Levels Of Physical Aggression Research Articles

Relationship of conflict resolution culture and personal characteristics of future doctors

Introduction. The article is devoted to the study of the relationship between conflict resolution culture and the personal characteristics of future doctors.Aim. The present research aimed to examine the relationship between the conflict resolution culture of medical university graduates and the key personality traits that influence a doctor’s professional activities: trust and aggressiveness.Methodology and research methods. The testing method employed various psychological tools, including O. I. Shcherbakova’s methodology for assessing the level of conflict resolution culture in individuals, J. B. Rotter’s Interpersonal Trust Scale, and the Bass-Darkey test, a standardised questionnaire designed to measure aggressive and hostile reactions developed by A. Bass and A. Darkey. Descriptive statistics, correlation analysis, regression analysis, and factor analysis were utilised to process the data. The study sample consisted of 300 graduates from the medical faculty of Sechenov University, aged between 22 and 28 years.Results. Graduates exhibit an average level of conflict resolution culture (46.6), an average level of interpersonal trust (78.6), and elevated indices of hostility (52.73) and aggressiveness (53.09), along with a high level of resentment (59.58). Correlation analysis of the study data identified 14 statistically significant relationships between the components of conflict resolution culture and various forms of aggression; however, no statistically significant relationships were found with the level of interpersonal trust. The multiple regression model developed by the authors indicated that 22.8% of the high level of conflict resolution culture can be attributed to the low levels of physical aggression and suspicion.Practical significance. A significant contribution of this study is the identification of the relationship between conflict resolution culture and the personal characteristics of medical university graduates, such as trust and aggressiveness. This research lays the groundwork for developing programmes aimed at enhancing the professionally important personality traits of future doctors. It emphasises the prevention of aggressive behaviour, the cultivation of conflict resolution skills, and the promotion of effective communication with patients and colleagues, ultimately leading to an improvement in the quality of medical care.

Stress Response Profiles and Physical Aggression in Early Childhood

This study examined the applicability of the four stress response patterns proposed by the Adaptive Calibration Model (ACM; Del Giudice et al., 2011) in 12-month-old children (N = 214; 116 boys) and their associations with physical aggression at 12, 20, and 30 months of age. Salivary alpha-amylase (sAA) and pre-ejection period (PEP) served as indices of the sympathetic nervous system, respiratory sinus arrhythmia as an index of the parasympathetic nervous system, salivary cortisol as an index of the hypothalamic-pituitary-adrenal axis, and heart rate as a measure of overall autonomic nervous system activity. A fear challenge was administered at 12 months to measure baseline, response, and recovery levels of the stress systems, while maternal reports were used to evaluate physical aggression at the various time points. Through latent profile analysis, three stress response profiles were identified: (1) ANS Responders, (2) Moderate Responders (across all stress systems), and (3) Hormonal Responders. Despite some deviations, each profile could be associated with a corresponding ACM stress response pattern, primarily due to the inclusion of both sAA and PEP as measures of sympathetic activity. At 12 months, ANS Responders showed higher levels of physical aggression, whereas Hormonal Responders exhibited higher levels of physical aggression at 20 months. The findings confirm that differences in stress response patterns can be observed as early as 12 months of age. Moreover, this study emphasizes the importance of using multiple indices of stress responsivity to identify such distinct patterns. Finally, stress response profiles that differ from the most common (moderate) profile, are associated (albeit not consistently) with higher levels of physical aggression at different ages during early childhood.

Aggression and Irritability in Middle Childhood: Between- and Within-Person Associations

ABSTRACT Objective This study tested predicted bidirectional associations between irritability and physical and relational forms of aggression, disentangling theorized within- and between-person effects using latent curve models with structured residuals (LCM-SR) over one year in middle childhood. Gender differences and robustness of results when controlling for other externalizing problems (i.e., attention problems, delinquency) were also considered. Method Children in third, fourth, and fifth grade (N = 704, 49.9% female) were recruited from schools in a large midwestern city. The sample was diverse in regard to race/ethnicity (31% Black, 29% White, 13% Hmong, 14% Latinx, 4% Native American, 4% Asian, 5% other races/ethnicities). Irritability, attention problems, and delinquency were measured using teacher-report, and physical and relational aggression were measured using self-report at three time points over one calendar year. Results At the between-person level, higher mean levels of irritability predicted higher initial levels of physical and relational aggression. Irritability continued to predict higher levels of physical aggression across the course of the study, whereas the effect of irritability on relational aggression diminished. Boys showed higher starting levels of physical aggression, but no other significant gender differences emerged. No significant within-person associations were found. Conclusions The present study suggests that irritability may represent a between-person risk factor for high levels of physical and relational aggression in middle childhood, although effects on physical aggression may be more persistent. This highlights the importance of considering affective processes to understand the development of aggression trajectories.

Personality Traits and Aggressive Behavior in Vietnamese Adolescents.

This study aims to reveal the relationship between personality characteristics and verbal or physical aggression in Vietnamese adolescents. We recruited 3003 participants [1498 boys (49.9%) and 1505 girls (50.1%); mean age ± SD = 13.50 ± 0.936] who we tested with the Eysenck Personality Questionnaire - Brief version (EPQ-BV), and Vietnamese Aggression Scale (VAS). A multivariate analysis of variance test, Pearson Correlation, and analyzing mediating variable interaction is used to analyze data. The findings suggested a significant interaction between personality traits, specifically extraversion and neuroticism, and physical aggression, verbal aggression, and anger. Students with higher levels of personality had higher levels of verbal aggression, and students with higher levels of physical aggression and anger had stronger personality traits than others and lower levels of physical aggression and anger. Personality traits, specifically extraversion, and neuroticism, differed significantly by gender and school years in adolescence. Mediation analysis revealed a positive and statistically significant indirect correlation between personality traits and physically aggressive behavior, with anger as a mediator. Similarly, a positive and statistically significant indirect correlation between personality traits and verbally aggressive behavior through anger was found. The relationship between personality traits and physical aggression was also significant via verbal aggression and anger. This study improved our understanding of personality traits and verbal or physical aggression. Most crucially, physical and verbal aggression mediate personality traits and aggressive conduct. In secondary school, gender and school year affected extraversion and neuroticism. This discovery illuminates personality-based aggressiveness intervention.

Understanding aggression in autism across childhood: Comparisons with a non-autistic sample.

As many as half of all autistic youth face challenges with aggression. And while research in this area is growing, the prevalence and characterization of aggressive behaviors across autistic development remains poorly understood. This lack of knowledge on the autistic experience is further clouded as aggression is rarely compared against non-autistic youth samples. To address this gap in the literature, the present study compared autistic children (N = 450) to non-autistic children (N = 432) on multiple caregiver-report measures of aggressive behavior and associated constructs (i.e., anger, disruptive behavior) across key developmental periods (<6, 6-12, 13-17 years) via a cross-sectional design. Outcomes indicated higher levels of verbal aggression and behavioral intensity for autistic youth across development. Further, autistic children under age 6 had more significant levels of physical aggression than non-autistic peers; however, these levels became equal to non-autistic peers as the youths aged. Implications for differences in the presence of aggressive behavior as well as possible treatment options for aggression are discussed.

Психогігієнічна оцінка особливостей емоційного вигорання, астенічного і депресивного станів та агресивності студентів за умов дистанційного (on-line) навчання

The aim of the work was to perform a psychohygienic assessment the characteristics of the spread of emotional burnout’s features, asthenic and depressive states and aggression of students in the conditions of the use of remote (on-line) organization of educational activities. Materials and methods: The research was conducted on the basis of National Pyrohov Memorial Medical University. A complex of highly informative hygienic, medical-sociological and psychodiagnostic methods and the methods of statistical analysis was used. Results: When considering the leading characteristics of emotional burnout, first of all, it was necessary to pay attention to a significant increase in the level of expression of resistance phase indicators (р&lt;0.05-0.01), characteristic of the organization of the educational process according to the auditorium format, against the background of completely stable expression indicators of the specified phase (p&gt;0.05), characteristic of the organization of the educational process according to the remote format. In the course of research aimed at determining the correlates of the asthenic state, it was established that under the conditions of using the remote form of education, either a decrease in the degree of their expression was observed (young women), or the indicators stabilized at the initial level (young men). When determining the characteristics of changes in the leading correlates of depression, it was noticed that under the conditions of using the remote format of the organization of the educational process, either a significant decrease in the degree of their expression was observed (young women), or the indicators stabilized at the initial level (young men) too. During the analysis of indicators of aggressive personality manifestations, it should be noted that under the conditions of remote education, statistically significant changes were observed in the characteristics of physical aggression (p&lt;0.05) and negativism (p&lt;0.05). Conclusions: In the course the research the psychohygienic assessment of the personality traits of students in the conditions of application of a remote form of organization of educational activity was carried out. It is established that in the case of use on-line learning there is a significant increase in the degree of expression of the phase of tension of emotional burnout, the stable course of the processes of formation of asthenic and depressive states, a decrease in the level of physical aggression on the background of a pronounced increase in the degree of negativism in the structure of aggressive manifestations.

Coping with Destructive Behaviour of Learners: Teachers’ Reaction to Learners’ Aggression and Aggressiveness of Teachers

Introduction. The article presents the analysis of the ways teachers cope with situations of conflict at secondary school and destructive behavior of learners. Highly functional coping teachers’ behavior is the main problem of the study. The purpose of the article is to present the results of a study of the relationship between various parameters of teachers’ aggressiveness and priority ways of responding to situations of conflicts between learners, as well as to test the assumption that there is a relationship between the chosen method of coping with adolescents’ aggressive behavior and teachersʼ idea about the permissibility of aggression. Materials and Methods. 5 086 teachers from seven regions of the Russian Federation (five federal districts) took part in this study. The study was implemented in the form of an anonymous online questionnaire. The following statistical analysis methods were used: Student and Mann-Whitney criteria, correlation analysis (Spearman coefficient). Data processing was carried out in R Studio (R version 4.0.0) and SPSS. Results. Respondents with a high level of physical aggression, anger and hostility (compared to respondents with a low level) are significantly less likely to choose an active form of reaction and significantly more often – passive and emotional forms. Teachers who actively react to the aggression of adolescents do not consider aggression an acceptable form of behavior. Teachers who prefer a passive and emotional way of responding to aggression are more likely to consider aggressive behavior at school acceptable. Discussion and Conclusion. The results conceptualize various aspects of the teacher's attitude to adolescent aggression and, in many respects, directly indicate the risks of “normalizationˮ of adolescent aggression as a form of behavior in the minds of teachers with high rates of various aspects of aggressiveness.

Comparison of the Hostile Aggression Among Junior and Senior Level Indian Judokas

Abstract: The purpose of this study is to determine the level of aggression among the Junior and Senior Level Judokas. For the purpose of the study, 50 judokas were taken as subjects and data was collected through questionnaire method. Buss Perry Aggression questionnaire was used which measured aggression on the basis of four variables, out of which Hostile Aggression was considered to determine the level of aggression and no significant difference is found in the level of Physical Aggression of Junior and Senior Judokas.

A Comparative Study between Recidivism Offenders and Non-recidivism Offenders in a Prison Sample

Research on penitentiary recidivism is an essential topic for the prevention of crime because, at the time of release, inmates with a high risk of committing crimes do not usually have the necessary tools to cope with the challenges of community life. Therefore, the main objective of this study was to identify criminal personality and psychopathological characteristics related to recidivism. The sample made up of 89 (n = 49 non-recidivists, n = 40 recidivists) inmates in a prison in Ecuador. The results showed that recidivist inmates, unlike non-recidivist inmates, present antisocial, borderline, and aggressive-sadistic personality, higher alcohol and drug dependence, and higher levels of physical aggression. From a criminal viewpoint, recidivist inmates commit more crimes against property; a larger proportion presented a history of juvenile delinquency and more disciplinary records in adult prison. Consequently, the results indicate the need to design and implement specific interventions to reduce recidivism in these offenders.

Aggression and Juvenile Delinquents

Objective: The objective of the study is to find out the effectiveness of eclectic counseling in reducing the aggression level of juvenile delinquents. Method: Aggression scale, developed by Buss and Perry and Biographic datasheet was used for the study. The participants of the study were thirty seven institutionalized juveniles from Tamil Nadu, India. After collecting the demographic details, aggression questionnaire was administered. The responses were scored and tabulated. Eclectic counselling was provided as intervention for a span of three months. Again the data was collected using the same questionnaire. The post-test results were discussed and conclusions were drawn by comparing with pre-test data.Results: The initial results showed that the subjects had a high level of physical aggression, verbal aggression, anger, hostility and overall aggression. The intervention for aggression mainly included relaxation training, self monitoring, reinforcements and group counselling. After three months of intervention, the participants were again assessed and there was a significant reduction in the aggression level of the participants with a t value of 14.774. After intervention, it was found that the level of aggression and its dimensions reduced from high to low except for verbal aggression which fell from high to average.Conclusion: Eclectic counselling helps in the reduction of aggression and the four dimensions of aggression, physical aggression, verbal aggression, anger and hostility, of the juvenile delinquents.

Aggression in substance use treatment seekers

Recent evidence suggests that the relationship between substance use and aggression is more complicated than previously proposed, which may vary by drug type and a combination of physiological, environmental and individual differences. The present, cross-sectional study investigated differences in aggression and its relationship with schizotypal personality traits, negative emotional states (depression, anxiety, and stress) and coping style, in a sample of 104 patients with substance use disorder (SUD) and non-drug using control subjects (n = 57). The SUD group reported higher levels of physical aggression, anger, and hostility than the controls, which were positively correlated with schizotypal traits (i.e., impulsive nonconformity), negative emotional states and emotional coping style. Impulsive nonconformity appeared as the most influential factor in aggression, which is directly related to both physical and verbal aggression, and influenced anger and hostility, through emotional coping and negative emotional states, i.e., depression.

School Refusal Behavior and Aggression in Spanish Adolescents.

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

Facial Emotion Perceptual Tendency in Violent and Non-violent Offenders.

All three authors share equal authorship in this paper.Emotion perception has a vital influence on social interaction. Previous studies discussed mainly the relationship between facial emotion perception and aggressive behavior from the perspective of hostile attributional bias and the impaired violence inhibition mechanism. The present study aims to provide new evidence of different emotion perception patterns between the violent and non-violent criminal samples through a new indicator of the facial emotion recognition test, Facial Emotion Perception Tendency (FEPT), calculated by counting the times a participant recognizes a set of emotional stimuli as a particular specific emotion, and to further examine the association between aggressive behaviors and FEPT. 101 violent and 171 non-violent offenders, as well as 81 non-offending control participants, were recruited to complete the emotion recognition task with morphed stimuli (Study 1). We further recruited 62 non-offending healthy male participants to finish the Buss -Perry Aggression Questionnaire (BPAQ) after the emotion recognition task in Study 2. Both non-violent and violent offenders were significantly lower in overall accuracy of emotion recognition and disgust FEPT, but higher in happy FEPT, than non-offending healthy controls. Non-violent offenders had significantly lower fear FEPT than violent offenders, and had higher anger FEPT than non-offending controls. The results also revealed that the level of physical aggression was positively correlated with fear FEPT, while negatively correlated with anger FEPT. The current study demonstrated that FEPT was associated with aggressive behavior and implies the importance of improving the emotion decoding ability of offenders. Also, the concept "FEPT" proposed in this study is of significance for further exploration of how individuals' tendency to perceiving a particular emotion can be correlated with social behaviors.

Neurobiological evidence of sexual dimorphism in limbic circuitry of US Veterans

BackgroundFemale Veterans are an increasing patient population in the Department of Veterans Affairs and may have distinct clinical and neurobiological features compared to males. MethodsNineteen female and 19 male Veterans who met diagnostic criteria for depression/posttraumatic stress disorder (MDD/PTSD) completed diagnostic interviews, symptom measures, and resting-state neuroimaging. Participants completed clinical measures of mood and aggression in addition to magnetic resonance imaging on a 3.0 Tesla Siemens scanner. ResultsFemales showed increased functional connectivity between the left and right basolateral amygdala (BLA) and the left and right cerebellar and occipital lobes. Sex differences also were evident in the relationship between affective and clinical symptoms with BLA connectivity. Females showed a correlation between revenge planning and decreased connectivity between the left BLA and left occipital lobe and also a correlation between aggression and decreased connectivity between the right BLA and right mid cingulate, right and left medial frontal lobe, and right frontal lobe. Males evidenced a relationship between increased depressive symptoms and increased connectivity between the left BLA and right and left occipital lobe, left calcarine, and other areas associated with visual memory and processing, and interpretation of sensory information. Additionally, males reported higher levels of physical aggression and revenge planning compared to females. LimitationsThis study included neuroimaging and self-report clinical measures. Further studies will benefit from multimodal measures, including behavioral measures of aggression. ConclusionsResults suggest that male Veterans report more aggression than females and symptoms of aggression and mood are differentially related to BLA connectivity by sex.

The mediating effect of dietary patterns on the association between mother\u2019s education level and the physical aggression of five-year-old children: a population-based cohort study

BackgroundRelatively few studies have investigated the effects of diet on behavior problems among preschoolers, particularly, physical aggression. In addition, children raised by poorly educated mothers usually have a higher probability of developing negative outcomes. Additionally, highly educated mothers have a higher probability of providing more healthy foods for their children. Thus, mothers providing healthy foods might mitigate children’s behavior problems. The study aims to examine whether preschoolers’ dietary pattern, as a manipulable factor, mediates the association between maternal education level and physical aggression.MethodsData came from the Taiwan Birth Cohort Study (TBCS), a nationally representative population-based cohort study, which included 18,513 five-year-old Taiwanese children. Mothers and primary caregivers reported the information on preschoolers’ physical aggression and food consumption at age 5 and maternal education level at age 6 months. Two dietary patterns, namely a healthy diet and a high-fat-sugar-salt (HFSS) diet, were retrieved by exploratory factor analysis. Mediation hypotheses were tested by a series of multiple regression models conducted using the PROCESS macro of SAS 9.4. All models were adjusted for children’s sex, parental marital status, household income, mental distress at age 5 and children’s physical aggression at age 3.ResultsMaternal education positively linked to healthy dietary patterns (B = 0.014, p = 0.002) which was negatively associated with preschoolers’ physical aggression (B = -0.096, p = 0.013), and it is negatively related to the HFSS dietary pattern (B = -0.042, p = 0.002) which was directly positively associated with preschoolers’ physical aggression (B = 0.123, p = 0.008). The association between maternal education and preschoolers’ physical aggression was partially mediated by preschoolers’ healthy (B = -0.001, p < .001) and HFSS (B = -0.005, p = <.001) dietary patterns, respectively. The R-square of the mediation model is 0.178.ConclusionsPreschoolers’ dietary patterns directly associate with their physical aggression. In addition, mothers with poor education may provide less healthy foods and more unhealthy foods to their children, which may increase the level of physical aggression. The results imply partial mediating effects of dietary patterns between maternal education and physical aggression. It is suggested that a parent-based nutritional education program focusing on healthy meal preparation for poor educated mothers might be beneficial for preschoolers’ healthy development.

Aggression in the Polish elitecombat sports’ athletes

Sport’s aggression is widely discussed, but combat arts are traditionally considered as sports promoting emotional control. The aims of this research were to determine the diff erences in competitive and general aggression between martial arts’ athletes and controls and the relationships between aggression and athletes’ age, sports experience, level of sportsachievement and the type of combat sports (predictable attacking and unpredictable attacking). Obtained results revealed signifi cant higher levels only in the total aggression in athletes, with physical aggression (PA)in particular. The combat sports training was an independent predictor of a higher level of PA and the more titled athletes, the less aggressive they were. A high level of competitive aggression was determined by the unpredictable attacking combat sport.

Examination of the social behaviours of pre-school children whose parents are married and divorced according to teacher opinions

ABSTRACT The objective of this research is to examine the social behaviours of 4 age group pre-school children whose parents are married and divorced according to teacher opinions. Screening model method has been used at this research which is one of the descriptive research methods. The study group of this research was created totally 691 children. As a result of the study, it was found that the children whose parents were divorced had higher levels of physical aggression, relational aggression and depressive emotions, and their positive social behaviour levels were lower than the children whose parents were married. It is recommended that parents’ education gets stronger in pre-school education programmes and that prospective teachers are provided with quality learning environments. Thus, it will be possible to integrate the necessary opportunities into the teaching practice in the education proce.

Assessment of aggressiveness amongst young adults during COVID-19 Lockdown, Tamil Nadu, India

COVID-19 is a pandemic disease caused by coronaviruses. Feelings of frustration and agitation have increased aggression, trauma and violence due to lockdown. An e-survey was conducted to assess aggressiveness amongst young adults during lockdown in Tamil Nadu, India. The objectives were (1) to assess aggression amongst young adults during lockdown and (2) to associate aggression amongst young adults during lockdown with their demographic variables. Majority of the respondents reported moderate aggression and moderate level of physical aggression, verbal aggression, anger and hostility. Type of stay was found to be significantly associated with aggression in general and physical aggression in specific. Quality family time was found to be significantly associated with verbal aggression. Family type was found to be significantly associated with hostility.

STUDY OF THE LEVELS OF AGGRESSION OF STUDENTS ENGAGED IN JUDO, BASKETBALL, FITNESS, AND TENNIS

This article presents a study of mental resilience, stability (emotional intelligence), and in particular the levels of aggressive response, according to the practices of judo, fitness, basketball, and tennis by students at Sofia University. The levels of aggression as an indicator of students' ability to manage, influence and control their emotions, attitudes, behaviours and the mental and volitional state of the individual were examined with the questionnaire of Bues&amp;Durke. The study aims to determine, through the levels of aggressive reaction and depression, what is the impact of the sports of judo, fitness, basketball, and tennis practiced at the University of Sofia for the students' mental stability, stability (emotional intelligence). The object of study is the level of physical aggression of students practicing these sports. The subject of the study is the levels of mental resilience of students practicing judo, fitness, tennis, and basketball, broken down by gender, faculty, and age. As a result of the study, it can be summarized that physical aggression can and should be corrected. Family is the main factor that educates the individual and sets his or her direction of development, but sports at the University can correct and compensate for family gaps.

Dark triad of personality and aggression in adolescents and young people

The present study aims to analyze the relationships between dark triad of personality and aggression in adolescents. Aggression is considered the key factor in the development of criminal behavior, and by deciphering the factors that determine aggression, interventions can be made to prevent and diminish delinquent behavior. In this study, 134 persons between 15 and 28 years old participated, M = 20.48, AS = 2.50, of whom 34 were males and 79 were females. The instruments used to assess the dark personality traits and aggression were The Aggression Questionnaire, BPAQ (α = .89) and Short Dark Triad, SD-3 (α = .79). The results showed that boys have higher levels of physical aggression than girls, while girls have higher levels of anger and hostility than boys. In addition, psychopathy was positively associated with physical aggression, verbal aggression, and anger, Machiavelianism was positively associated with hostility, and narcissism was negatively associated with hostility. Age moderates to some extent the relationship between dark personality traits and physical aggression. Practical implications of these results are disscused.