturity and verbally aggressive behaviour in class XI students of SMKN 1 Anyer in a negative direction or the opposite direction, the hypothesis is accepted Ha: (accepted) there is a significant relationship between emotional maturity and verbally aggressive behaviour in class XI students SMKN 1 Anye, Ho: (rejected) there is no relationship between emotional maturity and verbally aggressive behaviour in students of SMKN 1 Anyer, by concluding that the higher the level of emotional maturity, the lower the verbal aggressive behaviour, conversely, the higher the level of emotional maturity, the higher the verbal aggressive behaviour.

Relationship Between School Climate and Emotional Intelligence with Students' Verbal Aggression Behavior

Verbal aggression is a very worrying phenomenon because humans basically need each other in their social life every day, frequent acts of verbal aggression make this behavior reasonable and even considered to have no serious impact. The purpose of this study was to determine the relationship between School Climate and Emotional Intelligence with Verbal Aggressive Behavior. This research is a quantitative research with a correlation type. Data collection techniques in this study were in the form of the School Climate scale, the Emotional Intelligence scale and the verbal aggression scale. the subjects in this study were vocational students and the number of subjects in this study amounted to 189 people. The data analysis technique used in this study is Spearman's Non-Parametric Rank analysis. Based on the results of data analysis, the following results were obtained: 1) there was a significant negative relationship between School Climate and Verbal Aggression (-.344 and p = 0.000; p <0.01). 2) there is a significant negative relationship between Emotional Intelligence and Verbal Aggression (-.271 and p = 0.000; p <0.01). The results of this study concluded that each variable of school climate and emotional intelligence had a very significant relationship with aggressive verbal. But the two variables are not simultaneously associated with verbal aggression.

The moderation effect of mentalization in the relationship between impulsiveness and aggressive behavior.

Aggressive behavior is a growing problem across many contexts. Thus, searching for its predictors is important. The aim of the current study was to analyze the moderator effect of mentalization in the relationship between impulsiveness and both verbal and physical aggressive behavior, using a sample of 583 participants gathered from the general Spanish population (MAge = 34.60, SDAge = 12.99). In our sample, 182 were male and 401 were female. The results showed significant bivariate relationships among aggression, impulsiveness, and mentalization. Moderation structural equation modeling (MSEM) showed a significant moderation effect, so whereas the value of mentalization is not relevant in cases of people with low impulsiveness, high mentalization abilities allow those people with high impulsiveness to behave less aggressively than people with high impulsiveness and low mentalization abilities. Practical implications and limitations of the study are discussed.

Impact of Social Information Sharing and Browsing Congruence on Verbal Aggressive Behavior

Impact of Social Information Sharing and Browsing Congruence on Verbal Aggressive Behavior

Analysis of Aggressive Behaviour in Adolescent in Depok Sleman Yogyakarta

Adolescence is called a transitional period of development between childhood and adulthood, which involves biological, cognitive, and sociocosional changes. Emotional changes in adolescents can lead to aggressive behavior. Aggressive behavior is an outpouring of emotion as a reaction to individual failure that is exposed in the destruction of human beings or objects with elements of deliberation expressed by verbal words and nonverbal behavior. The aim of this research is to analize of aggressive behavior in adolescent. The methode of this research is is descriptive analitic. Total sample 140, with sampling total sampling technique. This research was conducted at SMK PI Ambarrukmo 1 Depok Sleman. The result of the research is obtained that the overwhelming majority of adolescent aggressive behavior has a low aggressive behavior, majority verbal aggressive behavior in medium category, and majority physical aggressive behavior in low category.
 sociocosional changes. Emotional changes in adolescents can lead to aggressive behavior. Aggressive behavior is an outpouring of emotion as a reaction to individual failure that is exposed in the destruction of human beings or objects with elements of deliberation expressed by verbal words and nonverbal behavior. The aim of this research is to analize of aggressive behavior in adolescent. The methode of this research is is descriptive analitic. Total sample 140, with sampling total sampling technique. This research was conducted at SMK PI Ambarrukmo 1 Depok Sleman. The result of the research is obtained that the overwhelming majority of adolescent aggressive behavior has a low aggressive behavior, majority verbal aggressive behavior in medium category, and majority physical aggressive behavior in low category.

HUBUNGAN ANTARA KEKERASAN VERBAL DENGAN PERILAKU AGRESIF ANAK USIA 4-6 TAHUN

This research is based on the background of aggressive behavior that appears in children who experience verbal violence in the Dharma Wanita Persatuan Waru Kindergarten. The purpose of this study was to determine whether there was a relationship between verbal violence and aggressive behavior in children aged 4-6 years. This research uses correlational quantitative research with 30 samples. Data analysis of this research uses product-moment correlation data analysis with a prerequisite test for normality test and linearity test. The results showed that there was a relationship between verbal violence and aggressive behavior in children aged 4-6 years or Ha was accepted and Ho was rejected because the value of the r-Pearson correlation was 0.869 in the range of r-person correlation values ​​(0.81 – 0.99), which means that between variable x (verbal violence) with variable y (aggressive behavior) has a relationship with the high category. In addition, the results of the educational background of parents at Dharma Wanita Persatuan Waru Kindergarten are low, namely at the elementary school (20%), junior high school (26%), junior high/vocational school (46%), D1-D3 (3%), S1 ( 3%). So it can be concluded that the education factor of parents is the cause of verbal abuse to children so that children show aggressive behavior that can disturb themselves and others.

Effectiveness of Montessori-based activities on agitation among Asian patients with dementia: A systematic review and meta-analysis.

Objectives:Montessori based activity are supposed to be an effective nonpharmacological intervention in the treatment of agitation in western countries. However, most studies conducted to evaluate the effectiveness of Montessori based activities on agitation in Asian patients were small sample size, as well as inconsistent outcomes, which may limit the reliability of the conclusions. The present pooled analysis, hence, was conducted to evaluate the effectiveness of the activity on agitation related with dementia in Asian patients with dementia.Design:Prospective randomized clinical studies were included, of which available data was extracted. Outcomes of physical aggressive behaviors, physical nonaggressive behaviors, and verbal aggressive behaviors were pooled for the analysis by weighted mean differences.Data sources:Medline, Embase, Cochrane Library, China National Knowledge Infrastructure (CNKI), WanFang, and China Science and Technology Journal Database (VIP)Eligibility criteria:Prospective, randomized, controlled clinical studies, conducted to evaluate the effectiveness of the activity on agitation related with dementia in Asian patients with dementia.Data extraction and synthesis:Available data including baseline characteristics and interested outcomes from the included literature were extracted independently by 2 investigators. Measuring scales including CMAI and NOSIE were adopted for the efficacy comparison between Montessori based activity and standard activity. Weighted mean difference was used for the pooled analysis.Results:A total of 460 participants were included in the present meta-analysis. The pooled mean difference agitation for Montessori based activity was –3.86 (95% CI: –7.38 to –0.34, P = 0.03) comparing to standard activity. The pooled mean differences for physical aggressive behaviors, physical nonaggressive behaviors, and verbal aggressive behaviors in Montessori based activity group were –0.82 (95% CI: –1.10 to –0.55; P < 0.00001), –0.81 (95% CI: –1.68 to 0.55; P = 0.07), and 0.38 (95% CI: –0.92 to 1.68; P = 0.57).Conclusions:Montessori based activities may reduce the frequency of agitation, especially in physical aggressive behaviors comparing to standard activities in Asian patients with dementia. However, the effectiveness of Montessori based activities on reduction of subcategorized agitated behaviors including physical nonaggressive behaviors, and verbal aggressive behaviors may not be reliable as physical aggressive behaviors.

Окремі аспекти виникнення та попередження вербальної агресивної поведінки у підлітків з порушеннями розумового розвитку

The article contains the results of theoretical generalization and practical work on the disclosure of certain aspects of aggressive verbal behavior in adolescents with intellectual disabilities and a description of the main pedagogical techniques for its prevention and correction. The presence of a high concentration of aggression in society and the lack of an unambiguous scientific explanation of this complex phenomenon make research issues one of the current psychological and pedagogical problems, an important promising scientific, theoretical and practical task. The article is devoted to the study of a complex social, psychological, speech phenomenon, which is common in modern society and especially in the school environment, where it is often and vividly manifested. The approach to the study of verbal aggression of adolescents with speech disorders presented in the paper allowed to identify significant aspects of this phenomenon: the origins, level of danger, mechanisms and psychological and pedagogical methods of overcoming. The main aspects of verbal aggression are: external, formal – verbal design of manifestations: intonation, timbre, tempo, volume of speech, features of diction, suggestive characteristics of the voice; specifics of lexical means and speech constructions; internal, semantic – topics, content, goals of expression.It is not only possible but also necessary to significantly limit the manifestations of verbal aggression in the school environment, as this phenomenon poses a real threat to the implementation of full-fledged communicative contacts and an effective educational process. The conducted research allows to continue the work in the direction of developing methods for overcoming verbal aggression in the school speech environment and determining a set of urgent tasks of correctional and preventive work. Solving the problem under study will not only improve the culture of pedagogical communication, normalize the psychological climate in the school community and the implementation of effective educational process, but also in general to harmonize communication between people, the overall health of modern society

Influence of mother's emotional management training on verbal aggressive behavior of children aged 4-6 years old in Bogor City

Parents have a responsibility to keep their children's growth and development running optimally. Growth is more directed to physical changes according to age, while development refers to increasing the complexity of the functions and skills of children to adapt to their environment. The golden period of child development occurs at the age of under five years. At each stage of the child's age will experience changes that are very diverse and unique. One of the developments that must be achieved by children is emotional development. The factor that has the greatest influence on verbal aggressive behavior in children is the environment, namely family and school. Parents who are hard on their children can make their children harsh on others. Children have the nature of imitating what they get and feel. This study used aquasi-experimental method with a control group. By using the minimum sample formula for the two-group difference hypothesis test, the number of respondents was 27 people in the intervention group and 27 people in the control group. The results showed that in the intervention group, there was a significant difference in maternal violent behavior before and after the intervention with p value 0.034.

Verbal Aggression in the Professional Activities of Police Officers

The object of the study is verbal aggression, which is understood as a type of aggressive speech behavior, considered as an unecological way to relieve excessive psycho-emotional stress of a person swearing in a situation of stress or conflict while defending his point of view or position. The subject of the study is the personal qualities that form aggressive behavior, including verbal aggression in the professional activities of police officers. The purpose of the study is to identify the level of verbal aggression depending on gender, age, level of professional education of police officers, as well as to identify personal qualities that are most correlated with verbal aggression and influence the constructiveness index when choosing strategies to overcome stressful situations in professional activity. The scientific novelty lies in the differentiation of the goals of various types of aggressive speech behavior; consideration of verbal aggression in the professional activities of police officers both orally when communicating with a different contingent of citizens, and variations of verbal aggression in writing in Internet communications. As a result of the study, the goals of various types of verbal aggressive behavior were differentiated, including taking into account Internet communications; the highest level of verbal aggression was revealed in male police officers receiving their first higher legal education, belonging to the age category of 26-40 years; verbal aggression is more correlated with positive aggressiveness, irritability; the presence of verbal aggression reduces the index of constructiveness in resolving conflict situations.

Group Guidance Services with Self-Management Techniques to Reduce Students' Verbal Aggressive Behavior

The increase in students' verbal aggressive behavior every year must be eliminated or reduced in order to have a positive impact. One of the efforts made to reduce students' verbal aggressive behavior at school is to carry out group guidance services with self-management techniques. This study aims to describe the differences in student aggressive behavior with the experimental group guidance service using self-management techniques and the control group guidance service without using self-management techniques. This study uses a Quasi Experiment with The Non Equivalent Control Group design. The results showed that there was a significant difference in the aggressive behavior of experimental group students who were given group guidance services using self-management techniques with control group students who were given group guidance services without using self-management techniques; this can be seen in the average posttest score of the experimental group dropped higher than the average posttest score of the control group. Thus, group guidance services use self-management techniques effectively to reduce students' verbal aggressive behavior.

Дискурсивные средства выражения речевой агрессии в российских и китайских СМИ

The aim of the study is to determine the discursive markers of the implementation of aggressive verbal behaviour in the news media space in Russia and China. The scientific originality of the research lies in a comprehensive description of the discursive parameters of speech aggression implementation in order to achieve the message sender’s communicative goals. The mechanisms of participants’ verbal aggressive behaviour in the news discourse of the Russian and Chinese mass media are described. As a result, it has been ascertained that the main thematic areas of the implementation of aggressive speech behaviour are politics, the military sphere, national interests, where the belligerent behaviour of communicants is manifested both at the explicit and implicit levels due to the semantic and cognitive mechanisms.

Discrediting bullying in online dialogues (on the material of linguo expert practice)

This article presents the results of the study — discrediting cyberbullying in the polylogues of network communication. The purpose of the study is to describe the options for the formation of defamatory cyberbullying in network communication and to identify some of its typological features in comparison with conflicting texts of a defamatory orientation in the materials of traditional print media based on the material of controversial texts that became the object of litigation in 2019–2021. The study, conducted on the material of three types of aggressive verbal behavior of network communicators — SMS correspondence, chat in the WhatsApp messenger and personal correspondence in the same messenger, made it possible to clarify some typological features of cyberbullying varieties as a distinct social problem that requires discussion and search for solutions. A comparative analysis of public aggressive speech actions associated with an attempt to discredit an opponent in traditional media (media) and social messengers made it possible to identify their common and different features. The common features, united by the strategy and tactics of discrediting, include: purposeful and pre-planned choice of the victim, due to the situation of communication, goals, the implementation of which is pursued by discrediting or offensive actions; conventionally or legally fixed rules of speech behavior in public and private speech communication. The differences, in our opinion, are primarily due to the type of discourse (institutional, interpersonal or mixed), the form of language manifestation as a means of communication (written/printed, oral, electronic); addressee factor (the number of participants involved in a speech conflict or observing it); a set of linguistic and non-linguistic means selected for cyberbullying. We believe that modern mass media serve as a kind of standard for the selection of speech means of communication, not only in “real”, but also in modern virtual communication.

Development of Self-Control Instruments for Aggressive Behaviorin the Class Xi Vocational School of Diponegoro Majenang

Verbal aggressive behavior is exhibited in individuals due to low self-control. This study aimed to develop instruments for aggressive behavior in students, to help improve the students’ self-control. The instrument development method was used. The data were collected through a questionnaire tested on 30 students of class XI SMK Diponegoro Majenang, chosen by random sampling. The Aiken formula with valid conditions &gt; 0.73 was used for evaluating the validity. The KMO test results of 0.728 &gt; 0.50 meant that the instrument could be considered valid as a measuring instrument. The reliability test was carried out with the Alpha Cronbach formula and a result of 0.853 &gt; 0.60 was obtained. This meant that the self-control scale could be considered reliable to measure the level of control in students exhibiting aggressive behavior&#x0D; Keywords: development; instrument; self-control; aggressive behavior