No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Aggression: A Social Learning Analysis
Abstract
Presents a unified conceptual system for understanding both individual and collective violence. The learning of aggression, the processes which trigger violence, and the rewards and punishments of aggression are discussed. Guidelines for reducing societal levels of aggression are presented. (42 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Instead, more overt forms of (i.e., external) psychological control such as erratic emotional behavior seem to relate to children's externalizing problems. According to the social learning theory (Bandura, 1973), children of parents with more overt, hostile, threatening practices are more likely to model their parents' behavior and thus exhibit aggressive behavior (Nelson et al., 2013;Soenens and Vansteenkiste, 2010). ...
... Specifically, we formulated two main hypotheses and one exploratory research question. Based on the social learning theory (Bandura, 1973), we reasoned that the more parents admitted that they used external psychological control, the more their children would be rated by their teachers to employ these overtly aggressive and controlling practices in their relationships with peers. So, we anticipated external psychological control to relate negatively to children's social competence (Hypothesis 1a), and positively to anger-aggression (Hypothesis 1b). ...
... External, or overt, psychological control reflects coercive parenting practices that limit children's self-expression and convey parental negativity, such as losing one's temper easily with the child or going back and forth between being warm and critical toward the child. From a social learning theory perspective (Bandura, 1973), we expected that children observing their externally controlling parents would model these behaviors and, hence be more likely to display outward-directed problems, rather than internalizing problems. In line with this reasoning, we found in our study that parents who used more external psychological control tactics had children who were rated by their teachers as displaying more anger-aggression, and as less socially skilled. ...
Although parental psychological control has been found to be detrimental to children’s psychological functioning, less is known about the role of internal and external maternal and paternal psychological control in preschoolers’ socio-emotional development. In this cross-sectional, multi-informant study, we rely on the self-determination theory to examine the relations between internal (i.e., guilt induction) and external (i.e., constraining verbal expressions and erratic emotional behavior) mother-reported and father-reported psychological control and preschoolers’ (N = 136; 51.5% males; Mage = 5.53, SD = 0.66 years) externalizing symptoms, internalizing symptoms, and social competence, as reported by their teachers. Regression analyses revealed unique relations between internal and external psychological control and preschoolers’ social-emotional adjustment. While external psychological control related negatively to preschoolers’ social competence and positively to anger-aggression, internal psychological control emerged as the unique predictor of anxiety-withdrawal. Importantly, the results indicated that these findings were consistent for both mothers and fathers. Our findings suggest that parental internal and external psychological control differentially relate to children’s socio-emotional adjustment in early childhood.
... The scale is rated in a 5-point Likert-type response format, ranging from 5 = completely agree to 1 = completely disagree. The scale has seven subscales, which include stress from teachers (items: 1, 2, 3, 4, 5, 6, 7, 8,9), stress from results (items: 10,11,12,13,14), stress from tests (items: 15,16,17,18), studying in group stress (items: 19, 20, 21, 22, 23), peer stress (items: 24,25,26,27), time management stress (items: 28,29,30), and self-inflicted stress (items: 31,32,33,34). The scoring patterns indicate that higher scores in each of the subscales mean a higher degree of students' stress level. ...
... Students are affected by their peers in academic and school-related aspects like motivation to arrive early for class, achieving good grades, learning with peers after class, and supporting friends who are struggling academically (Bankole et al., 2015). The findings could also be explained by the social learning theory by Bandura (1973), who proposed that peers directly and indirectly promote particular behaviours within their group members through modelling, behavioural reinforcement, and peer pressure. The findings of this study can provide social, research, practical and empirical implications. ...
Academic failure may present some degree of frustration and demoralisation to the students and parents, who may invest a significant level of financial commitment, time and resources to ensure that their children excel in the field of academics. These efforts aimed at assuring that students' academic performance is at their optimal level at school to impact society positively have raised concerns regarding the pressure on students, the effectiveness of current educational methods, and students' well-being in most societies. Thus, this study examined how parental involvement moderates the relationship between stress, peer influence, and academic performance among nursing students. Four hundred and eighty-eight participants (488) were drawn from three separate schools in Imo State. The participants' ages range from 16 to 40 years, with a mean age of 22.26 years and a standard deviation of 3.91. Validated research instruments were employed for data collection; they include a parental involvement questionnaire, academic performance scale, academic stress scale, and peer pressure scale. Using a cross-sectional method, the study adopted a moderated regression analysis. The results showed that stress positively and significantly predicted academic performance (β=.43, p<.01). Peer influence did not show any predictive effect on academic performance (β=-.13, p>.05). Parental involvement negatively and significantly moderated the relationship between stress, peer influence and academic performance (F(3,483)= 9.28, p<.01). The study recommends that promoting open dialogue between parents and nursing students is crucial for effectively addressing academic challenges, stress factors, and peer influences, thereby fostering a supportive environment for student well-being and academic success.
... Dưới góc độ tâm lí hành vi gây hấn được định nghĩa khác nhau khiến Bandura (1973) [1] đã nhận định trong tác phẩm của mình rằng việc nghiên cứu khái niệm "gây hấn" giống như việc đi vào một "ma trận ngữ nghĩa". Vì thế khái niệm "gây hấn" là một trong những khái niệm gây nhiều tranh cãi trong tâm lí học xã hội [2; 3]. ...
... Dưới góc độ tâm lí hành vi gây hấn được định nghĩa khác nhau khiến Bandura (1973) [1] đã nhận định trong tác phẩm của mình rằng việc nghiên cứu khái niệm "gây hấn" giống như việc đi vào một "ma trận ngữ nghĩa". Vì thế khái niệm "gây hấn" là một trong những khái niệm gây nhiều tranh cãi trong tâm lí học xã hội [2; 3]. ...
The goal of this paper was to explore the relationship between aggressive behavior and emotional self-control skills in middle school students, along with examining the current status of reactive and proactive aggression and emotional self-control skills in students. A total of 1,235 students in grades 6, 7, and 8 in Hanoi, Nghe An, and Ho Chi Minh city participated in the study by answering a set of questions including the Proactive and Reactive Aggression Questionnaire (PRQ, Raine et al., 2006); Aggression Scale (AS - Aggression Scale, Orpinas and Frankowski, 2001); The Basic Empathy Scale (BES, Jolliffe et al., 2006) and emotional self-control skills scale. Research results from this quantitative research illustrated that middle school students demonstrate aggressive behavior at an average level, mainly occasionally performing this behavior but the proportion of secondary students regularly performing aggressive behavior was quite high. There was a negative correlation between aggressive behavior and emotional self-control skills in students; emotional self-control skills and empathy were predictors of aggressive behavior. The analysis, interpretation of results, as well as limitations of the current study, were also discussed in the discussion section of this paper.
... The General Strain Theory (Agnew, 1992) proposes that CPV is an aggressive response to the stress and problems faced by young people in their social environment. Furthermore, the Social Learning Theory (Bandura (1973)) posits that CPV is a behavior that can be learned by young people through modeling by parents, siblings, or other peers. Similarly, Cottrell and Monk (2004) attempted to apply the Nested Ecological Theory to explain CPV, concluding that it can occur as a result of a combination of psychological, sociological, and cultural factors. ...
... The theoretical underpinning for this research will be based on social learning theory, as it can explain how young people can learn violent behavior through social media, such as violent video games (Bandura (1973)). Social learning theory can also explain how the justification of violence, as a cognitive variable, may mediate the relationship between exposure to violent video games or pathological gaming and CPV. ...
During the past decade, video games have become the main industrial entertainment sector, although research on the effects of violence in video games on juvenile aggressiveness has raised concerns that they may pose a significant social risk. The objective of this study was to analyze the relationship of exposure to violent video games, pathological video-gaming, and justification of violence with the perpetration of Child-to-Parent Violence (CPV) against the mother and the father, controlling for the sex, educational level, and violent TV exposure of the participant. The sample consisted of 439 students from Compulsory Secondary Education, (238 boys and 201 girls), aged between 13 and 18. Exposure to video games was assessed through an author-elaborated questionnaire, violence justification, and pathological video-gaming were evaluated with the Exposure to Violence Questionnaire and the Assessment of Pathological Computer-Gaming, respectively, and CPV was assessed through the Child-to-Parent Aggression Questionnaire. Hierarchical multiple regression analyses showed that pathological video-gaming and, specially, justification of violence, were related to the perpetration of CPV against both mothers and fathers. However, a relationship of exposure to violent video games and violence on TV with the perpetration of CPV was not found. These results suggest a potential new target for CPV prevention, as well as for the treatment of juvenile offenders.
... Social learning theory depicts the future outcomes related to violence and abuse. Albert Bandura (1973) explains that when a male child observes how his father behaves aggressively toward his mother or even hits her brutally, it seems an acceptable way of interacting with him and dealing with his future partner. On the other hand, for a girl, being a submissive partner is the only choice to cope with the torture in the future. ...
... On the other hand, for a girl, being a submissive partner is the only choice to cope with the torture in the future. 10 Parents often think arguments or disputes behind closed doors cannot affect their children in the long run. The cluster that has to bear great mutilation to his V Vi io ol le en nc ce e b be eh hi in nd d t th he e C Cl lo os se ed d D Do oo or r Pak Armed Forces Med J 2023; 73(6): 1684 or her personality is the children who are going through this violent behaviour. ...
V Vi io ol le en nc ce e b be eh hi in nd d t th he e C Cl lo os se ed d D Do oo or r Pak Armed Forces Med J 2023; 73(6): 1683 V Vi io ol le en nc ce e b be eh hi in nd d t th he e C Cl lo os se ed d D Do oo or r: : D De ep pr re es ss si io on n, , S Su ui ic ci id da al l I Id de ea at ti io on n a an nd d F Fu ut tu ur re e C Co on nc ce er rn ns s A Am mo on ng g i it ts s S Sp pe ec ct ta at to or rs s ABSTRACT Objective: To determine the depression, suicidal ideation, and future concerns among domestic violence spectators. Study Design: Exploratory study design. Place and Duration of Study: Shelter Homes and Community Centres, in Rawalpindi/Islamabad Pakistan, from Aug to Nov 2022. Methodology: In-depth interviews with 30 participants aged 12 to 17 years were conducted to assess the future apprehensions and worries of domestic violence spectators. Interviews were recorded and transcribed for thematic analysis. Transcribed data were critically reviewed, and themes were identified. Inter-rater reliability was calculated with the help of Cohen Kappa and was found to be in substantial agreement. Results: The study findings identified major themes related to psychological issues and future apprehensions among participants who witnessed domestic violence. Maladaptive relationships with parents and intensification of social problems such as isolation, self-harm, social withdrawal, suicidal ideation, difficulty in making friends, and apprehensions about the future relationship with a partner were also perceived as serious future concerns among domestic violence spectators. Conclusion: Domestic violence takes a toll on the mental and physical well-being of not only its victims but also its spectators. Early detection and prevention of violent exposure are essential to mitigate its long-term psychological impact.
... Tato skutečnost má značný dopad na psychické zdraví dětí (Henning & Feder, 2005;Knapp, 1998). Navíc, v kontextu teorie sociálního učení (Bandura, 1973) se vyskytuje přítomnost dětí u domácího násilí jako prediktor budoucího páchání či viktimizace násilí (Halford et al., 2000;Miller -Perrin & Perrin, 2018). Často se v této souvislosti hovoří o mezigeneračním přenosu násilí. ...
... This has a significant impact on the mental health of children (Henning & Feder, 2005;Knapp, 1998). Moreover, in the context of social learning theory (Bandura, 1973) the presence of children in domestic violence is found to be a predictor of future perpetration or victimization of violence (Halford et al., 2000;Miller -Perrin & Perrin, 2018). Intergenerational transmission of violence is often discussed in this context. ...
The monograph presents the results of the initial exploratory phase of the IKSP research project, "Improvements in the treatment of perpetrators and support for victims in cases of domestic and gender-based violence in the Czech Republic", funded by the Norway Grants for 2014-2021 (abbreviated as "ViolenceOff"). The introductory section of the book maps and summarises the legislative and systemic assumptions underlying the treatment of perpetrators of domestic violence in selected European countries and in the Czech Republic. The following general reflection of Czech experts on the current system of treatment of perpetrators of domestic violence in the Czech Republic identifies fundamental shortcomings and provides examples of good practice in the practical application of applied procedures in the Czech Republic. The subsequent section of the monograph employs statistical analysis to elucidate the scope, structure, distribution, and developmental trends associated with crimes related to domestic violence, as well as the structure of sanctions imposed. The analysis of criminal files serves to complement the view of criminal activity involving domestic partner violence with other relevant circumstances, including the characteristics of convicted offenders, such as their psychological profiles, relationships with victims, forms and nature of violent behaviour, and their context. Additionally, the monograph considers the factors that may influence the court's decision to impose a sanction for this offence. Finally, the monograph presents recommendations for the treatment of perpetrators of domestic partner violence.
... اﻟﻌﺪوان ﺣﻮل ﻣﻤﺘﺪ اﻟﻨﻔﺲ، ﻋﻠﻢ ﰲ ﺗﺮاث، ﻤﺛﺔ ﻣﺎ ﻏﺮﻴ ﻋﲆ ﺑﴩﻳﺔ ﺑﺄﻧﻔﺲ ًﺎ ﻣﺮﺗﺒﻄ ﻳﺒﺪو وﻓﻴﻪ . Bègue, 2015;Bandura, 1973;Buss, 1961) وإن ﺣﺘﻰ (Card [et al.], 2008(Card [et al.], : 1185(Card [et al.], -1229 (Bandura, Dorothea and Ross, 1961: 575-َﺐ ﺮاﻗ ُ ﻣ ﻏﺮﻴ ﺗﻘﻠﻴﺪ أو ، [et al.], 2004: 1523-1537) وأﻟﻌﺎب ﻣﺒﺎﴍة، ﻏﺮﻴ ﺑﻄﺮﻳﻘﺔ وإن (Freedman, 2002) اﻹﻋﻼم اﳌﻴﺪﻳﺎ/ ﺗﺄﺛﺮﻴ ﺗﺤﺖ واﻗﻊ ،582) اﻟﻨﻔﺲ ﻋﻠﻢ ﺑﺤﻮث ﰲ اﻟﻌﺪوان ﻳﺮﺗﺒﻂ ﻛﺎﻤ . (Ferguson, 2010: 377-391) اﻟﻌﻨﻴﻔﺔ اﻟﻔﻴﺪﻳﻮ (Navis, Brown, Heim, 2008: ِ ْﺮ ﻜ ﱡ اﻟﺴ ﻣﺜﻞ واﻟﻌﻘﻞ اﻟﺠﺴﺪ ﻋﲆ ﻴﻄﺮة ّ اﻟﺴ ﻋﺪم ﻣﻦ ٍ ﺑﺤﺎﻻت ﻣﺘﻜﺎﻓﺌﺔ ﻏﺮﻴ (Hines and Saudino, 2003: 197-217) ﺟﻨﺪرﻳﺔ ﻋﻼﻗﺎت ﺿﻤﻦ ﺎ ً ﻣﻨﺪرﺟ ،167-174) وﰲ . ...
After dealing with the concepts of resistance and aggression, on a conceptual and theoretical level, and from the perspectives of different social sciences, the paper testes if aggression could be viewed as an overall societal structure giving birth to a «society of aggression». Focusing on the case of the Palestinian resistance against the Zionist settler colonization of the historic land of Palestine, the paper invests the outcomes of its introductive theoretical and conceptual review in reading this very confrontation as a hostile one between two social systems, one being aggressive while the other is resistant. The main assumption of the paper is that both resistance and aggression, in their inseparability on the land of Palestine, shape the societal structure, frame social practices, and produce individual and collective identities. اﻟﺼﻬﻴﻮﻲﻧ. اﻻﺳﺘﻌﺎﻤر ﻓﻠﺴﻄﻦﻴ؛ اﻟﻌﺪوان؛ ﻣﺠﺘﻤﻊ اﳌﻘﺎوﻣﺔ؛ ﻣﺠﺘﻤﻊ اﳌﻔﺘﺎﺣﻴﺔ: اﻟﻜﻠﺎﻤت
... Leaders and coworkers are the major sources of learning for employees (Bandura, 1986). As per social learning theory (Bandura, 1973), employees should take advice and learn from those who hold positions of authority or status (Bochner & Hesketh, 1994;Lian et al., 2012). We apply social learning theory's principle learning perspective, which suggests that employees may absorb and understand a leader's behavioral principles, which then they use to create unique behavior that can go beyond what is seen (Bandura, 1990a(Bandura, , b, 1999. ...
Our study provides answer to the research question of how leader unethical pro-organizational behavior foster an unethical climate in teams. Based on the principle learning perspective of social learning theory, this study investigates an indirect
association between leader unethical pro-organizational behavior and team-level unethical climate, sequentially mediated through team commitment to leader and team counterproductive work behavior. This is a multi-wave and multisource
study with data collected from 170 leaders and 524 subordinate team-members, empirically supporting the theoretical model. Findings suggest that leader UPB indirectly predicts an unethical climate in teams with full mediation of team
commitment to leader and team counterproductive work behavior. This study discussed the theoretical and practical implications as well as future research avenues.
... Should this be the case, a fundamental change in our understanding of reactive aggression would be required. Studies have implicated emotion regulation in aggression since at least the 1970s, and a foundational tenant of this association is the functional relationship between vagal activity and the ability to modulate behavior, expression, and emotion perception in light of physiological arousal (Bandura 1973). In essence, Polyvagal Theory is based on the basic assumption that the functioning of the Vagus Nerve (usually indexed by psychological researchers as high vs. low HRV) allows us to adapt to our environment such that we can rest in safe spaces and be alert and ready in unsafe places (Porges 2009 (Colzato, Sellaro, and Beste 2017;Koenig et al. 2021). ...
Polyvagal theory posits that habitually aggressive individuals might have an impaired capacity to calm after arousal, which has led to the investigation of Arousal‐based biological indicators ‐ “biomarkers” ‐ of aggression, to identify individuals at high risk. The most popular approach in research examining (specifically reactive) aggression is the use of wearable technologies that can non‐invasively measure heart rate variability (HRV), a cardiovascular phenomenon impacted by activation of the parasympathetic (“rest and digest”) nervous system. But there is a problem: no one has systematically analyzed the results of these studies to determine if HRV is an effective predictor of reactive aggression. We surveyed an initial 705 articles, producing 48 effect estimates amenable to meta‐analysis. Counter to predictions derived from polyvagal theory, the results reveal no correlation between HRV and reactive aggression. We discuss the implications of this novel finding for theory and practice, considering both the complexity of identifying effective biomarkers and the practical limitations driving methodological decisions in aggression research. We conclude that there is no empirical evidence supporting HRV as a valid biomarker of aggression.
... Myers (1989) defined attitudes as responses to beliefs and feelings that can predispose our responses to objects. External factors are learned from society and shape people's behaviors (Bandura, 1973). Therefore, our attitudes are influenced by society and based on what we experience in the environment. ...
... Critics of Lorenz's theory argue that it overemphasizes biological determinism and downplays the role of culture, socialization, and individual choice in human behaviour. Moreover, studies in psychology have shown that aggression is not purely instinctual but can be influenced by environmental factors such as upbringing, social norms, and situational contexts (Bandura, 1973). Nonetheless, Lorenz's work has contributed to the understanding of the biological underpinnings of conflict, and his ideas about the potential for displacement aggression remain relevant in contemporary discussions about stress and conflict management. ...
Human society is inherently linked to conflict, which
inevitably affects both people and their environment. To
prevent the negative outcomes of conflict, there is an urgent
need for peace that creates a stable environment, one that not
only enables development but ensures its sustained progress in
alignment with the principles of Sustainable Development.
Peace and Conflict Studies provides a framework for
understanding this unavoidable aspect of human nature. As an
interdisciplinary field, it integrates insights from various
disciplines that examine human interactions.
No meaningful development can occur in an environment
plagued by conflict, instability, and the resulting losses in
human lives and material resources. This makes the study of
Peace and Conflict Management essential as an independent
discipline with connections to other fields of study. The
destructive impact of the First and Second World Wars further
justified the need for specialized skills to reduce the frequency
and intensity of conflicts, as it is impossible to eliminate
conflict entirely. Human nature and societal structures
inevitably lead to conflicts, often due to competing goals.
When goals are incompatible, conflict arises, highlighting the
need for specialized skills in conflict analysis.
Conflict analysis involves a detailed evaluation of various
elements, such as the historical background, context,
antecedents, external factors, triggers, causes, drivers, and the
parties involved. Understanding these dynamics is the first step
in resolving conflicts. Therefore, professionals trained in
conflict resolution with the necessary skills play a critical role
in managing conflicts, ensuring that they do not escalate and
that the de-escalation process is handled effectively. This
underlines the importance of Peace and Conflict Studies as a
discipline that should be taught in universities and practiced in
society.
Conflicts arise in families, groups, larger societies, among
nations—both bilaterally and multilaterally—and even within
and between international organizations. This requires a
collective approach to not only develop but also promote this
discipline to a level where conflicts can be managed and
reduced through proactive efforts. Addressing potential and
actual conflict flashpoints with prudence is key to preventing
escalation.
The motivation for writing this book is to contribute to the
collective efforts of peace and conflict resolution practitioners
in addressing the global challenges of peacebuilding and
conflict de-escalation. A key issue addressed in this book is
structural conflict, which impacts individuals‘ psychology and
emotions through political, economic, social, and cultural
marginalization, denial, and injustice. These issues leave deep
scars on humanity. This book aims to bring some relief to
marginalized individuals and groups by focusing on these
challenges.
... The social learning theory (Bandura, 1973) assumes that aggressive behavior is learned by observing and imitating others. There are many social forces that inhibit aggression. ...
... We lack knowledge if this depends on the possibilities for children to express themselves (which of course is difficult for the youngest children) and changes in family constellations. Since we know already from earlier research [35] that if the violence occurs when the child is very young, it has different effects than if it occurs when the child is older, we intend to examine these ambiguities in forthcoming interview studies with social workers. ...
Authorities and civilians can make a report-of-concern to Social Services if they suspect a child is experiencing or witnessing violence. In 2021, Sweden implemented new legislation that considers children as victims of crime not only when abused but also when witnessing family violence, i.e., Barnfridsbrott. This study aimed to describe and analyze reports-of-concern regarding children witnessing family violence. Are there any changes in number of reports over the years? Who is reporting? And what interventions are most frequent? This is a register-based study of reports-of-concern in Gävle municipality in Sweden for the years 2018–2022. This unique register makes it possible to identify and follow up reported cases as long as they are active by Social Services. Results show there was already a major increase in the number of reports-of-concern in 2020. Most reports are made by Social Services and the police. Of all reports related to family violence, an increasing number lead to further investigations. In most of those cases, the children stay with their families, and Social Services offer counselling. Conclusion: there was a distinct increase in reports related to children witnessing family violence already starting in 2020 in the studied municipality, before the new legislation was implemented.
... A manera general, las diferencias entre ambos grupos, señalan que, los menores con conductas delictivas acuden a la agresión como elemento para obtener sus objetivos. Por su parte, la teoría social de Bandura (1973), señala la importancia de la agresión como mecanismo de interacción con el contexto, estos aprendieron que se puede obtener distintos beneficios palpables. ...
Estudio de tipo cuantitativo analítico, cuyo objetivo principal fue comparar los niveles de ira y de agresión en población adolescente masculina, con edades entre los 14 a los 21 años con conductas delictivas (grupo experimental) pertenecientes a 51 individuos, de un centro de atención del menor infractor del Municipio de Turbaco-Bolívar y 51 adolescentes masculinos entre los 14 a 21 años de edad, sin conductas delictivas (grupo control) pertenecientes a una población estudiantil. Se aplicó el Inventario Multicultural Latinoamericano de la Expresión de la Ira y Hostilidad (IMIHOS) y el Cuestionario de Agresión Reactiva-Proactiva en ambos grupos de jóvenes. Los resultados en el estudio arrojaron puntuaciones más altas en ira y en agresión en el grupo experimental (población con conductas delictivas) en relación al grupo de control (población sin conductas delictivas). Los resultados encontrados sugieren que la ira se asocia a la agresión, a la conducta violenta y delictiva.
... Another alternative was to apply established general theories to partner violence, where gender plays a marginal role, if any. A notable example is the social information processing model (Crick & Dodge, 1994;Dodge, 1980Dodge, , 1986 applied to partner violence (Murphy, 2013;Winstok, 2012), linking frustration-aggression theory (Berkowitz, 1978;Dollard et al., 1939), and social learning theory (Bandura, 1973). These works received little attention and acknowledgment in partner violence research. ...
The aim of this article is to present and examine the principles of gender motivation theory against a backdrop of research findings accumulated over time. This theory is founded on two general, established, major theories: sexual selection theory and social role theory. Gender motivation theory focuses on the elementary primal motivations of men and women in social situations and contexts. This theory provides a theoretical foundation for a gendered understanding of intimate relationships among normative and clinical populations. Gender motivation theory was developed as a response to the existing discrepancies between previously developed theories whose principles continue to be used to understand and intervene with intimate partner violence and as a response to empirical data accumulated over the years.
... Achiziționarea unui sistem de valori matur și stabil reprezintă o etapă importantă în ceea ce privește formarea identității în perioada adolescenței; prin urmare, în această perioadă adolescenții sunt predispuși să exploreze sistemele de valori ale părinților, evaluându-le și comparându-le cu alte sisteme de valori alternative, fapt care sugerează că sistemele de valori ale părinților pot juca un rol semnificativ în ceea ce privește formarea identității în adolescență (Erikson, 1968;Marcia, 1966). Dacă sistemele de valori sau modelele comportamentale ale părinților nu sunt corespunzătoare, atunci adolescenții pot să manifeste comportamente care nu sunt tocmai pozitive, cum ar fi comportamentul anti-social (Bandura, 1973). Dacă climatul în familie este unul disfuncțional, există o șansă ca adolescenții să integreze anumite comportamente negative în modul lor de funcționare. ...
Delincvența la tineri constituie frecvent un subiect semnificativ de discuție la nivel global și național, fiind percepută ca o entitate conexă cu mecanismele globale ale societății. Aceasta include familie, instituțile educative, procesul educațional, credințele religioase, interacțiunile umane, standardele și regulile sociale, privarea de oportunități, lipsa resurselor, ostracizarea și dezorganizarea colectivului social (Rădulescu & Dâmboianu, 2003; Agnew, 1992; Murzea, 2015).
Pentru o analiză comprehensivă a fenomenului delincvenței juvenile, atât în sens general cât și în contextul specific al României, se recomandă o perspectivă multidimensională. Aceasta implică considerarea factorilor biologici, psihologici și sociali asociați cu delincvența, care pot funcționa ca elemente corelate, predictive sau catalizatoare ai acestui fenomen.
... Following this, they can enact a response based upon a series of strategies which have to do with reframing the situation, asking for clarification and/or providing direct education. Respect4All also follows a social learning model (e.g., Bandura, 1973) and/or uses behavioral practice to shape appropriate actions (e.g., Dishion et al., 1995) across different types of microaggression situations. This combined with role-playing as described below using the RIMA scenarios is another social learning technique (O'Sullivan, 2011) that helps participants to learn and practice new skills in RIMA situations. ...
Health service psychology has called for programmatic efforts in advancing antiracist training through the promotion of diversity, equity, and inclusion. This article illustrates how an interdisciplinary team of faculty (psychologists, pediatricians, education specialists) and trainees (psychology trainees and pediatric residents) used a community-based participatory action research approach to develop a racial and intersectional microaggression and antiracism skill-building program for faculty and trainees. The intervention called Respect4All is a 9-hr skill-building program (three 3-hr sessions) that focuses on addressing racial and intersectional microaggressions and developing and utilizing antiracism strategies. Respect4All was developed through extensive literature review and partnering with key stakeholders both internal and external to our institution so that the resulting program was empirically supported and responsive to the needs of a diverse group of faculty and trainees within psychology and related training programs. Considerations for how a program such as Respect4All could be used within psychology and related training programs in the future to help address gaps in antiracism programming are addressed.
... La théorie de l ' apprentissage sociale montre que les manières violentes de régler les conflits familiaux sont souvent apprises en observant les relations entre parents et pairs pendant l ' enfance (Bandura, 1973 ;Mihalic & Elliot, 1997 ;Wareham et al., 2009). Cette théorie révèle que les victimes et les auteurs de la violence conjugale aient été témoin ou victime d ' abus physiques pendant l ' enfance, ce qui les amène à accepter ou à tolérer la violence au sein de la famille (Jin & al., 2007 ;Lewis & Fremouw, 2001 ;Vung & Krantz, 2009). ...
L’objectif: Cet article étudie l’effet de l’autonomisation de la femme sur la violence conjugale au Tchad. Conception/méthodologie/approche: Le modèle probit binaire est utilisé pour analyser l’effet de l’autonomisation dans ses différentes dimensions mais aussi globalement. Les analyses se sont basées sur des données d’enquêtes démographiques de santé et à indicateurs multiples collectées par INSEED en entre 2014-2015. Résultats: L’analyse montre que l’autonomisation de la femme affecte positivement la violence conjugale au Tchad. Une femme exprimant son désaccord face à la violence, participant au processus de prise de décision au sein du ménage, ayant l’autonomie économique et l’indépendance sociale, a 4,01% et 10,4% de chances supplémentaires de subir de violence conjugale respectivement pour un niveau d’autonomie moyen et élevé par rapport à un niveau d’autonomie faible. Il faudrait donc renforcer la sensibilisation pour que le processus d’autonomisation des femmes profite à la société Tchadienne. Originalité/valeur : L’autonomisation joue un rôle substantiel dans l’accomplissement des femmes mais très peu d’études ont concerné le Tchad. Ce faisant, L’étude contribue de manière significative à la littérature à travers cette première tentative empirique de compréhension de l’effet de l’autonomisation de la femme sur la violence conjugale au Tchad en tenant compte de diverses dimensions de l’autonomisation. Elle décompose la violence conjugale en plusieurs formes et adope l’approche des quartiles en regroupant les facteurs par dimension afin d’établir le niveau d’autonomisation de la femme avant leurs liaisons avec les différentes formes de la violence conjugale.
... Los resultados también coincidieron con estudios como el de Gilar-Corbi et al., (2018) que relacionaron fenómenos similares. Esto pudo explicarse mediante la teoría del Aprendizaje Social y Cognitivo de Bandura (1973), que subrayó cómo las emociones afectaron procesos clave como la atención, la retención y la motivación, facilitando así el aprendizaje efectivo. La regulación Además, los resultados fueron congruentes con las observaciones de Morales , quienes abogaron por la implementación de programas que fortalecieran las habilidades emocionales entre los estudiantes. ...
El desarrollo emocional de los estudiantes es un aspecto crucial en su proceso educativo que impacta directamente su rendimiento académico. Este estudio tuvo como objetivo determinar la relación entre el desarrollo emocional y el logro académico en estudiantes universitarios. Se utilizó un método hipotético-deductivo con un diseño no experimental correlacional. Participaron 100 estudiantes, a quienes se les aplicó un cuestionario con una confiabilidad de 0.853 y se registraron sus notas para evaluar el logro académico. Los resultados, basados en la correlación de Spearman de 0.788 con una significancia de 0.000 (menor a 0.05), indican que existe una relación directa entre el desarrollo emocional y el logro académico. Esto sugiere que los esfuerzos para mejorar el desarrollo emocional de los estudiantes podrían ser beneficiosos para su desempeño académico.
... On the other hand, studies on the spillover hypothesis and the cascading transmission of parental conflicts indicate that adolescents' aggressive behaviors might be imitations of their parents' conflict resolution strategies. The social learning theory [49] suggests that through observation, imitation, and reinforcement, individuals develop patterns of conflict resolution learned from family interactions, which can then be transferred to peer interactions. Therefore, domestic conflicts and the solutions to parental conflicts may lead adolescents to perceive dominating, rather than cooperating, is a good way to survive conflicts. ...
Based on the traditional Chinese cultural belief of “male breadwinner, female homemaker”, as well as the systemic and interactive characteristics of families, this study aims to explore the relationship between maternal gatekeeping behavior and the quality and quantity of paternal parenting, as well as adolescent aggressive behavior. A total of 483 seventh-grade students completed questionnaires on maternal gatekeeping behavior, paternal involvement, parenting styles, and aggressive behavior. Latent profile analysis identified four parenting combinations: positive, negative, mixed, and neglectful. Adolescents under negative parenting exhibited the highest aggression and experienced the highest maternal gatekeeping behavior, while those under positive and neglectful parenting showed the least aggression and least maternal gatekeeping behavior. Maternal gatekeeping behavior correlated with paternal negative parenting and adolescent aggression. Paternal negative parenting mediated the relationship between maternal gatekeeping and aggression, while paternal involvement moderated this relationship. These findings highlight the role of parental interaction in adolescent behavior and support family-based interventions.
... In another context, aggression, a harmful behavior which violates social conventions and which may include deliberate intent to harm or injure another person or object (Bandura, 1973), is highly associated to narcissism. Previous studies on the relationship between narcissism and aggression found that personality traits such as those characterizing narcissism (e.g., grandiosity, entitlement, low empathy) have been associated with aggression (Bushman & Baumeister 1998;Twenge & Campbell, 2003). ...
The world is competitive in every possible way, especially in the education sector, so university students tend to seek success in their academic field and try to get attention within their social circle often at any cost or effort. This leads to the presence of narcissistic personalities among the university population, stemming from underlying low self-esteem and contributing to aggression. This study aimed to investigate the mediating role of narcissism in the relationship between self-esteem and aggression among university students in Sagaing. The sample comprised 1058 undergraduate students with 519 females and 539 males from undergraduate classes. Rosenberg (1965)’s self-esteem scale, the Narcissistic Personality Inventory by Raskin and Terry (1988) and the aggression questionnaire by Buss and Warren (2000) were used as the data gathering instruments. The findings revealed that self-esteem exhibits both a direct negative effect on aggression and an indirect positive effect mediated by narcissism. Interestingly, while high self-esteem typically acts as a deterrent to aggression, its mediation by narcissism can increase aggressive tendencies. This suggests a suppressor effect, termed competitive mediation, where the positive relationship between self-esteem and aggression is reversed when narcissism serves as a suppressor variable. As this suppressor effect is enticing for the researchers, further studies should explore the moderating factors in the relationship between self-esteem, narcissism and aggression. The study’s findings are expected to provide the foundational insights for the education policy makers to develop prevention programs for narcissism and aggression, promote professional development of educators, integrate curriculum components that address self-esteem, and implement counselling programs in educational settings.
Purpose
Intimate partner violence (IPV) is prevalent among young adult couples. The Five-Factor Model of personality, consisting of neuroticism, agreeableness, openness, conscientiousness, and extraversion, is a relevant framework to understand individual risk factor of IPV perpetration and victimization. In particular, neuroticism and agreeableness are robust predictors of IPV. However, studies on the links between personality and IPV are relatively scarce and inconsistent for the remaining dimensions. Research is therefore needed to assess potential moderators of the associations between personality and IPV. Cumulative childhood trauma (CCT; i.e., the accumulation of abuse and/or neglect) is also linked with IPV later in life and may amplify one’s personality disposition toward violence. The present dyadic study examined (1) associations between both partners’ personality dimensions and each other’s IPV perpetration, and (2) whether partners’ CCT moderates these associations.
Method
A sample of 190 young adult couples from the community (18–29 years old) completed self-report questionnaires on personality, CCT, and IPV.
Results
An individual’s neuroticism, agreeableness, openness, and conscientiousness were significantly associated with their own and their partner’s IPV perpetration. Results also revealed a significant interaction between openness and CCT. At low levels of CCT, one’s openness was unrelated to both partners’ IPV perpetration. At high levels of CCT, one’s openness was significantly and negatively associated with their own and their partner’s IPV perpetration.
Conclusions
Findings contribute to our knowledge on the interplay between personality and past relational experiences and underscores the need to address personality and childhood trauma history when working with couples experiencing IPV.
O artigo aborda a violência contra a mulher como um fenômeno multifacetado e persistente, que envolve uma série de práticas abusivas e discriminatórias direcionadas ao gênero feminino. A autora analisa as diferentes formas de violência, suas causas, consequências e os mecanismos legais e sociais de enfrentamento. A violência contra a mulher é discutida sob diversas perspectivas, incluindo física, psicológica, sexual, econômica e moral, com ênfase no contexto de violência doméstica. O artigo destaca que a violência não é apenas um ato isolado, mas sim um reflexo de estruturas de poder desiguais e de uma cultura patriarcal que naturaliza a subordinação da mulher. Essa violência está frequentemente ligada à busca de controle e poder por parte do agressor. Um ponto central do artigo é a análise das causas estruturais que contribuem para a violência de gênero, como a desigualdade econômica, a falta de acesso à educação e as normas sociais que reforçam a ideia de que as mulheres devem ser submissas ou tolerar o abuso. Além disso, o artigo discute o impacto psicológico e emocional da violência, que afeta a saúde mental das vítimas e pode levar à depressão, ansiedade e até ao suicídio. O artigo também tras dados de pesquisas com resultados de das medidas que foram adotadas na cidade de Guaraí-TO, em casos que foram denunciados, destacando a importância de políticas públicas, leis como a Lei Maria da Penha (Brasil). Por fim, o artigo conclui que a violência contra a mulher é um problema complexo que exige uma abordagem holística e integrada, envolvendo legislação, políticas sociais, educação e a conscientização da população. A erradicação dessa violência depende de um compromisso coletivo para transformar as estruturas de poder e garantir a dignidade e os direitos das mulheres.
Theorically, this research aims to study: 1. Abuhamed Ghazali’s ideas about moral education analitically; 2. Albert Bandura’s ideas on moral education; 3. the extent to which their ideas might correspond and practically, to compare Albert Bandura’s experimental findings with ghazali’s religious viewpoint. The main question is: what are Albert Bandura and ghazali’s views on moral education and include on which elemans? This researche, has applied library method and content analysis of scientific and religious texts in a rational way to understand and infer above mentioned Scholars ideas coherently in humanistic foundeations,aims, principls, methods and agents of moral education. som of findings of the research shown that their ideas are in harmony in certain “the humanistic fundamentals of moral education”, although, over some others, there are some clear and definite disagreements between them.Regarding “aims of moral education”, ghazali’s consider moral education and faith-based education along the same lines, but Bandura propose nothing for discussion about the latter at all. Therefore, there are some disagreements between them about deciding on educational aims. With respect to the principles of education, although they have some different views about, for example, interpreting of an educational principle, it is possible to find many similarities in their viewpoints.
Keywords
Morality moral education moral education principls ghazali Bandura moral agents
Autism spectrum disorder (ASD) is a developmental condition affecting individuals to varying degrees. In the DSM-5, ASD is characterized by two main clusters of symptoms: deficits in social communication and interaction, and restricted, repetitive patterns of behavior, interests, or activities. Early intervention during childhood is crucial. This literature review examines various intervention approaches for individuals with ASD, acknowledging the need for flexibility due to the unique nature of each individual.
Marriage is an important institution that provides social support for effective human functioning. However, the same institution has been threatened by series of conflicts from all angles in Nigeria. In a bid to address the problem of conflict in marriage, there is need for an effective indigenous instrument that would identify and measure the problem. Therefore, the present study was aimed at developing and validating Marital Conflict Inventory (MCI). The study adopted both qualitative and quantitative research designs which were divided into two parts with part one using Focused groups discussions (FGDs), Key Informant Interviews (KIIs) and Depth Interviews (IDIs) for item generation based on three broad themes of communication, sexual satisfaction and third-party interference. Part two utilised a structured instrument for data gathering. Part one purposively selected 21 participants who were all married, or had been married, while part two sampled a total number of 490 participants all in Lagos State. Adopting a principal component analysis (PAF) with varimax rotation for factor analysis, the 25 items generated were adequate for factor analysis with KMO criterion of 0.907 and Barlett's test of sphericity ( 2 (300) = 7443.170, p < .01). After extraction, the result showed that the items loaded on 4 factors with a total variance of 41.97%. Internal validity showed that all the seven factors correlated significantly with each other and all the factors reports good alpha coefficient ranging from .67-.92. Convergent and concurrent validities showed that the new scale correlated significantly with existing related scales as indicated-marital conflict scale (r = 0.015), Relationship Qualities Scale (third party interference) (r = 0.756), Index of Sexual Satisfaction (ISS) (sexual satisfaction) (r =-0.219) and Communication Pattern Questionnaire CPQ-SF (communication) (-0.028). The MCI is a promising psychometric instrument that can be used as a whole or with the subscales after proper categorisation and labelling for screening for, and research on, marital conflict and other family issues.
This study sets out to explore the psychological processes of resolving conflicts in Nigeria. The study adopted the qualitative research paradigm and data were gathered by means of semi-structured interviews. The participants were fifteen survivors of ethno-religious conflicts in Nigeria. Some intriguing findings were made following the interviews of these participants. These findings were presented and analysed by means of thematic analysis method. The three major themes that emerged from the interviews capture participants’ experiences of the conflicts: consequences of the conflicts, resolving conflict and government’s tactics to reduce the conflicts. The study also gave recommendations on prevention of future conflicts.
The purpose of the article is to analyse the processes and methods used by the NKVD officers in the executions in 1937-1938. The author characterises the stages of execution by the NKVD officers in 1937-1938, using materials from archival and criminal cases, examines the peculiarities of the activities of the state security bodies, and reveals the consequences for the perpetrators after their mass executions. The research methodology is based on a combination of general scientific (abstraction, analysis and synthesis, generalisation) and special historical (historical-systemic, historical-critical, problematic) methods with the application of the principles of historicism, scientificity and systematicity. The scientific novelty of the work lies in the fact that, using the materials of archival and criminal cases of NKVD officers, the author analyses the methods and procedures, circumstances, conditions of mass executions on the territory of Ukraine in 1937-1938, and reveals the impact of these methods on the psychological state of the Chekists. Conclusions. In 1937-1938, the NKVD carried out executions with extremely strict organisation and a clear division of responsibilities. The participants in the process had a specific task, but the common task was to keep the executions secret. The technology of execution was carefully regulated by NKVD Order No. 00447, which established the exact procedure for executions. Regulation, standardisation, secrecy, and the use of physical and moral violence are the main characteristics of the work of NKVD employees during mass executions. The NKVD officers involved in the execution process received special training, which included not only technical skills but also methods of psychological influence on the convicts. In general, the system of state security agencies was designed to maximise efficiency and minimise the risk of information leakage. Each stage of the execution was clearly defined: from the moment of arrest to the final execution. Executions were carried out in specially equipped rooms or in remote areas where maximum secrecy was ensured. Participation in such operations required not only technical skill, but also a high level of psychological stability.
Child neglect is a significant social problem with severe consequences for individuals and society. This study explores how intergenerational transmission of grandparental child neglect affects grandchildren’s mental health in adulthood. We utilize a three-generational dataset from the Tromsø Study and estimate a linear probability model to find the distinct roles of both maternal and paternal grandparents. We test the additive risk hypothesis for continuous, intergenerational effects of child neglect in both the maternal and paternal lineages. Furthermore, we use structural equation modeling to test how sequential exposures to neglect across generations ultimately bear on adult mental health outcomes. Our results confirm the additive risk hypothesis but only for maternal grandparents: our findings show that only maternal parents' neglectful parenting is associated with an increased probability of depression in their grandchildren, conditional on whether their parents neglected them. These results contribute to research on intergenerational transmission by the finding that additive risks of child maltreatment flow down generations mainly through maternal lineages.
Parental aggravation and negative parenting are associated with more child behavioral problems. However, few studies have simultaneously examined the multiple dimensions of parenting behaviors, and extant studies that examined the mediating effects of parental punishment and warmth simultaneously have shown inconsistent results. This study aims to explore the mediating roles of multidimensional parenting behaviors in the association between parental aggravation and child externalizing problems, as well as the serial mediating effect of child self-control among young children in Singaporean from a nationally representative sample. The sample included 3,964 children (Mean age = 3.43 years; 49.82% girls) from the Wave 1 (2018–2019) and Wave 2 (2020–2021) of the Singapore Longitudinal Early Development Study (SG-LEADS). A serial mediation model was employed in the analysis. We found that parenting behaviors and child self-control sequentially mediated the relationship between parental aggravation and child externalizing problems. Moreover, both negative and positive parenting behaviors functioned as mediators in this relationship. This study significantly contributes to the existing literature on parenting and child development by simultaneously examining parental aggravation, parenting behaviors, child self-control, and child externalizing problems in an Asian context. Findings encouraged early intervention programs to not only reduce parental stress and enhance parenting skills, but also foster positive child outcomes.
Violence and abuse by grandchildren towards their grandparent kinship carers is an important but under-researched issue. Research evidence on the perceived legitimacy of aged-related myths, beliefs, and witchcraft accusations against older people, especially grandparents, in Ghana and Africa suggest that violence and abuse against grandparent kinship carers could be common. This study explored the types of violence or abuse experienced by grandparent kinship carers, and the meanings grandparents associate with the abuse. Thirty-one grandparents were recruited from four communities in Ghana following a horizontal network sampling approach and interviewed using a qualitative in-depth narrative storytelling strategy. Analysis of the narratives revealed three common types of abuse experienced by the grandparent kinship carers which were perpetrated by children living under their care: (1) insults and verbal abuse, (2) stealing and financial exploitation, and (3) physical threats. However, the grandparents rationalised and justified the abusive behaviours by attributing them to factors within the children’s eco-system, such as friends and household members. The findings highlighted three crucial interrelated factors that underlie these incidents of violence including cultural beliefs around witchcraft, family structural dynamics, and grandparents’ attitudes towards violence. Practical recommendations, including the development of a community normative change program, have been proposed to address violence by grandchildren towards grandparent kinship carers in Ghana.
This study examined the moderating role of descriptive and status norms in the stability of youth’s antisocial behavior, and the link between initial antisocial behavior and the development of depressive symptoms over the course of one academic year, while controlling for initial depression levels. A total of 1081 students (51.06% girls; grades 4 through 6) in schools in low to average socio-economic status neighborhoods completed self-reports and a peer nomination inventory in the fall (T1) and spring (T2) of one year. Descriptive norms were operationalized as the classroom- and sex-specific mean level of antisocial behavior. Status norms were operationalized as the classroom- and sex-specific correlation between antisocial behavior and social preference. Descriptive norms moderated the link between T1 and T2 antisocial behavior, such that youth exhibiting high levels of antisocial behavior showed a greater increase in antisocial behavior in classrooms where descriptive norms strongly favored such behavior (i.e., + 1 SD) than in classrooms with neutral or weak descriptive norms (i.e., − 1 SD). Status norms moderated the association between T1 antisocial behavior and T2 depressive symptoms, such that youth with high levels of antisocial behavior had higher depressive symptoms in classrooms where status norms disfavored antisocial behavior than in classrooms with neutral or favorable norms. No moderating effects of sex or grade were observed. These results suggest that both descriptive norms and status norms play important, albeit distinct, roles in exacerbating youth’s depressive symptoms and antisocial behavior, but they may also mitigate these same outcomes in favorable contexts.
The goal of our research was to study the phenomenon of bullying within the school culture and, in combination with the factors that trigger aggression, and to construct a psychological model of its operation mechanism. To this end, we studied recent literature available in the field and decided to base our research on the Anthropic Theory of Set that stems from the Georgian school of psychology. According to this theory the basis for any psychological activity or action is an internal psychological mechanism – the set, which emerges as a result of interaction of three components. They are: presence of demand, presence of an object that can satisfy the demand and presence of instrumental possibilities (conditions) that make the satisfaction possible. We assumed that such dispositional sets formed the psychological mechanism for bullying. I.e. if the school culture did not allow the realization of aggression, the victimization would not occur, despite the presence of vulnerable risk-groups.
Hence, we assumed that despite the level of aggression, those schools that maintained a safe and secure culture would have lower levels of victimization, but the schools with an unsafe culture, would display high level of victimization.
To test our hypothesis, we applied three questionnaires. We studied levels of aggression by the Buss-Durkey Inventory, to study the school environment we applied the questionnaire that focuses on the emotional atmosphere in the classroom and school, developed by Alexandra Bochaver, et al. And we used the questionnaire by H. Mynard and S. Joseph to assess levels of victimization.
In all, 1422 students from 9th to 12th grades took part in the survey. We constructed a hierarchical regressive model, which allowed us to conclude that the basic variables of our model, in fact, explain 34 percent of victimization. Particularly, it was revealed that the variables of the educational environment and the levels of aggression in classrooms – or, rather, their combination– account for 73,02 percent of the total (34 percent) influence revealed through regression.
The most powerful factor that influences the scale of victimization is a combined variable of aggression and the type of the school culture – “threat”. Our survey demonstrated that the probability of turning into a victim (victimhood) is highest amongst those teenagers who sense threat in their school environment. However, the school culture that is based on maintaining communication rules and mutual respect – therefore, providing a sense of wellbeing to the students - the probability of the teenager to become a victim is lower.
Overall, the survey results showed that the negative school environment in combination with aggression is a predictor enhancing the practice of bullying, while a safe environment is a predictor lessening victimization.
Concurrently, the survey also revealed such predictors that are not connected with the school culture. They are parental’ employment, the size of the school, and others. With these variables, on the later stages of our survey, we assessed types of school culture, levels of victimization and studied the differences between their means. The differences of means between these variables revealed a remarkably interesting picture. Particularly, in terms of parental’ employment, when neither of the parents worked, or only mother worked, a small, but statistically significant predictor of victimization was identified. The comparison between school sizes yielded interesting results as well – the students felt most comfortable in the schools where the number of the students ranged between 300 and 800.
We believe the recommendations that will stem from these and other findings of our survey will be beneficial for the planning of secondary education policy in Georgia.
O e-book Com@Viver Sem (Cyber)Bullying: referencial de formação tem um enfoque nos fenómenos da violência entre pares em meio educativo numa perspetiva essencialmente educativa e preventiva. Constitui-se como guia para a gestão da convivência escolar no dia a dia, que fornece fundamen- tos teóricos, sugestões e procedimentos aos formadores para prevenir pro- blemas de violência escolar, bullying e cyberbullying, entre outros. Desta forma, o presente e-book é um guia prático que foi elaborado no âmbito do projeto Te@ch4SocialGood: promover a pro-socialidade nas escolas para prevenir o cyberbullying (PTDC/PSI-GER/1918/2020; doi 10.54499/PTDC/PSI- -GER/1918/2020), coordenado por Ana Margarida Veiga Simão.
Bakgrunn: Denne artikkelen er en kunnskapsoppsummering av effektene av Parent Management Training- Oregonmodellen (PMTO), gitt som et individuelt foreldreveiledningstiltak. Tiltaket består av ukentlige veiledningsmøter med foreldre, av ulik varighet. Målgruppen er familier med barn som har atferdsvansker. Tiltaket er utviklet ved Oregon Social Learning Center. Nasjonalt utviklingssenter for barn og unge (NUBU; tidligere Atferdssenteret AS) har de norske rettighetene. Metode: Litteratursøk i Embase, Medline, Psykinfo, NORART, Cochrane, Cristin, NORA, SCOPUS, SweMed ble supplert med to artikler. Totalt 26 artikler ble funnet å være relevante, hvorav ni publikasjoner basert på syv studier undersøker tiltakets effekt/effektivitet. Resultater: PMTO er et godt beskrevet tiltak med en systematisk implementeringsstrategi. Det er gjennomført én norsk og én islandsk RCT effektivitetsstudie med målinger før og etter behandling og én norsk studie av langtidseffekter ett år etter avsluttet behandling. I tillegg er det gjennomført én studie på effektene ved spredningen av tiltaket i vanlig praksis i Norge, som også er brukt for å evaluere effektene av PMTO på undergrupper. Effektene av PMTO er også sammenlignet med et annet foreldreveiledningsprogram (De utrolige Årene; DuÅ). Det er gjennomført én norsk og én islandsk studie av metodeintegritet. Alle studiene holder moderat høy forskningsmetodisk kvalitet. Med unntak av sammenligningen med DuÅ er det funnet statistisk signifikante effekter av PMTO som, selv om de er små og ikke helt konsistente, er funnet å ha praktisk betydning. Testing av statistiske modeller tyder på at tiltakets virkningsmekanisme er i tråd med tiltakets teoretiske modell. Konklusjon: PMTO som individuelt foreldreveiledningstiltak for barn med atferdsvansker klassifiseres på evidensnivå 5 – Tiltak med sterk dokumentasjon på effekt.
Background: This article summarizes the current knowledge about the effects of Aggression Replacement Training (ART). This is a revision of the previous article (Kjøbli, 2009), but updated according to the new Ungsinn guidelines and criteria. The Scandinavian adapted version (Adapted Aggression Replacement Training; AART) was also included in this review. ART/AART is an educational group-based multi-modal program aimed at increasing youth’s social competence through the three main components; social skills training, anger management and moral reasoning. The main goal of the intervention is to replace aggressive behavior by increasing the youths’ social skills. The duration of the intervention is recommended to be 10 weeks, where each of the three components is completed once a week, preferable in a separate ART-room. The group consists of 4-8 participants, and is managed by one main trainer and one co-trainer. Method: This review builds upon a systematic literature search in the databases Embase, Medline and Psychinfo, NORART Cochrane, Cristin, NORA, SCOPUS and SweMed. Seven articles, three Nordic effect studies, one international review, and three other Norwegian studies were included in this Ungsinn review of the effectiveness of ART. Results: The results consist of an evaluation of the description of the intervention, the results from the effectiveness studies, methodological quality of the research, and implementation quality. The theoretical foundation of ART/AART is well documented, and the written guidelines for implementation are well described. The studies that have examined the effectiveness of the interventionhave a weak methodological research quality according to the Ungsinn criteria. Conclusion: ART/AART is classified at evidence level 3 –Intervention with some documentation of effect.
The idea of rethinking school discipline in the Caribbean culture must include a critical scrutiny of the concept from an African-Caribbean historical perspective. Historically, corporal punishment has received widespread support throughout the Caribbean. It is imperative to consider that traditional child-rearing practices by colonial enslavers included corporal punishment as an integral part of ensuring discipline and control. However, despite all independent English Speaking Caribbean countries being signatories to the Convention on the Rights of the Child and Articles 19 and 28 of the Convention which oblige all parties to prohibit and eliminate all types of violence against minors and that schools must practice disciplinary measures that conform to the Convention, corporal punishment is still an acceptable form of discipline. This chapter presents a brief overview of the history and theoretical perspective of school discipline in the Caribbean, a review of the status of school discipline, and a reflection on strategies implemented as the Caribbean moves from corporal punishment to establishing positive school climates that achieve conformity through persuasion and other non-violent disciplinary measures.
Bu araştırmanın amacı lise öğrencilerinde sosyal medya bağımlılığı ile pozitiflik arasında saldırganlığın çoklu aracılığını incelemektir. Araştırmanın bir diğer amacı ise lise öğrencilerinin sosyal medya bağımlılığı, saldırganlık ve pozitiflik düzeylerinin cinsiyet değişkenine göre farklılaşıp farklılaşmadığını belirlemektir. Araştırmada genel tarama modelinin alt türü olan ilişkisel tarama deseni kullanılmıştır. Araştırma örneklemini 2021-2022 eğitim-öğretim yılında Gaziantep ili Şehitkamil ilçesi liselerinde okuyan 220 kız öğrenci, 180 erkek öğrenci olmak üzere toplam 400 öğrenci oluşturmuştur. Araştırmada verileri toplamak için Bergen Sosyal Medya Bağımlılığı Ölçeği, Saldırganlık Ölçeği Kısa Formu, Pozitiflik Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Araştırmanın veri analizlerinde tanımlayıcı istatistikler Pearson korelasyon analizi, aracılık analizi ve Bootstrap analizi yöntemleri kullanılmıştır. Çalışmadan elde edilen bulgulara göre pozitiflik ile sosyal medya bağımlığı ve saldırganlık arasında anlamlı düzeyde ilişkiler bulunmuştur. Aracılık bulgularına göre saldırganlığın alt boyutlarından olan düşmanlığın, sosyal medya bağımlılığı ile pozitiflik arasında aracılık ettiği saldırganlığın diğer alt boyutlarının ise aracılık etmediği görülmüştür. Cinsiyet değişkenine göre yapılan t testi sonuçlarına göre kız ve erkek öğrencilerin sosyal medya bağımlılığı, fiziksel saldırganlık, öfke ve pozitiflik puan ortalamalarının anlamlı düzeyde farklılık gösterdiği görülmektedir. Bu farklar incelendiğinde kız öğrencilerin erkek öğrencilere göre sosyal medya bağımlılığı ve öfke puan ortalamalarının daha yüksek olduğu; erkek öğrencilerin de kız öğrencilere göre fiziksel saldırganlık ve pozitiflik puan ortalamalarının daha yüksek olduğu görülmektedir. Öte yandan sözel saldırganlık, düşmanlık ve saldırganlık toplam puan ortalamalarının cinsiyete göre anlamlı düzeyde farklılık göstermediği görülmektedir. Çalışmanın sonuçları alan yazın çerçevesinde tartışılmış ve araştırmacılara öneriler sunulmuştur.
In this study, we sought to capture implicit attitudes toward violence by administering response latency measures. We then examined their associations with explicit (e.g., assessed with self‐report) attitudes toward violence and self‐reported violent behavior in a combined sample of males from a Canadian university and males from the general community ( N = 251; 156 students and 95 community members). To date, there have been mixed findings regarding these associations; some of this inconsistency may be due to the difficulty in accurately conceptualizing and assessing implicit attitudes toward violence. Therefore, we administered three response latency measures to assess this construct: a violence evaluation implicit association test (VE‐IAT), a personalized VE‐IAT (P‐VE‐IAT), and a violence evaluation relational responding task, along with three self‐report measures of explicit attitudes toward violence and three self‐report measures of violent behavior. More positive implicit attitudes toward violence were related to more positive explicit attitudes toward violence (for VE‐IAT and P‐VE‐IAT; r = 0.18 to 0.22), greater likelihood of violence (for VE‐IAT; r = 0.18 and for P‐VE‐IAT; r = 0.16), and greater propensity for violence (for the VE‐IAT; r = 0.16). All measures of explicit attitudes toward violence and violent behavior were moderately to strongly associated with one another ( r = 0.42 to 0.81). Furthermore, implicit attitudes toward violence explained additional variance in some violent outcomes above explicit attitudes alone. Our findings suggest that scores on certain reaction time measures are important for understanding likelihood and propensity for violence, especially when combined with explicit attitude measures.
This chapter aims to provide an in-depth examination of the cycle of developmental trauma and its profound effect on criminal behavior. By exploring how early traumatic experiences shape an individual’s development and influence their subsequent engagement in criminal activities, we will gain valuable insights into this complex phenomenon. The discussion will encompass various theoretical frameworks and empirical evidence to establish a comprehensive understanding of the relationships between developmental trauma, psychopathology, and criminality.
The abusive supervision of sports teams under the characteristics of Chinese parental leadership have an adverse effect on the cognition and behavior of athletes, and promote the development and continuation of the internal mechanisms of Chinese sports teams. Based on previous literature on sports team management, this review summarizes and deduces the antecedent variables of abusive supervision in sports teams from three main dimensions: Coaches, Sports team and Athletes. At the same time, the formation mechanism of abusive supervision under parental leadership in China is analyzed. The antecedent variables include: Extreme personality, Family disagreements, Poor mental state, Sports team conflict, Ineffective leadership, Laggard management theory, Weak training atmosphere, Bad training conditions, Negative competition pressure, Extreme character, Negative training attitude and Poor performance in the match. The research conclusions are as follows: Firstly, authoritarian coaches are prone to abusive supervision due to the individual characteristics of coaches, and the abuse behavior will lead to different feedback performances of athletes, resulting in the atmosphere deviation of sports teams. Secondly, moral leadership coaches rely on virtue to engage in abusive behavior and need to avoid negative cycles within the team that affect overall performance. Thirdly, the performance behavior of benevolent leadership coaches can avoid or counteract abusive supervision, but is prone to ineffective performance. Therefore, the review believes that, in the management of Chinese sports teams, Contingency Theory should be combined to adopt different leadership behaviors based on people, time, and place, in order to achieve the best results and optimal management.
ResearchGate has not been able to resolve any references for this publication.