Emotional Aggression Research Articles

Staying with discomfort: Early childhood teachers’ emotional themes in relation to children's peer-culture aggression

This research examines one lead teacher's and two assistant teachers’ emotional discomfort as they participated in an eight-month collaborative ethnography of 19 children's peer-culture aggression in an early care and education classroom in the USA. Two questions guided this analysis: (1) What are the emotional themes of teachers in relation to children's peer-culture aggression? (2) How did the teachers utilize an ethic of discomfort when responding to children's peer-culture aggression? Collaborative ethnographic procedures, along with a post-structural account of teacher emotion, were used in a qualitative thematic analysis to determine salient themes and patterns. The data consisted of participant observation, field notes, video recordings of children's play, audio-recorded teacher team meetings, classroom artifacts, informal discussions, and a data-revisiting journal. Over the course of the study, the three teachers moved from resistance to emotional discomfort with children's peer-culture aggression, to a less resistant and more reflexive position toward emotional discomfort and child aggression. This shift occurred as the teachers began to release the goal of certainty and instead acknowledge and accept the unknowing and complexities associated with an ethic of discomfort. The implications center on the importance of teachers’ openness to “staying with” emotional discomfort, as well as making time and space to uncover a range of teacher and child emotions.

The Difference in Aggression and Emotion Regulation on Adolescent Cyberbullying Perpetrators


 
 
 This study aims to empirically examine the differences in emotional regulation and aggression in adolescent male and female cyberbullying perpetrators. The participants in this study are adolescent cyberbullies in the Pati Residency within 10-22 years of age. This is quantitative research with data collection tools used to measure the scales of cyberbullying behavior, emotional regulation, and aggression. Sampling uses a quota sampling technique to identify 200 people, consisting of 100 boys and 100 girls, as cyberbullying perpetrators who resided in the Pati Residency (Rembang, Blora, Pati, Kudus, Jepara). The data analysis method uses the t-test technique. The results show significant differences in emotional regulation and aggression in adolescent male and female cyberbullying perpetrators. The first analysis demonstrates no significant difference between emotional regulation in adolescent male and female cyberbullying perpetrators, while the second analysis shows significant differences between aggression in male and female cyberbullying perpetrators, where the aggression of males is higher than females.
 
 
 
 Keywords: emotion regulation, aggression, cyberbullying, adolescents
 
 
 
 
 

Students With Emotional and Behavioral Disorders and Verbal Aggression: Why School Professionals Should Care and What They Can Do

Verbal aggression (VA) is the most prevalent form of aggression perpetrated, experienced, and witnessed by students, with victims experiencing a variety of adverse outcomes. Furthermore, VA is known to contribute to physical aggression, especially for students with emotional and behavioral disorders. Despite the high prevalence, researchers suggest that school personnel may not understand the harmful nature of VA. We summarize research about VA, suggest schoolwide initiatives, and propose effective interventions for perpetrators, victims, and bystanders.

‘Half alive, half dead’ boys: sexuality and censorship in Wilfred Bion’s ‘The long weekend’

ABSTRACT This paper traces Wilfred Bion’s disrupted sexual development from young child in India to schoolboy in England, as described in his autobiography ‘The long weekend’. It discusses the meaning of Bion’s baffling descriptions of sex at his Hertfordshire boarding school, where he puts the topic front and centre, yet affords it a peculiar kind of censorship, via an understanding of the moral and religious way that boys’ sexuality in segregated boarding schools was viewed and dealt with during the Edwardian era. The paper explores the stifling impact this had on Bion’s creativity. It also describes how Bion’s personal qualities of courage, his capacity to observe and his interest in the truth, helped to counterbalance the destructiveness that had led him to reject relationships. The emotional deprivation, bleakness and aggression he recalls are viewed as being of interest to child psychotherapists working with contemporary adolescent sexual difficulties.

Фонетические средства передачи агрессивных эмоций в американском политическом дискурсе (на материале выступлений Дональда Трампа)

The paper aims to identify the phonetic means used by D. Trump to realize the strategy of speech aggression. Scientific originality of the study lies in the fact that the author for the first time identifies and classifies the phonetic means used by D. Trump to transfer aggressive emotions. The study is based on the video material “First presidential debate in full: Trump vs Biden”. The phonetic analysis is conducted using the Praat software. The findings indicate that to realize the strategy of speech aggression, D. Trump uses different prosodic means and applies such tactics as self-praising, direct attack, belittling the opponent’s competence.

Teachers’ experiences of classroom behaviour problems and mitigation strategies among students with visual disabilities in Ghana

ABSTRACT Behaviour problems among students with visual disabilities are mentioned as a challenge confronting teachers. This study explores teachers’ experiences of behaviour problems and strategies used to mitigate such problems among students with visual disabilities in Ghana. In-depth interviews were conducted with 15 purposively selected teachers. Thematic analysis was used to analyse the data. The findings are discussed using a psychological theory, namely the biological theories and psychodynamic theories. The study shows that students exhibit several classroom behaviour problems, categorised into physiological (emotional problems, noncompliance and aggression) and physical and social problems (verbal abuse, sleeping, talking, habitual lateness and teasing). Factors causing behaviour problems are negative attitudes of teachers, unfavourable teaching methods, the nature of the family, and classroom environment. The study concludes that behavioural (rewards and motivation, punishment, and classroom rules and regulations), humanistic (positive student-teacher relationship) and systemic (participatory teaching strategy and resource persons) approaches can be employed as mitigation strategies.

Dangerous dating in the digital age: Jealousy, hostility, narcissism, and psychopathy as predictors of Cyber Dating Abuse

Cyber Dating Abuse includes perpetration of aggressive and controlling behaviours against an intimate partner via technology. Despite the significant physical and psychological outcomes, there is a paucity in research exploring predictors of Cyber Dating Abuse. In the current study, we replicate and extend previous research by exploring the utility of jealousy, hostility, narcissism (grandiose and vulnerable), and psychopathy (primary and secondary) as predictors of Cyber Dating Abuse. Participants (N = 817; 78.2% women; Mage = 28.16, SD = 10.49) were recruited via social media and completed an online questionnaire which comprised measures of jealousy, hostility, narcissism, psychopathy, and perpetration of Cyber Dating Abuse behaviours. Results supported the hypotheses that jealousy, vulnerable narcissism, and secondary psychopathy would be significant, positive predictors of Cyber Dating Abuse perpetration. No other predictor reached significance, and gender (control variable) was also a non-significant predictor. Results are discussed through the lens of evolutionary theory and the General Aggression Model and indicate that the perpetration of Cyber Dating Abuse may be better attributed to reactive, emotional aggression, compared to proactive, instrumental aggression. These results have important clinical and practical implications and may inform management and prevention of online intimate partner abuse and violence.

Городской вандализм в восприятии молодежи: эмпирическое исследование атрибуции его причин

The research is devoted to the attribution of the reasons of vandal behavior by urban youth. Quantitative content analysis of respondents' statements (text-mining) on the presented photos of vandalized urban environment, the indicators of respondents' perception of "negative assessment of vandalism" and "explanation of vandal behavior reasons" formed on its basis, as well as the scale of "World image" assessment formed for research purposes are the information collection method. The research sample includes young people from the cities of Yekaterinburg and Moscow. Yekaterinburg, Moscow, St. Petersburg (N=193), aged from 18 to 35 years (M=21.2 years, SD=4.1 years), consisting of men. The collected lexical array of utterances amounted to 6550 words (23657 signs), after generalization made 35 word forms, representing attitudes towards vandalism and typical attributions of its causes. The results of the study show the contradictions between the negative attitudes of young people to vandal behavior and the explanation of the reasons of vandalism, allowing it for the purpose of: a) self-expression, b) under the influence of aggressive emotions, as well as the experience of grief, resentment; c) opposing themselves to others. It is noted that the image of the world influences young people's ideas about the meaning of vandal behavior.

Women in politics: emotions and challenges in complex institutional dynamics

Abstract Seminal studies about institutional theory highlighted the focus on cognitive issues in research on institutions. However, during the last few years, a growing body of literature has also been devoted to understanding the role of emotions in institutional dynamics. In one of the classic texts on institutional theory, Scott emphasizes three institutional pillars, the regulatory, the normative, and the cognitive. Researchers point out that there is now a fourth pillar: the role of emotions in institutional theory. This article explores the emotions’ role in institutional dynamics, especially related to women’s political participation in the 2018 Brazilian elections. Three cases of female candidates who showed high performance in pre-election polls, were discussed. The research analyzed the candidates’ interviews and social media, observing their emotions in publications and expressions. Also, emotional expressions of society toward the studied candidates, as well as expressions potentially reflecting the institutional dynamic present in the Brazilian political arrangement, were analyzed. The main results show that during the 2018 Brazilian electoral campaign, in the face of the institutionalization of a masculine environment on the political scenario, the society expressed emotions of hatred and aggression against the three candidates since they violated institutional arrangements about behaviors considered acceptable in the dominant institutional logic. Despite this, two of the three female candidates were elected with the highest number of votes in their states, surpassing their male competitors. The candidate who was not elected obtained a significant number of votes.

Women in politics: emotions and challenges in complex institutional dynamics

Abstract Seminal studies about institutional theory highlighted the focus on cognitive issues in research on institutions. However, during the last few years, a growing body of literature has also been devoted to understanding the role of emotions in institutional dynamics. In one of the classic texts on institutional theory, Scott emphasizes three institutional pillars, the regulatory, the normative, and the cognitive. Researchers point out that there is now a fourth pillar: the role of emotions in institutional theory. This article explores the emotions’ role in institutional dynamics, especially related to women’s political participation in the 2018 Brazilian elections. Three cases of female candidates who showed high performance in pre-election polls, were discussed. The research analyzed the candidates’ interviews and social media, observing their emotions in publications and expressions. Also, emotional expressions of society toward the studied candidates, as well as expressions potentially reflecting the institutional dynamic present in the Brazilian political arrangement, were analyzed. The main results show that during the 2018 Brazilian electoral campaign, in the face of the institutionalization of a masculine environment on the political scenario, the society expressed emotions of hatred and aggression against the three candidates since they violated institutional arrangements about behaviors considered acceptable in the dominant institutional logic. Despite this, two of the three female candidates were elected with the highest number of votes in their states, surpassing their male competitors. The candidate who was not elected obtained a significant number of votes.

Assessing the relationship between driving skill, driving behavior and driving aggressiveness

Aggressive driving is a common phenomenon with potential safety hazards. The primary aim of this study is to investigate the relationship among driving skill, driving behavior and driving aggressiveness. A questionnaire survey consisting of three subscales was conducted. Subscale 1 is about driving skill; Subscale 2 is associated with daily driving behavior, while Subscale 3 focuses on aggressive driving behaviors. A total of 239 licensed drivers completed the survey. The five-factor structure was extracted by factor analysis. Then, the correlation analysis method was used to explore the relationship between these factors and drivers’ demographic characteristics. K-means cluster was adopted to classify drivers’ driving aggressiveness into different levels using behavioral aggressiveness and emotional aggressiveness as the input features. Finally, an ordinal regression model for predicting drivers’ driving aggressiveness levels was established by driving skill factor, driving behavior factors and demographic information. The results indicated that more experienced drivers (i.e., drivers with older age, longer driving years or professional drivers) reported better driving behavior and less aggression. Male drivers were more aggressive than female drivers, especially on behavioral aggressiveness. In addition, drivers’ profession, driving years, penalty points, errors/lapses and violations can be used to predict their driving aggressiveness levels.

ON THE RELATIONSHIP BETWEEN INTUITION AND SELF-AGGRESSION AS A POSSIBLE MARKER OF SUICIDALITY

The relationship between intuition and self-aggression, which can be expressed in self-harm and suicide, has not been studied much, while Russia currently ranks second in suicides in the world, and intuition has a major impact on decision-making and behaviour. Aim. The paper aims to study the relationship between intuition and self-aggression as a correlate of potential to suicidal activity among socially adapted respondents. Materials and methods. 72 people participated in the study, 48 females and 24 males, with the mean age of 20 years. The sample consisted of university students and teachers. The following questionnaires were used: Types of aggressiveness by L. Pochechut and Test for empathic abilities by V. Boyko. These questionnaires contain self-aggression and an intuitive channel of empathy scales and, thus, reflect various aspects of intuition. The following statistical methods were also used: descriptive statistics, Kendall correlation analysis, Mann–Whitney criterion, K-means method of cluster analysis, χ2 Pearson test.Results. Over the entire sample, the correlation between self-aggression and intuition was close to zero. However, when the sample was divided by the parameters of intuition and selfaggression using the K-means method, highly differentiated types were identified: 62.5 % of the subjects were characterized by increased self-aggression and decreased intuition, 37.5 % – by low self-aggression and average intuition. Members of the first cluster also had a significantly higher overall and emotional aggression, as well as lower penetrating ability of empathy. There were no significant gender and age differences between the clusters. Conclusion. Thus, the types that were highly differentiated by absolute differences and statistical significance were detected as those characterized by: 1) increased self-aggression and decreased intuition, 2) low selfaggression and average intuition

Relationship between Emotional Intelligence with Verbal Aggressiveness in Street Children.

Verbal aggressiveness is a behavior that has a purpose to hurt other people’s feeling by saying harsh words, insulting, mocking, and threatening someone. Factor that underlie the emergence of verbal aggressiveness in street children, one of them is emotional intelligence. Emotional intelligence is ability to control oneself, have endurance when faced with a problem,self motivated, able to set the meed, ability to empathize and build relationships with others. The research mainly happen to understand relation between emotional intelligence and verbal aggressiveness in street children. This research method using quantitative approach. Subjects are picked by Incidental sampling techniques and involving 40 street children. Emotional intelligence scale is picked as collecting tool and also verbal aggressiveness scale. Data analysis uses Shpearman’s Rho technique. The result on Shpearman’s Rho correlation technique shows correlation (r) = -0,721 at a significant level (p) = 0,000 (p<0,05). The conclusion is there is a negative and significant correlation of the relationship between emotional intelligence with verbal aggressiveness in street children. So, if someone has low emotional intelligence, then verbal aggressiveness will be high.

THE EMOTIONAL SCOPE OF YOUNGER PUPILS STUDYING FOR DIFFERENT PRIMARY SCHOOLS

The article examines the emotional sphere of primary school children. Emotions are considered as a factor forming a complex system of a child’s emotional perceptions of the world. The understanding of one’s emotions and feelings is an important part of a growing personality. The formed emotional sphere is one of the most important conditions for a formed personality, whose experience is constantly enriched. The development of the emotional sphere is supported and constantly influenced by the family, school, all entourage. If children have some emotional disorders, then such negative emotions as grief, fear, anger, shame, fear prevail. In this case, children have high anxiety, but their positive emotions are rare. The article compares the emotional states and aggression of primary school children studying in the correctional classes, in the class with the program of “Intellect of Ukraine” and in the inclusive class. Working with anxious children is associated with certain difficulties and usually need a long time. It is advisable to use games with body contacts at work with such children. Relaxation exercises or deep breathing techniques are very useful. As a result of the conducted psychological examinations, the recommendations for correction and prevention of primary school children’s negative emotional states and anxiety were developed. The prospect of further research is to develop a methodology for psychological and pedagogical support of families raising children with special educational needs. A psychologist should help parents, in a correct and tactful way, to get rid of illusions as for opportunities of their child’s development. At the same time, a psychologist should strengthen parents’ faith in possibilities and prospects of their child’s development, as properly organized corrective actions can optimize the further intellectual and personal development of the child. If it is necessary, a psychologist should correct parents’ mental states. For this, we organized “Experienced parents” training on the school basis. During this training, we talk how treat properly children with special needs, how to improve their cognitive abilities, emotional states, help them to be adapted to school.

The Effects of Emotion Regulation Group Counseling on Emotional Expressiveness, Self-esteem and Aggression of Children in Local Child Center

The Effects of Emotion Regulation Group Counseling on Emotional Expressiveness, Self-esteem and Aggression of Children in Local Child Center

INNOVATIVE APPROACHES TO REDUCING CONFLICT AND AGGRESSION IN WOMEN'S BASKETBALL TEAM PLAY

Aim. The purpose of the article is to introduce innovative approaches to training female basketball players for responding and resolving conflict situations, reducing aggressiveness, building effective interpersonal relationships during training to achieve high results. Materials and methods. The study involved two groups of female basketball players. The experimental group (EG) consisted of 32 subjects aged 18–25 years old, members of the women's basketball teams of universities in Chelyabinsk. The control group (CG) consisted of 28 subjects of a similar age, who were part of the amateur university women's basketball teams. The study used the “Aggression Test” by L.G. Pochebut, the K. Thomas Conflict Mode Instrument (adaptation by N.V. Grishina), and the T. Leary Interpersonal Behavior Circle Personal Inventory. Statistical analysis of the results was carried out using the SPSS Statistics 17.0 program. Results. High level of aggressiveness, conflict and inadequacy of interpersonal relations in basketball players was revealed. The author’s innovative modular psychological and pedagogical program for the correction of destructive types of aggression, as well as conflict and ineffective interpersonal relationships was developed and implemented. Monitoring showed a decrease in the level of physical, emotional aggression, self-aggression. The choice of adequate strategies for behavior in the conflict was formed, which indicates the effectiveness of the program when working with athletes of basketball teams during training. Conclusion. An analysis of the data obtained indicates that after the modular psychological and pedagogical program the athletes learned to neutralize conflict and at the same time switch their aggression to neutral objects, express aggression verbally with less emotional coloring, resolve conflict situations and construct harmoniously interpersonal relationships.

The long-term effect of media violence exposure on aggression of youngsters

The effect of media violence on aggression has always been a trending issue, and a better understanding of the psychological mechanism of the impact of media violence on youth aggression is an extremely important research topic for preventing the negative impacts of media violence and juvenile delinquency. From the perspective of anger, this study explored the long-term effect of different degrees of media violence exposure on the aggression of youngsters, as well as the role of aggressive emotions. The studies found that individuals with a high degree of media violence exposure (H-MVE) exhibited higher levels of proactive aggression in both irritation situations and higher levels of reactive aggression in low-irritation situations than did participants with a low degree of media violence exposure (L-MVE). After being provoked, the anger of all participants was significantly increased, and the anger and proactive aggression levels of the H-MVE group were significantly higher than those of the L-MVE group. Additionally, rumination and anger played a mediating role in the relationship between media violence exposure and aggression. Overall, this study enriches the theoretical understanding of the long-term effect of media violence exposure on individual aggression. Second, this study deepens our understanding of the relatively new and relevant phenomenon of the mechanism between media violence exposure and individual aggression.

Emotional Intelligence and Aggression among University Students of Pakistan: A Correlational Study

ABSTRACT The present study aims at examining the relationship between emotional intelligence and aggression and investigating gender differences for both variables. A sample of 100 University students (50 males and 50 females) were recruited from two adjacent cities of Pakistan. Emotional Intelligence (EI) of participants was measured by the Emotional Intelligence Scale, whereas Aggression Scale was used to measure aggression level. Results indicated a negative association between emotional intelligence and aggression (r = − 0.34, p < .001) specifically with hostility and anger subscale of aggression (p < .001). Moreover, no significant gender differences were observed for emotional intelligence (p > .001) and aggression except for the physical aggression subscale on which male students scored higher as compared to female students (p < .05). Results suggest that emotional intelligence could be a protective factor against specific aspects of aggression. Therefore, appropriate management programs should be developed to enhance the different dimensions of emotional intelligence inhibiting aggressive behavior.

Investigation of Aggression and Emotional Intelligence Characteristics of the Students from Faculty of Sport Sciences and State Conservatory of Turkish Music

This study was performed to investigate the characteristics of emotional intelligence and aggression between the students from Ege University Faculty of Sport Sciences and the students from the State Conservatory of Turkish Music. A total of 211 people (top-tier athletes and top-tier artists from Ege University) were selected for the study. Questionnaire method was used in the study. To evaluate the variables of the study, the revised Schutte Emotional Intelligence Scale that was adapted to Turkish by Tatar, Tok, and Saltukoğlu which consists of 41 items and the “Inventory of Aggression” that was developed by İpek İlter (Kiper) which consists of 30 items was used. In this study, the data set was analyzed in the package program SPSS 22.0 and the study was done using frequency tables, reliability analysis, unpaired t-test, one-way analysis of variance, Tukey’s test, and correlation analysis in the analyses. As a result, while a significant positive relationship between the emotional intelligence and the destructive and passive aggression was found (p0.05). We think that this is an important study because it helps us to be informed about the emotional intelligence and the aggression characteristics of the conservatory and sports sciences students and to make a serious contribution to the studies by conducting similar researches with different sample groups in different fields and different branches in different universities.

Gender (A)Symmetry in Correlates of Perpetration of Intimate Partner Violence: Gender (A) Symmetry in IPV and the Role of Gender Attitudes.

This study examined, using structural equation modeling (SEM), gender differences and similarities in correlates of the perpetration of emotional aggression against intimate partners among one of the largest groups of Asian Indians in the United States, Gujaratis. Although most of the correlates of emotional aggression (e.g., patriarchal attitudes, spousal disagreement, and alcohol use) were similar for men and women, higher support for gendered domestic roles was significantly related to higher perpetration of emotional aggression for men but not for women. Multigroup latent SEM served as a unique analytical strategy to investigate gender (a)symmetry, a controversial but critical debate in the field.