Causes Of Aggressive Behaviour Research Articles

The Value of Local Wisdom in the Burning Stone Tradition Through Learning for Character Building of Elementary School Students

This study presents a systematic literature review based on the frequent occurrence of tribal wars in the Papua region. In tribal wars, the causes of aggressive behavior were found, namely internal, external, environmental, and situational stressors. Of course, this is a problem in social life. Therefore, it is necessary to foster the formation of character values from an early age to be important in Papua as one of the efforts to become the integrity of Indonesia. This study aims to explore the values of local wisdom contained therein burning stone tradition, which plays a role in learning about character building for elementary school students. This systematic literature review research article is through the Publish or Perish 7 application and Mendeley. In the application, researchers access journals on Google Scholar and Scopus Index Journals. The search was carried out using the terms local wisdom, burning stone tradition, and character building. The search was limited to the year published from 2012 to 2021, then selected articles according to compatible themes into 16 selected articles. The findings show that character building can be done through the values of local wisdom, and the tradition of burning stones by integrating the students, including 1) the value of divinity/religion, 2) the value of responsibility, 3) the value of cooperation, 4) the value of caring, 5) the value of curiosity, 6) the value of honesty, 7) the value of leadership wisdom, 8) the value of tolerance, and 9) the value of love of peace. By integrating these values into thematic learning materials that strengthen SD/MI in the 2013 Curriculum Framework, the value of local wisdom of the burning stone tradition for students in schools can be realized in character building, which contributes to the development of the syllabus and lesson plans for each learning subtheme studied. with the values of local wisdom in society. Instilling student character in elementary schools requires support from various parties, one of which is the family, peers, and the community so that students have a complete character with noble values.
 Keywords: local wisdom, stone burning tradition, character building

Агрессивное поведение подростков в представлении педагогов: оценка факторов риска

Background. The article regards the assessment of teachers' ideas about various risk factors for aggressive behaviour in adolescents. Teachers' perceptions of the factors influencing adolescents' aggressive behaviour allow us to understand how it is conceptualized, what contributes to the study of the phenomenology of adolescents' aggressive behaviour and, thus, is important for modern prevention programmes. Objective. The purpose of this article is to make a theoretical and empirical review and to identify risk factors for aggressive behaviour in adolescents assessed by teachers. Methods. The article analyzes the answers to the questions “What external and internal factors do you think to be the causes of aggressive behaviour in adolescents?” The questions were asked separately about older (15–19 years old) and younger (11–14 years old) adolescents. Spearman correlation analysis and nonparametric Wilcoxon criterion were used to assess the relationship between the indicators concerning the assessments of external and internal risk factors. Sample. The study was implemented in the form of an anonymous online survey for teachers from five federal gegions of Russian Federation. The overwhelming majority of respondents are female (94%). The average age of respondents is 44.5 (SD = 11.7). A sample of 5728 teachers was used for the analysis. Results. The analysis reveals that educators rate the significance of both external and internal factors higher in relation to the older adolescents compared to the younger ones. An inverse correlation between the teacher's age and the assessment of the significance of risk factors was revealed. Conclusion. In the course of the study we obtained results indicating the specificity in assessing the significance of risk factors for aggressive behaviour of adolescents in the teachers' perception. External and internal factors are perceived by teachers of different ages heterogeneously, which may be due to both individual characteristics of teachers and the social situation of the development of modern adolescents. This contributes to the study of the phenomenology of aggression in adolescence. The obtained results can help develop professional development programmes aimed at correct identification of risk factors on the part of teachers in order to form strategies of educational work with younger and older adolescents.

USE OF ART TECHNIQUES TO PREVENT TEENAGER AGGRESSION IN MODERN CONDITIONS

The article discloses the problem of younger teenagers’ aggressiveness prevention in current challengeable times. The purpose of the article is to determine the benefits of using art therapy during a crisis period, as well as highlight using art techniques in the prevention of aggressiveness among younger teenagers in general secondary education institutions. Theoretical (analysis, synthesis, systematization, generalization) and empirical (survey of children aged 11-12) methods were used to prepare the article.The prevention of aggressiveness among younger teenagers is defined as a direction of socio-pedagogical activity, which involves a set of measures aimed at preventing, limiting, and localizing the phenomenon of aggressiveness among younger teenage children in the social environment. According to the results of the survey, the causes of aggressive behavior of teenagers were revealed (injustice; unpleasant situations and circumstances that provoke them; bullying, insults from classmates; comments from elders, teachers, parents, etc.). Methods of teenagers self-control in cases of strong angry emotions (such as conflict avoidance, communication with friends who keep spirits up, wishful thinking, relaxation, breathing techniques, constructive expression of resentment, etc.) are summarized.It is substantiated that art techniques is an effective method of preventing rising aggression in younger teenagers. It is noted that art therapy is a multifaceted technological tool that is attractive to children and easy to use. The key advantages of using art therapy during and after armed conflicts are highlighted. It was determined that such types of art therapy as video therapy, music therapy, photo therapy, etc., have particular importance now. The specified types are characterized, the advantages of their use in war conditions are outlined. Key considerations of art therapy application in institutions of general secondary education are disclosed.

Attributions of aggressive behaviour in people with mild intellectual disabilities to borderline intellectual functioning in a secure forensic setting

ABSTRACT Aggressive behaviour is often displayed by people with intellectual disabilities (ID) in forensic healthcare settings. Research on the causal beliefs (i.e. attributions) of aggressive behaviour are commonly studied from the perspective of support staff. As aggressive behaviour is mostly a product of interaction between the person showing it and their environment, it is valuable to include the perspective of people with ID as well. Four group interviews, consisting of a total of 20 people with mild ID or borderline intellectual functioning and forensic and/or psychiatric problems, were held to explore incidents of aggressive behaviour. The attributions were analysed using the Leeds Attributional Coding System. Clients almost equally distributed the causes of aggressive behaviour to themselves (intrapersonal domain; 48.0%) and to other persons (interpersonal domain; 45.7%). There is a distinction related to the attributions given between the client as agent (intrapersonal domain), being uncontrollable (72.1%) and global (68.9%), versus other persons as agent (interpersonal domain), being controllable (86.2%) and specific (56.9%). This analysis of attributions regarding aggressive behaviour given by clients resulted in information on causal beliefs of aggressive behaviour from the perspective of clients. Incorporating their views will possibly increase involvement and commitment in support and treatment.

Aggressive Students’ Academic Performance: Teachers’ Insight

Presented study was aimed to highlight the different causes of aggressive behavior of students and its effects on their academic performance, according to the observations of secondary school students. To accomplish this goal, the conducted research was descriptive in nature. Data were collected from elementary school students’ teachers through a questionnaire. The population of the study was considered as all public elementary school male and female teachers in four Tehsils of District Multan region. Total eighty schools and from each school 3 teachers were randomly selected as a result total 240 teachers were selected. A questionnaire consisting of 49 items was designed for teachers. Furthermore, data were analyzed by adopting as per need descriptive and inferential statistics. It is concluded that aggressive behaviors in students do not significantly reduce a students’ academic performance, however, there is a sign that academic scores are declining as aggression increases. Aggressive behaviors in students do not directly lead to low academic performance. Although there is an insignificant link between aggressive behavior and academic performance, aggressive students face difficulties in their education. It is recommended that teachers need additional training on how to deal with children with aggressive behavior. In this regard, parents-teachers meeting on regular basis and on required desires of teachers is necessary.

Causes and Preventive Measures of Aggressive Behaviour among In-school Adolescents in Ilorin Metropolis: Stakeholders’ Perception

Aggressive behaviour has been described to be an act engaged in to harm someone who is considered to be vulnerable. It has been observed to be on the increase among young people, most particularly, adolescents in our society. This study therefore examines the stakeholders’ perceived causes and preventive measures of aggressive behaviours among in-school adolescents in Ilorin Metropolis in Nigeria. A descriptive survey design was used for this study. Two hundred senior secondary school students and 100 teachers; making a total of 300 respondents, were selected for the study. A questionnaire was used to obtain data from the respondents. The instrument was validated by experts in the Department of Social Sciences Education. Two research questions were answered and two research hypotheses tested. Percentage and mean ratings were used to answer Research Questions One and Two, while an independent t-test was used to test the two formulated hypotheses at 0.05 level of significance. The findings of this study revealed that the stakeholders’ perceived causes of aggressive behaviour among in-school adolescents in Ilorin Metropolis was poor teacher-students’ interactions. Stakeholders perceived preventive measures to aggressive behaviour to be regular moral and religion teachings, and parental monitoring of what their children watch on social media. Based on the discussion of findings and the conclusions drawn, it was recommended that aggressive behaviour among in-school adolescents can be prevented by engaging in moral and religion teachings on aggressive behaviour.

Subtypes of Aggressive Behavior in Children with Autism in the Context of Emotion Recognition, Hostile Attribution Bias, and Dysfunctional Emotion Regulation

The causes of aggressive behavior in children with autism are poorly understood, which limits treatment options. Therefore, this study used behavioral testing and parent reports of 60 children with autism to investigate the interplay of emotion misinterpretation and hostile attribution bias in the prediction of different aggressive behaviors. Further, the additional impact of dysfunctional emotion regulation was examined. Path analyses indicated that hostile attribution bias increased verbal and covert aggression but not physical aggression and bullying. Dysfunctional emotion regulation had an additional impact on bullying, verbal aggression, and covert aggression. Emotion recognition was positively associated with hostile attribution bias. These findings provide a first insight into a complex interplay of socio-emotional variables; longitudinal studies are needed to examine causal relationships.

GAMBARAN PERILAKU AGRESIF DITINJAU DARI PERSPEKTIF USIA DAN TINGKAT KELAS BAGI PESERTA DIDIK SMK

This research is based on phenomena in the field which show the aggressive behavior of students of SMK Negeri 1 Plered Purwakarta class XI. The purpose of this study was to determine the description of aggressive behavior, the factors causing aggressive behavior in terms of age and grade level perspective. Samples who behave aggressively are students who experience problems personally. This type of research uses descriptive quantitative methods aimed at revealing individual data. The research sample amounted to 82 people taken from the total population. Information collection is carried out to obtain data related to the phenomenon of circumstances, or certain variables and the presentation of conclusions through statistical exposure, data collection methods using questionnaires. Aggressive behavior is a reaction to conditions of worry, frustration, anger by trying to hurt others. The form of aggressive behavior in responding to a condition of worry, frustration, anger by attacking an object, physically attacking, symbolically or verbally threatening and degrading others and demanding behavior. The results of the study stated that the causes of aggressive behavior were social, personal, cultural factors, weather conditions, and mass media.Keywords: Aggressive Behavior, Age, Grade Level.

Cyber-Aggression Typology Questionnaire: Structure and Primary Psychometric Characteristics

The problem of online aggression has attracted increasing attention over the past decade. Various studies revealed a need for tools that would identify the causes of aggressive behavior in cyberspace. The article presents the results of the adaptation of the English-language Cyber-Aggression Typology Questionnaire (CATQ) by K. C. Runions on 421 Russian-speaking teenagers aged 10–15 years (St. Petersburg). The method features four types of online aggression. K. C. Runions describes the cyber-aggression in teenagers through their motivational goals and the ability to behavioral self-control. The procedures of exploratory and confirmatory factor analysis confirmed the four-factor model of the original questionnaire. All factors were balanced by the number of statements. The final version of the questionnaire included 23 statements. The structure of the questionnaire was represented by the following factors: impulsive-aversive cyber-aggression, controlled-aversive cyberaggression, controlled-appetitive cyber-aggression, and impulsive-appetitive cyber-aggression. The questionnaire showed good indicators of discriminativeness and reliability; it can serve as a reliable psychological diagnosis tool for studying the phenomenon of cyber-aggression in scientific and practical purposes. Understanding the motivations behind cyber-aggressive behavior can help to develop new preventive measures based on individual differences in the disadaptive factors of online aggression.

THE IMPACT OF SCHOOL ENVIRONMENT PRESSURES ON AGGRESSIVE BEHAVIOR DIRECTED TOWARDS OTHERS IN PRIMARY SCHOOL CHILDREEN

The study aimed to identify the relationship between environmental pressures and aggressive behavior in children of primary schools, and to identify the relationship between the environment of the house and the school and the family environment and the emergence of aggressive behavior in children. In order to achieve the objectives of the study, a 100-sample sample was distributed to the primary schools in Cairo Governorate. The sample was selected equally between the East Cairo Department, the West Cairo Department, the North Cairo Department, and the South Cairo Administration. As for methodological procedures, the researchers used Behavioral Theory the descriptive approach was used using the social survey method. The results of the study found that the higher the percentage of environmental pressures on children, the higher the aggressive behavior of primary school children. The environmental pressures were divided into the pressures of the school environment, the pressures of the housing environment, social pressures and economic pressures. Yes, (26%) to a certain extent, (23%) no, which means that a high proportion of primary school children suffer from the pressures of the school environment. Aggressive behavior directed at others to the total sample is relatively significant (49%). Yes, (13%) to a certain extent (38%), This means that the proportion of aggressive behavior directed at others in primary school children is high and that there is a direct correlation between environmental pressures and behavior Aggression whenever the percentage of environmental pressure with the percentage of aggressive behavior in children of primary schools. The study recommends programs to modify behavior and overcome aggression in children periodically in primary schools, Organizing seminars for parents to identify the causes of aggressive behavior and its association with environmental pressures and how to overcome it, allocate different sports activities and activate the share of sports activity for children in primary schools, and also recommend planting and planting flowers around the schools to increase the percentage of oxygen and absorption of negative energy in children, and also activating the role of psychologist Within the primary schools in order to overcome the aggressive behavior of children and follow up their behavior and modification.

Responding to Regulatory Pressure About Nursing Home Abuse

Responding to Regulatory Pressure About Nursing Home Abuse

Why Do Children Become Aggressive?

The term aggression is common in the media. What is sad is that we see cases of aggressive children which are worrying. It is true that this pandemic has made people understand how important health is and some parents of children with a high level of aggression have started doing cognitive behavioral therapy at certain psychologists. It is good, but still in some cases this aggression comes from internal causes, certain biochemical disorders. Increased testosterone levels in boys are a common cause. Psychologists at the beginning of therapy should suggest parents to perform a complete set of tests that should not miss the analysis of thesosterone, cadmium, and vitamin B12. In the case of vitamin B12, if it is in small amounts in the body it can affect the behavior leading to greater agitation and even aggression. What is again extremely important is to perform a brain MRI to observe the activity of the amygdala and cerebral cortex. A disorder of these can be the cause of aggressive behavior in children. A good collaboration between the family, the psychologist and the doctor will be able to lead to solving the problems of aggressive behavior.

Sertolioma in a Canadian Husky: Relationship between Tumor, Hormones, Neurons and Skin

Background: Sertolioma is a slow-growing, non-invasive, firm and nodular tumor, malignant in 10% to 22% of cases and with low metastatic potential. Old age and cryptorchidism increase up to 26 times its chances of development and associates it with malignancy. Paraneoplastic syndrome, shown in 20% to 30% of the animals, is due to the aromatization of testosterone or the direct production of estrogen by tumor cells, leading to signs of feminization and bone marrow aplasia. The objective of this article is to report a case of sertolioma in a dog with dermatological characteristic symptoms, but presenting an unusual aggressive behavior, both completely reverted after castration.Case: A 9-year-old, uncastrated, aggressive and uncontrollable Canadian Husky dog was treated at the Institutional Veterinary Hospital with parapenial volume increase and generalized alopecia. A scrotal testis of reduced size and flaccid consistency and a mass in a parapenial region of 11 x 7.5 x 8 cm in diameter, with a cystic contour, adhered to the abdominal musculature and painless to palpation were detected. Cytology of the parapenial mass presented an image compatible with seminoma or sertolioma, and the preputial smear revealed a predominance of superficial cells. Ultrasound examination showed a heterogeneous inguinal mass, with expansive cystic area, compatible with mass in retained inguinal testis. Therapeutic course consisted of bilateral orchiectomy. Ectopic testis was firm to the cut, had whitish to yellowish coloration and was surrounded by a tunica containing 200 mL of serosanguinolent liquid. The histology of the mass revealed sertolioma-compatible cell characteristics, with cell proliferation circumvented by fibrous connective tissue forming poorly delimited lobes, moderate polymorphism with elongated cells, arranged in a palisade at the periphery of the lobes, vacuolated eosinophilic cytoplasm and vesiculous round nuclei. The unretained testicle revealed signs of atrophy. After surgery the patient showed a progressive improvement of the dermatological symptoms. However, what most caught the attention was the change in aggressive behavior, and fifteen days after surgery the animal was extremely docile and easily restrained during the clinical examination.Discussion: Hyperesthyrogenism due to sertolioma results from: 1) direct synthesis of estrogen by neoplastic tumor cells 2) increase in metabolism by central conversion (testicular cells) or peripheral hepatocytes, myocytes, adipocytes, hair follicles and neural tissue) androgens into estrogen through the aromatization of testosterone and 3) androgen and estrogen rate imbalance. Testosterone is considered responsible for the aggressive behavior in males, evidenced by the decrease of this behavior when the testicles are removed, and by the reinstallation of this behavior when the hormonal replacement is done. However, research on mice showed that estrogen-sensitive regulatory pathways also play a role in promoting this behavior. Although practically undetectable in male circulation, its presence stems from in vivo synthesis from the aromatization of testosterone, and it is this local estrogen, peripherally synthesized in the brain, that would be responsible for the control of dimorphic behaviors in males. The importance of the estrogen signaling pathway in aggression has also been reported in a study in knockout mice for estrogen receptors, in which males rarely exhibited aggressiveness. Such information is sufficient to support the hypothesis that the disappearance of the aggressiveness of the reported animal was obtained due to castration and correction of hyperestrogenism, showing the importance of including it as an important cause of aggressive behavior in uncastrated male dogs.

Null Effects of Game Violence, Game Difficulty, and 2D:4D Digit Ratio on Aggressive Behavior

Researchers have suggested that acute exposure to violent video games is a cause of aggressive behavior. We tested this hypothesis by using violent and nonviolent games that were closely matched, collecting a large sample, and using a single outcome. We randomly assigned 275 male undergraduates to play a first-person-shooter game modified to be either violent or less violent and hard or easy. After completing the game-play session, participants were provoked by a confederate and given an opportunity to behave aggressively. Neither game violence nor game difficulty predicted aggressive behavior. Incidentally, we found that 2D:4D digit ratio, thought to index prenatal testosterone exposure, did not predict aggressive behavior. Results do not support acute violent-game exposure and low 2D:4D ratio as causes of aggressive behavior.

Environmental Influence on the Aggressiveness in Children with Schizophrenia

Background. This article analyzes aggressive behaviour of schizophrenic child and its characteristics. It examines what factors provoke aggressive behaviour, what activities are useful to strengthen their social adaptation. There are scientific articles with discussions about schizophrenic patients’ feelings, neurobiological activities, but it is a lack of concrete case analyses, helpful to understand psychological and social causes of schizophrenic patient aggressive behaviour, and to create methodical techniques how to work with these children having goal to reduce aggressive behaviour. The aim of this article is to explore psychosocial environmental impact on aggressiveness of children, suffering from schizophrenia. Methods. Qualitative research was selected, phenomenological observation and a short interview with children’s mothers and nurses were used for data collection, and the examination of the documents (drawings) was used, too. Data were summarized using qualitative content analysis, as well as grounded theory strategy. The study involved four school-age patients with schizophrenia. Recorded materials of observations and interviews were analyzed as the text. Results. Schizophrenic child has learned aggressive behaviour in the family; social rejection or sudden loss of warm emotional contact strengthened aggressiveness; aggressive actions occurred spontaneously and were directed to the imme diate surroundings; these actions were incomprehensible to people; emergence of noise provoked aggressive actions. Aggressive behaviour is associated with insecurity, low self-esteem, failure to understand the cause of aggressive behavior attacks reinforces alienation and hostility to the social world. Unconscious aggressiveness intensifes during its performance, so the behaviour is completely out of control; its consequences are related to the personality’s social devaluation. All these things are experienced as an access to the catastrophe from which the man cannot be saved, so the children focus on the crumbling world and inadequate attempts to escape, provoking conflicts. Quiet environment and drawing strengthens the self-esteem of individuals and calms. Conclusion. Personalized, targeted organization of leisure, responding to the interests of children with schizophrenia, creates the psychosocial environment, where the child’s safety increases, and aggressive behaviour trend reduces.Keywords: children with schizophrenia, aggressive behaviour, psychosocial environment, drawing.

PSYCHOLOGICAL AND SOCIAL ASPECTS ASSOCIATED WITH CHILDREN ROTERS IN BASIC EDUCATION

The study aimed at identifying the causes of the behavior of the rioters in the children of the basic education level in three public schools in Cairo and other private schools, ranging in age from 6 to 15 years; because this age of childhood is one of the most affected by aggressive behavior problems. The researchers used the qualitative approach through the use of a measure of the behavior of the rioters for basic education in a sample of 600 children representing various social and economic levels and the quality of males and females and the interpretation of both the theories of childhood and aggressive behavior. This study has developed a deep understanding of the causes of aggressive behavior in children from their point of view and through their experiences and experiences in interacting with social structures, which had different effects on provoking their aggressive behavior. In their view, the children's views on the causes of their aggressive behavior are complex and intertwined. It was clear that the ineffective means of raising the child affected the development of different hostile behaviors in the children of the study population. Recommendations of the study suggest: Aggressive behavior in children is a way to express their rejection of class-based poverty. They also identified their relationship with teachers who treated them as inferior and restricted their freedom within the classroom compared with children of the middle and wealthy social classes, creating different hostile reactions In their relationship with teachers and other children. Children mimic their behavior in hostile scenes in their families, with comrades, and through visual media. Activate the role of social service in the formulation of social policies to protect children from the causes and risks of aggressive behavior in their relationship with different social structures and work on prevention, treatment and reduction. In addition to conducting research and future studies to investigate the manifestations and causes of aggressive behavior in other age groups that were not targeted by this study.

Aggression is associated with greater subsequent alcohol consumption: A shared neural basis in the ventral striatum.

Alcohol use and abuse (e.g., binge drinking) are among the most reliable causes of aggressive behavior. Conversely, people with aggressive dispositions (e.g., intermittent explosive disorder) are at greater risk for subsequent substance abuse. Yet it remains unknown why aggression might promote subsequent alcohol use. Both aggressive acts and alcohol use are rewarding and linked to greater activity in neural reward circuitry. Through this shared instantiation of reward, aggression may then increase subsequent alcohol consumption. Supporting this mechanistic hypothesis, participants' aggressive behavior directed at someone who had recently rejected them, was associated with more subsequent beer consumption on an ad-lib drinking task. Using functional MRI, both aggressive behavior and beer consumption were associated with greater activity in the bilateral ventral striatum during acts of retaliatory aggression. These results imply that aggression is linked to subsequent alcohol abuse, and that a mechanism underlying this effect is likely to be the activation of the brain's reward circuitry during aggressive acts.

The problem of aggressive behavior in epilepsy: clinical and neurobiological aspects

Aggressive behavior is observed in a significant number of patients with epilepsy. The aggressive behavior is associated with structural and functional changes in the amygdala, orbitofrontal cortex and striatum. From the clinical point of view, aggressive behavior more often is not related to the seizure, and develops as part of borderline psychiatric disorder. Another potential cause of aggressive behavior is postictal psychotic disorder. Pre- and intraictal aggressive behavior is rarely observed. Anticonvulsants may influence differently on aggression. Antidepressants, neuroleptics, normotimics and psychotherapy are used in correction of aggression.

Risk factors and prevention of aggressive behavior in children and adolescents

Contrary to often very simplified explanatory approaches published in the media, the ongoing research takes into account a multi-causal framework and different developmental processes with respect to the causes of aggressive behavior. Meanwhile, a bio-psycho-social model has been established which broadly describes the conditions correlating with the development of aggressive behavior. In addition to the developmental risk and the protective factors listed in this model, situative factors such as provocation, special incentives, ownership of weapons and other provoking factors are also decisive. In accordance with the broad range of developmental and triggering factors, numerous interventions and most of all preventive programs are suggested to reduce aggressive behavior. One of the most intensively evaluated and internationally known prevention programs is “Faustlos” (“without fists”). This article outlines evaluation outcomes, content and structure of the Faustlos-curriculum. The text also summarizes the risk and protective factors for aggressive behavior in children and adolescents.

Developing the questionnaire on the causes of aggressive behavior in patients with schizophrenia: nurses' attitudes

Objective To develop a questionnaire suitable for China's cultural background on nurses' attitudes towards the causes of aggressive behavior in patients with schizophrenia, and to test its reliability and validity. Methods By literature review, semi-structured interview and combining with the China's conditions, the draft of the questionnaire item pool was formed, which was evaluated by the experts. Then the reliability and validity of the questionnaire were tested by investigating 340 nurses. Results The effective questionnaires were 312 copies. The questionnaire included 4 dimensions and 29 items. Exploratory factor analysis extracted 4 factors, the total explained variance was 56.175%. The Cronbach alpha coefficient of the questionnaire was 0.909, and the dimensions' Cronbach alpha coefficient was 0.812-0.896. The testretest reliability of the questionnaire was 0.897, and the dimensions' test-retest reliability was 0.742-0.886. The average of total questionnaire's content validity index was 0.968 and the average of the dimensions' content validity index was 0.943-0.978. Conclusions The questionnaire has good reliability and validity, which can be used to investigate nurses' attitudes towards the reasons of the aggressive behavior in patients with schizophrenia. Key words: Nurses; Schizophrenia; Questionnaires; Aggressive behaviors; Causes