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Aggression: A Social Learning Analysis.
... sociološko gledište -proizlazi iz socioloških teorija, stoga je ponašanje uvjetovano procesima modeliranja te promatranja (Bandura, 1973); ...
... Socijalno-ekološka teorija ističe utjecaj okoline na ponašanje pojedinaca objašnjavajući da su socijalna dezorganizacija i ekonomska deprivacija ključni čimbenici u razvoju kriminaliteta, a prema kojima je kriminalitet koncentriran u određenim geografskim područjima zbog nedostatka društvene kontrole i stabilnih institucija (Donnermeyer, 2015;Kaylen i Pridemore, 2013;Shaw i Mckay, 1942). Teorija socijalnog učenja objašnjava važnost okruženja i socijalnih interakcija u oblikovanju ponašanja ističući to da se devijantno ponašanje može naučiti promatranjem i oponašanjem drugih (Bandura, 1973 Bowlby, 1973;Buljan Flander, 2001;Xu, 2022). Teorija akcije objašnjava kako društvene strukture utječu na ponašanje pojedinaca naglašavajući uloge, norme i institucije koje oblikuju društveno ponašanje (Haralambos i Heald, 1989;Parsons, 1978). ...
... 40). Neke od najčešćih teorija koje proučavaju i objašnjavaju na koji način obiteljsko okruženje utječe na razvoj problema u ponašanju kod mladih jesu teorija privrženosti, teorija obiteljskih sustava i teorija socijalnog učenja (Bandura, 1973;Bowlby, 1973;Prest i Protinsky, 1993): ...
Cilj je rada ispitati fenomenologiju i istražiti etiologiju problema u ponašanju adolescenata uključenih u institucionalni tretman i adolescenata u općoj populaciji u okviru rizično-zaštitnih podsustava ekološkog modela. U radu je primijenjena Bronfenbrennerova teorija ekološkog modela prema kojoj je za odgoj i socijalizaciju mladih najvažnije sagledati kombinaciju individualnih karakteristika pojedinca te intenzitet utjecaja društva i okoline.
Rezultatima istraživanja utvrđene su značajne razlike na svim razinama društvenog ekosustava i u problemima u ponašanju s obzirom na sociodemografska obilježja ispitanika. Utvrđena je značajna pozitivna povezanost između problema u ponašanju i niže samoprocjene kvalitete obiteljskih odnosa, između problema u ponašanju i niže samoprocjene kvalitete provođenja slobodnog vremena te značajna povezanost internaliziranih i eksternaliziranih oblika problema u ponašanju. Dobiveni su značajni prediktori problema u ponašanju.
Rezultati rada upućuju na višestruke zaštitne i rizične čimbenike višestrukih indikatora problema u ponašanju te doprinose unapređenju kvalitete odgoja i pedagoškog rada s mladima u različitim društvenim sustavima.
... Con este marco, la definición de la palabra violencia consiste en: el uso intencional de fuerza física o poder, real o en grado de amenaza, contra uno mismo, otra persona o contra un grupo o una comunidad que cause o tenga muchas probabilidades de causar lesiones, muerte, daño psicológico, mal desarrollo o privación. (Krug et al., 2003, p. 5) A su vez, autores como Berkowitz (1970;1983), Bandura (1973) y Anderson y Bushman (2002) distinguen entre agresión y violencia. Ellos coinciden que el primer término refiere a cualquier forma de comportamiento que tiene la intención de dañar -o no-a otra persona. ...
... Esta relación puede ser explicada desde la teoría del aprendizaje social y la teoría de la privación emocional. Desde la primera, como señaló Bandura (1973;1975), se sugiere que la exposición a la violencia enseña a los niños que este comportamiento es un recurso válido para la resolución de conflictos y para obtener lo que desean. La teoría de la privación emocional, por otro lado, sugiere que un ambiente con un inadecuado sistema de cuidado y protección influye en el desarrollo de problemas conductuales y emocionales relacionados con la violencia; es más, predispone al sujeto a replicar dichos comportamientos. ...
En el mundo contemporáneo, la identidad ya no puede ser fundamentada en estandarizaciones, formas únicas o socialmente aceptadas. Esto, sobre todo, se puede evidenciar en torno al género, donde —para estas alturas de la historia— los conceptos masculino y femenino han sido interpelados, redefinidos y readecuados a partir de teorías feministas, men´s studies e incluso de las mismas prácticas individuales y sociales. Justamente, Masculinidades insurgentes. Propuestas frente a problemáticas de violencias en contextos educativos aborda la cuestión de la identidad del hombre —palabra agotada en un campo semántico de rudeza, agresividad y valor— como un nodo de reflexión para contribuir con un cambio en la sociedad. Al mismo tiempo, este libro busca mejorar los procesos de enseñanza-aprendizaje que, en el contexto actual, no han dejado de perpetuar el antiguo sistema patriarcal.
... The Intergenerational Transmission of Violence Theory (Bandura, 1973) and the Social Learning Theory (Kalmuss, 1984), suggest that children exposed to abuse may internalize violence as acceptable. This learned behavior could influence their future relationships, increasing the likelihood of replicating harmful dynamics. ...
... Indeed, past experiences of CCT exposes victims to violent interactions, from which they learn the consequences (Bandura, 1973;Kalmuss, 1984). Open individuals exposed to CCT might avoid repeating violent patterns in their relationships and be more willing to explore and learn constructive ways to navigate interpersonal challenges. ...
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.
... 14. Behavioral Approach: Cyberbullying as learned behavior from observing others (Bandura, 1973). ...
Objectives: The study aims to explore the extent and nature of the relationship between metacognitive thinking and cyberbullying among male and female students at Imam Muhammad ibn Saud Islamic University. It also seeks to determine differences in metacognitive thinking and cyberbullying based on demographic variables, including gender, age, social status, and economic status. Methods: The research sample consisted of 244 university students, including 209 female students and 35 male students, aged between 18 and 30 years. The study utilized scales to measure metacognitive thinking and cyberbullying, analyzing the relationships and differences across demographic factors. Results: - There was a statistically significant negative relationship between metacognitive thinking and all dimensions of cyberbullying. - No significant differences were found in metacognitive thinking based on gender, age, social status, or economic status. - Significant differences were found in cyberbullying scores based on gender, with male students exhibiting higher levels, except in verbal and emotional bullying. - No significant differences were found in cyberbullying based on age or economic status. - Differences in cyberbullying were observed based on social status, with married individuals showing higher levels, except for physical bullying. Conclusion: The study highlights a negative correlation between metacognitive thinking and cyberbullying. While metacognitive thinking remains consistent across demographics, cyberbullying varies by gender and social status. These findings emphasize the need for targeted interventions to address cyberbullying among specific student groups.
... The General Aggression Model (GAM) is a unifying psychological framework . It includes major domain theories such as cognitive neo-association (Berkowitz 1989), social learning (Bandura 1973), social interaction (Tedeschi and Felson 1994), script (Rowell Huesmann 1998) and excitation transfer (Zillmann 1988). The GAM poses cognition, affect, and arousal as mediators of the effects of situational and personal variables on aggression. ...
Robot abuse encompasses a range of actions enacted by users against robots that resemble aggressive actions enacted by humans against each other. Research in this area faces numerous challenges due to ethical concerns and methodological limitations. Despite preliminary indications of robot abuse, most people are still not personally familiar with robots but hold collective imaginaries promoted by science fiction. Little is known about how abuse will manifest in practice, and research is in dire need of operational and theoretical definitions. As a response, this paper applies theory-driven speculative design to collect imaginaries of robot abuse with a sample of university students (N = 69). The inductive analysis revealed four behavioural patterns (Outburst, Clash, Oppression, and Rebellion) that were then operationalised in the orthogonal space defined by the Function of Aggression (reactive vs. proactive) and Robot Identity (object vs. subject). We ground the Space of Robot Abuse on the General Aggression Model and a sociotechnical definition of robots, provide a method for designing storyboards and evaluate them. We conclude by advancing a sociotechnical definition of robot abuse, which could interest researchers and designers alike. ARTICLE HISTORY
... Factores relacionados con el entorno escolar, por el incremento de actitudes y comportamientos violentos, por la trasformación que ha sufrido el papel del profesorado y por la relación directa que existe entre profesor-alumno y viceversa. Factores vinculados con el ámbito familiar, por la adquisición de conductas agresivas que provienen del aprendizaje que se produce al tomar como referente un determinado modelo (en este caso, que posee conductas agresivas), llevándose a cabo una serie de procesos cognitivos, a través de los cuales los menores van asimilando y asentado conductas que reflejan dicho modelo (Bandura, 1973). ...
La violencia escolar es un término que venimos escuchando en los medios de comunicación como uno de los problemas que más preocupan a nuestra sociedad y, en especial, a la comunidad educativa. En los últimos años se ha convertido en uno de los fenómenos más estudiados, con el propósito de conocer la situación de la convivencia escolar, los factores que afectan al buen estado del clima institucional, sus consecuencias, y así, poder intervenir de una manera más eficaz. El presente artículo nace como inquietud por conocer los diferentes factores que influyen en el clima escolar, considerando que un mayor conocimiento de las causas que provocan los problemas conductuales, pueden favorecer las futuras intervenciones para mejorar la convivencia en estos contextos.
... Introdução A agressividade é um comportamento que visa ferir uma pessoa ou destruir uma propriedade, produzindo uma ferida psicológica ou física (Bandura, 1973). No meio esportivo, porém, esse conceito pode ser mais bem compreendido a partir da classificação apresentada por Luciana Bidutte, Roberta Azzi, José Raposo e Leandro Almeida (2005), que qualificam a agressividade em duas categorias: a agressividade hostil, relacionada à ação em que o sujeito tem intenção de prejudicar o seu adversário; e a agressividade instrumental, que está relacionada à ação de alcançar determinadas metas, ainda que os adversários venham a se machucar no processo. ...
The aim of this research is to understand the perception of aggressiveness from the perspective of young athletes, their families and coaches. Semi-structured interviews were carried out to collect qualitative data from fourteen participants, six young soccer athletes, six family members and two coaches. Thematic analysis was adopted as the data analysis method. Four main themes were identified from the thematic analysis: events in the stands, perspective of mothers and coaches, factors linked to aggressiveness and conceptions about aggressiveness. Based on the analysis of the themes generated from the interviews, it was possible to assume that the interviewees had prior notions regarding the difference between hostile and instrumental aggression, with the majority of them expressing an aversion to hostility. In no interview did the participants indicate teammates as influential factors in their aggressiveness, while family members were highlighted in the interviews as the agents that most influence the hostile behaviors of young athletes.
Keywords: Aggressiveness; Soccer; Young; Athletes; Thematic analysis
... Socio-economic factors analyzed by Bandura (1973), Dobash and Dobash (1979), and Jewkes (2002) underscore the role of gender inequality, cultural norms, and social learning in shaping abusive behaviors. Besides, financial strain (Arenas-Arroyo et al., 2021;Capaldi et al., 2012), unemployment (Cunradi et al., 2002), living conditions (Capaldi & Kim, 2007), housing instability (Pavao et al., 2007), and income inequality (Yapp & Pickett, 2019) are all revealed as significant contributors as well. ...
The escalating global temperature, attributed to climate change, has drawn extensive attention due to its far-reaching socio-economic consequences. This study investigates the relationship between extreme heat days and the prevalence of domestic abuse, shedding light on an underexplored dimension of social dynamics. Leveraging comprehensive data from Demographic and Health Surveys and Global Historical Climatology Network, the study utilizes a fixed effects regression framework that capitalizes on the distinctive spatial and temporal variations in temperature patterns and establishes a positive relationship between prolonged exposure to extreme heat and various forms of domestic abuse against women. In summary, each additional day where maximum temperature surpassing 35 degrees Celsius throughout the year, in comparison to the local norm, results in a 0.52%, 1.22%, 0.32%, and 1.26% rise in the composite indices of moderate physical abuse, severe physical abuse, psychological abuse, and sexual abuse, respectively, relative to sample averages. The findings not only advance our understanding of the societal ramifications of climate change but also inform intervention strategies aimed at mitigating the potential escalation of domestic abuse in the context of global warming.
... The evidence suggests that the participants in the present study accepted IPV through moral disengagement mechanisms, wherein immoral behaviors are considered justifiable. Such experiences may have been transmitted from one generation to another through Social Learning Theory principles including observation and modelling (Bandura, 1973). ...
The Adverse Childhood Experiences (ACEs) and Adverse Family Experiences (AFEs) frameworks have been employed extensively in research. However, to date, no such studies have considered both frameworks concurrently, nor have they explored the similarities and differences in resili-ence between siblings with ACE and AFE exposed parent(s). In doing so could perhaps establish the ways in which adversity is transmitted through generations and subsequently identify what trajectories to address in potential interventions. Thus, the objectives of this study were to ex-amine the experiences of families with intergenerational ACE and AFE trauma, and to ascertain what influences similarities and differences in sibling resilience. The thematic analysis of two family case studies (n = 6) proposed a narrative encompassing fear, relationships and challenging trauma. Findings demonstrated the influence of neighbourhood violence which appeared to ini-tiate this narrative. The fear associated with neighbourhood violence and maltreatment in early childhood appeared to influence both the parent-child bond and intimate relationships. Finally, participants demonstrated the protective properties of dissociation and sibling parentification, exhibiting their relationship with resilience. Investigators suggested neighbourhood violence be considered in the ACE questionnaire to inform current and future policies, and to safeguard the needs of families affected by intergenerational trauma.
... When it comes to applying these constructs in young children, however, scholars' agreement seems less clear. According to Bandura's social learning theory, children learn to use specific types of behavior by modelling significant persons in the home environment and by experiencing rewards for previous negative behavior (Bandura, 1973). Tremblay et al. (1999) challenge the common view that human aggression needs to be learnt and argue that physical aggression in very young children is a natural and partly inborn way of expressing negative feelings and solving conflicts. ...
This cross-sectional study explores the age-prevalence of teacher-rated aggressive acts among 1-to-5-year-old children (N = 919, 49.8% girls) enrolled in 20 Norwegian Early Childhood Education and Care (ECEC) centers. Perpetration of physical-, verbal-, relational-, and object-related aggressive acts towards peers was examined as well as victimization by using the same four types of acts. In the literature, such acts have been studied both using the concepts of aggression and bullying. The prevalence of all forms of aggressive acts was higher among the 2-year-olds than the 1-year-olds. In the second year of life, more than 50% of the children used physical aggression at least 2–3 times a month. In children aged 3 years and older, the age-prevalence of physical aggressive acts declined, whereas verbal and relational acts increased or stabilized. Destroying belongings of peers occurred at low rates in Norwegian ECEC centers. The age-prevalence curves and absolute percentage levels for victimization and perpetration were similar. Our results suggest a general picture of similarities between girls and boys rather than differences. Among the 1- and 2-year-olds, there were no significant gender differences in any of the four aggression types for perpetration and victimization. The prevalence rates for girls and boys in relational perpetration and victimization were similar across all age categories. A significant gender difference in the prevalence of physical aggression appeared in the 3-year-olds. More consensus in definitions and measurements is called for including more research on the relation between general aggression and bullying behavior.
... Previous research has primarily explored the relationship between parenting styles and children's aggression within the framework of social learning theory, suggesting that children imitate the behavioral patterns of their parents [7,8]. However, some studies indicate that children may not alter their behavior simply by observing their parents. ...
Background
Children’s mental health and behavioral habits are crucial to social development. Previous studies have focused on social learning theory and Baumrind’s parenting style theory to explain the impact of parenting style on children’s aggressive behavior, but findings have been inconsistent. This paper introduces family dynamics theory in order to further elucidate the complexities surrounding the relationship between parenting styles and child aggression, with the aim of informing interventions to reduce child aggression and promote child behavioral health.
Methods
Questionnaire method was used in the study. Simplified Parenting Style Scale, Aggression Questionnaire, Questionnaire of Systemic Family Dynamics were used to measure psychological condition of 455 primary school children.
Results
Findings indicate that parental rejection, overprotection, and system logic positively predict aggressive behavior, whereas emotional warmth and family climate negatively predict it. Notably, family climate and system logic mediate the relationship between parenting styles and children’s aggressive behavior.
Conclusion
These results underscore the importance of positive parenting practices, a nurturing family environment, and the cultivation of diverse cognitive skills in mitigating children’s aggressive tendencies.
... 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.
... For example, the attachment theory of Bowlby (1969) states that an unsafe and unpredictable environment with unreliable parents or caregivers will contribute to the development of unhealthy emotions and behaviours, increasing the risk for reactive aggression. Next, proactive aggression seems to be more closely associated with social-learning theory (Bandura 1973), which states that aggression develops in response to the modelling and reinforcement of aggressive behaviours rather than experiencing aggressive behaviour (Dodge 1991;Dodge and Coie 1987;Fite, Schwartz, and Hendrickson 2012). A broader theoretical framework for understanding human aggression is the General Aggression Model (GAM; Anderson and Bushman 2002), which is considering developmental and social factors, as well as the impact of biological and cognitive factors on aggression. ...
This cross‐sectional study investigated the relationship between the presence and impact of ACEs with both reactive and proactive aggression, and the possible moderating role of mentalization (operationalized as reflective functioning) in these expected relationships. Sixty‐five inpatient and outpatient adults with any kind of antisocial behaviour completed the Dutch version of the Traumatic Experiences Checklist, the Reactive‐Proactive Aggression Questionnaire, and the Adult Attachment Interview with the use of the Reflective Functioning Scale. Preliminary analysis showed a remarkably high level of ACEs, and a relatively high reported impact of these experiences. We found a positive relationship between the total presence of ACEs (including childhood maltreatment and adverse household factors), and both reactive and proactive aggression. We also found positive relationships between the experienced impact of these ACEs and both reactive and proactive aggression. Regarding childhood maltreatment in family of origin, we did not find a correlation between the presence of these experiences and respectively reactive and proactive aggression. However, we found a correlation between the impact of childhood maltreatment and reactive aggression. These results suggest that in addition to the cumulative experience of ACEs, the subjective burden of these experiences on individuals must not be underestimated in case of aggression. Additional moderation analysis showed no differences in these relationships in case of less developed versus medium‐high developed reflective functioning. The findings substantiate the importance of early prevention and treatment programs with focus on ACEs to possibly reduce aggression.
... A Teoria da Sociologia do Conflito sugere que a violência é um reflexo das desigualdades de poder e serve para manter o controle e a dominação sobre as mulheres, que são frequentemente vistas como subordinadas aos homens na sociedade (Dobash & Dobash, 1979). Por outro lado, a Teoria da Socialização argumenta que a violência é um comportamento aprendido, reproduzido por aqueles que testemunham ou experienciam abuso durante a infância (Bandura, 1973). A Teoria Feminista foca nas normas patriarcais e nas desigualdades de gênero como fatores que contribuem para a violência contra as mulheres, argumentando que a violência é uma manifestação das relações desiguais de poder entre homens e mulheres (Kelly, 1987). ...
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.
... Problem indywidualny i społeczny, Lublin 2003. 26 A.Bandura, A. (1973). Aggression: A social learning analysis. ...
The aim of my work is the complex analysis of the transition from
kindergarten to school, the first big change in the Hungarian institutional
education, which is now (2015) compulsory from the age of three. There is
a research evidence which contends that this transition to the first year of
primary is very important and may have a long-term impact on the child’s
future development and learning.
To achieve my research aims, I wanted to find answers to some determinative
questions. I placed the problem of the transition in an interpretative frame, it
was the fair educational environment. I shortly examined the literature and
history of transition in early childhood in Hungary. During the historical
review of the problem, first I tried to find an answer that which factors of the
domestic early education system may ‘obstruct’ children in the transition;
secondly my aim was to ‘seek’ the national initiatives addressed to solve
these transition problems. In the comparative analysis I highlighted the practice
of those European countries where the early childhood institution change
is considered special. As a result of the theoretical and practical work specified
above, I conducted a longitudinal study to attempt to examine the relationship
between the level of satisfaction of children’s kindergarten activities
and their attitudes related to school learning. Finally, I wanted to an answer
to the question that whether the adequate central law and content regulation
concerning the early childhood institutional change ensures the continuity of
the transition in Hungary.
The complex analysis of the kindergarten transition into school is aimed to
approach the issue with many criteria and there required different methods
and methodological solutions in different part of the research.
... When the reward of delinquent behavior is stronger than the influence of normative behavior, a person maybe more inclined to take on the delinquent behaviors. This theory suggests that family violence in general is learned behavior from observing one's parent(s) or peers during childhood (Bandura, 1973;Mihalicet et al., 2005). The decisive factors that impact the delinquent behaviors are the reinforcing mechanisms available, the effectiveness of these factors, and the frequency at which they occur. ...
Little or nothing is really known about a man’s victimization in a domestic violence situation. Generally, domestic violence is viewed from the lens of a woman with the typical idea that women are the victims while men, are the perpetrators of violence. Over time, this societal perception is beginning to subside as researchers have proven that men are also victims of domestic violence (Straus, Gelles, & Steinmetz, 1980). Despite this revelation, not much is known about male victimization as most men prefer not to report their victimization. This study examines the reasons for not reporting victimization and the effect of this decision on men. The study does so by employing a cross-sectional research carried out in 1994-1996, that was designed to assess the prevalence and impact of violence and threat of violence on women and men across the United States.
... Perhaps the most obvious link between SCP and TC stems from the overlap between the principles of learning theories and SCP and the RCP. In one of his first pieces introducing SCP to the field, R. V. G. Clarke (1980, p. 139) remarked that "it is perhaps closest to a social learning theory of behavior (Bandura, 1973;Mischel, 1968)." Certain of SCP's 25 techniques of crime prevention are based upon behaviorist learning approaches. ...
Situational crime prevention (SCP) is one of criminology’s more misunderstood theoretical perspectives, despite it being widely implemented in the practice of criminal justice. Since its introduction some critics have alleged that SCP is theoretically weak, oppositional to traditional criminology (TC), ideologically conservative and a tool of the powerful. The repercussions of these beliefs can be seen across different dimensions of academia, from basic criminological pedagogy to theory critique and development. We argue that these allegations are misperceptions stemming from core misunderstandings of SCP, and the related rational choice perspective (RCP). Rather than being fundamentally different from TC, SCP, and the RCP are well-positioned for rich theoretical integration with an array of traditional theories, including learning, control, strain, and other theories.
... This theory was propounded by Albert Bandura (1961). Social Learning Theory is the learning that occurs through the process of observation and modelling. ...
This study investigated the perceived constraints of teachers towards effective implementation of civic education curriculum in rural and urban secondary schools in Nsukka education zone of Enugu state. The study adopted a descriptive survey research design and was conducted in Nsukka Education Zone, Enugu State, Nigeria. The population of the study was 2915 comprising 50 teachers and 2865 students with a sample size of 130 selected using simple random sampling technique. The instrument was a structured questionnaire. Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that implementation of Civic Education curriculum in rural and urban secondary schools has been effective but not without some constraints that teachers encountered, which made the implementation difficult to achieve, effective implementation of Civic Education curriculum in secondary schools in Nsukka Education zone was made possible by having the required strategies in place and that there is no significant difference in the mean rating scores on constraints of teachers in urban and rural schools in implementing Civic Education curriculum. It was recommended that the community should build staff-quarters in schools especially in rural areas so as to harbor qualified teachers coming from far as a way of lessening the mobility constraints and that the Ministry of Education should recruit and post more competent Civic Education teachers to schools as ten (10) schools from the data obtained from PPSMB have no Civic Education teacher in SS classes.
... Learned behavior: Bandura (1973) in his discussion on social learning theory, posited that individuals, including women, can learn behaviors through observation, especially when they see those behaviors being reinforced or rewarded. He discussed that when children witness violence between their parents it can lead to the internalization of aggressive behaviours or acceptance of violence. ...
Globally, the preponderance of domestic violence against women has become a form of paternalized assault and coercive deprivation of their liberty in the family and society. The increasing level of violence against women in the family circle in certain Nigerian communities has become highly pervasive. This study, therefore, critically examined domestic violence against women in the family in Ahiazu Mbaise communities of Imo State, Nigeria adopting the Feminist Theory as a compass. Data was collected with the use of semi-structured questionnaires, while respondents were drawn through a cross-selection of members of the communities who constituted the focused group discussions. The population of the study was drawn through simple random techniques and the three towns studied were selected with the use of the hat and draw method. The second sampling technique was purposive sampling. The population of the study was 1,201 and 300 population were drawn using the simple random technique with Taro Yamani's formula for sample size. The data collected were analyzed using simple percentage and frequency tabular percentage. The findings show that violence against women is a manifestation of historically unequal power relations between men and women. Drawing from this finding, the study recommends that women should rise, unite, and fight for their rights, religious organizations should preach against violence, NGOs, CLOs, and government agencies should intensify advocacy to redress violence against women, the laws against gender-based violence should be strengthened with stiffer punishments and a general societal value reorientation on the evil of domestic and other forms of violence.
... In other words, the mere expression of gratitude by the receiver generates immediate positive feelings experienced by the giver, which makes the exchange itself a win-win situation and solidifies the cooperative relationship. Bandura (1973;. 133 See Bandura et al. (1961). ...
The most important social skill is being able to effectively manage our relationships with others. Despite psychology's long history of studying human relationships, to this date, there has been no theory that satisfactorily explains this complex phenomenon. Moreover, most of the current relationship theories are impractical for everyday use. This book, Relationship Theory: A Scientific Method to Manage Your Relationships, aims to rectify this by proposing an intuitive approach to the study of human relationships called “Causal Mechanism Relationship Theory” (CMRT). By understanding the underlying logic of all human relationships, readers will learn to analyse their own relationships more effectively and manage them according to their preferences. The book uses accessible language and is primarily intended for the general public, although the scientific community will benefit from it as well. The book is available here: https://www.amazon.com/dp/B0D8WBW7RX
... Por outras palavras, no estilo de comunicação agressivo expressam-se ideias, sentimentos e opiniões de forma ameaçadora, pouco amigável ou vingativa, sem ter consideração pelo que os outros pensam e sentem. Alguns estudos sobre o comportamento agressivo (por exemplo, Bandura, 1973 ...
As interações interpessoais, sobretudo na adolescência, incluem frequen- temente dinâmicas de experimentação de papéis de poder e agressividade. Deste quadro, podem surgir fenómenos de violência entre pares, entre os quais, o bullying. Além disso, com o uso massivo de tecnologias de infor- mação e comunicação (doravante designadas TIC), este fenómeno adquiriu outros contornos, onde as barreiras físicas e temporais cessam de existir, desencadeando outro fenómeno com uma maior complexidade, ou seja, o cyberbullying. Compreender os fenómenos de bullying e cyberbullying, na sua definição, extensão e implicações, é importante para que possam ser prevenidos e mitigados. Os ambientes educativos, como o contexto escolar e outros, que são frequentados pelas crianças e adolescentes durante largos períodos de tempo, tendem a ser os locais onde mais desempenham os seus papéis sociais. E são, também por essa razão, contextos privilegiados para trabalhar competências que promovam a auto e hetero proteção face ao bullying e cyberbullying. O presente e-book inclui um conjunto de 28 ati- vidades desenvolvidas e validadas por equipas de Psicologia da Educação, especializadas nestes fenómenos, e objetiva divulgar estes recursos fora do contexto académico, para apoiar a prática pedagógica de professores, psi- cólogos e outros agentes educativos. O leitor encontrará uma secção ini- cial que explicita como é que este e-book pode ser utilizado. A estrutura em quatro temas é transversal ao racional conceptual que lhe está subjacente, também apresentado na secção inicial do documento, e à organização das atividades, especificamente: “Tema A – Informa-te”, referente à definição dos conceitos; “Tema B – Fica atento”, respeitante a estratégias e compor- tamentos de cibersegurança e proteção online; “Tema C – Previne o (cyber) bullying”, relativo a estratégias de prevenção dos fenómenos de violência entre pares e desenvolvimento de competências sociais e emocionais; e “Tema D – Age perante o (cyber)bullying”, alusivo a estratégias de inter- venção em situações de bullying e cyberbullying. Em cada tema, podem ser consultadas as atividades detalhadamente apresentadas às quais corres- ponde um número e um título. Cada atividade inclui os respetivos materiais necessários, tanto à preparação por parte do dinamizador, quanto à realiza- ção da atividade com os destinatários.
... In the current meta-analysis of VBM studies on aggression, we hypothesized that reactive and proactive aggression would be associated with GMV deficits in threat (e.g., PFC, aINS, Amygdala) and reward (e. g., vmPFC, PCC, Striatum) systems, respectively. Indeed, proactive aggression is conceptually defined as a behavioral response to the expectation of external rewards (Bandura, 1973;Crick & Dodge, 1996;Wrangham, 2018), which is characterized by a brain circuit involving the ventral striatum, amygdala, thalamus, anterior insula, and supplementary motor area (Chen et al., 2022). In turn, reactive aggression is usually observed in response to a perceived threat, provocation, or frustration (Berkowitz, 1989;Dollard et al., 1939;Wrangham, 2018) which is thought to include the amygdala, hypothalamus, periaqueductal grey as well as the mPFC/OFC (Bertsch et al., 2020;Blair, 2004;Panksepp & Zellner, 2004). ...
... Teacher self-efficacy, as defined by Bandura's (1973) Social Cognitive Theory, refers to a teacher's belief in their capacity to affect student outcomes. High self-efficacy encourages teachers to set ambitious goals and persist through challenges, thus significantly impacting educational outcomes. ...
Introduction
The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life.
Methods
Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor’s degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree.
Results
The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples.
Discussion
Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.
... However, stories shared by the grandparents in this study suggest that most of them understood the abuse as behaviours children learn in their social environment through observation of adults using insults in the home or in their interaction with other adults and children. These interpretations highlight the social learning mechanism (Bandura, 1973) and its role in children's use of insult. However, recent findings on children's agency, including the use of their cognitive capacity to deduce information (Abebe, 2019;Berthelsen & Brownlee, 2005), suggest that the children may be aware of the desirability and undesirability of insults. ...
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.
... Numerous explanations have been offered to explain the cycle of violence, including traditional theories, such as social learning (Bandura, 1973) and attachment (Bowlby, 1973;Madigan et al., 2016;Papalia & Widom, 2024;Savage, 2014;Sroufe et al., 2005). However, other explanations, including changes in self-concept, attitudes, or attributions (Bagley & Ramsay, 1986;Herman, 1981), maladaptive styles of coping (Spaccarelli, 1994;Widom, 2000), deficits in social information processing (Dodge et al., 1990), lack of prosocial socialization (e.g., antisocial peer) (Maas et al., 2008), strain (Agnew & Brezina, 2019), and negative emotionality and temperament (DeLisi & Vaughn, 2014;Garofalo & Velotti, 2017) have also received attention in the literature. ...
One overlooked result in a 1989 Science paper on the “cycle of violence” was a race-specific increase in risk for arrest for violence among Black maltreated children, but not White maltreated children. We examine whether race differences in the cycle of violence are explained by risk factors traditionally associated with violence. Using a prospective design, maltreated and non-maltreated children were matched on age, sex, race, and approximate family social class and interviewed at mean age 28.7 years ( N = 1196). Arrest histories were obtained through age 50.5. Regression analyses included maltreatment, race, self-reported violent behavior, and risk factors (e.g., family, school, neighborhood variables). For arrests for violent crime, race was a significant predictor, whereas childhood maltreatment was not significant. For violent arrests, there was a significant race × maltreatment interaction when the total number of risk factors were included controlling for self-reported violent behaviors. For self-reported violent behaviors, childhood maltreatment remained significant for some risk factors. However, race did not predict self-reported violent behaviors. Offending behavior and traditional risk factors did not explain the disproportionate arrests among Black maltreated children. This disparity in the cycle of violence may reflect complex processes influenced by racial bias or structural racism.
... Specifically, children learn from significant others, such as parents, how to treat one's future partner (i.e., if a woman is not obeying her partner, he can take matters into his own hands to ensure compliance), or what to expect from one's future partner (i.e., it is acceptable for a man to hit a woman if he is frustrated). Thus, children are socialized to believe that it is acceptable to use violence to solve conflict (Akers and Sellers 2009;Bandura 1973). Moreover, research reveals that children who experience domestic abuse or child abuse are more likely to accept or condone violence against women as adults (Markowitz 2001). ...
A new model of intimate partner violence, the Domestic Abuse Process (DAP) model, is presented to address how domestic abuse emerges, evolves, and escalates in a romantic relationship over time. A review of the relevant literature on intimate partner violence, including studies examining the role of resources, relationship goals and means for achieving these goals, and relationship stressors is conducted. Important theories such as symbolic interactionism, strain, intergenerational transmission of violence, and the process model of family violence are also reviewed and discussed within the context of domestic abuse. A short discussion of how the proposed model could be empirically tested using a survey instrument containing numerous items that are administered to respondent couples is provided. Follow-up interviews with respondent couples would be used to clarify survey responses and to obtain more detailed insights into how abuse entered and intensified in respondent relationships. Both quantitative and qualitative analyses would be performed on the subsequent data to glean important factors and patterns empirically involved in the process. The model provides additional insights into intimate partner violence and abuse that could inform treatment practices and policy.
... Temel amacı, çocukları şiddetin olumsuz etkilerinden korumak olan ACT programı, erken yaşta müdahalenin önemi göz önüne alınarak şiddet ile ilgili bilimsel veriler ışığında hazırlanmıştır. Programın kuramsal alt yapısı Sosyal Öğrenme Kuramı (Bandura, 1973), Biyoekolojik Sistemler Kuramı (Bronfenbrenner ve Morris, 2006), Ebeveynlik Stilleri (Baumrind, 1989) ve Olumlu Disiplin Stratejilerine (Kazdin, 2008) dayanarak hazırlanmıştır. Sosyal Öğrenme Kuramına göre, çocuklar saldırgan davranışları çevrelerindeki yetişkinleri gözlemleyerek ve rol model alarak öğrenmekte ve kendi davranışlarını buna göre şekillendirmektedir. ...
Yaşamın ilk yılları, fiziksel, bilişsel, sosyal ve duygusal gelişimin oldukça hızlı ilerlediği bir dönemdir. Bu yıllardaki gelişimin kritik bir önem taşıdığı ve çocuğun ilerleyen yaşamı için pek çok açıdan temel oluşturduğu bilinmektedir. Bu dönemde, aile içerisindeki güven dolu ve istikrarlı ortam; ebeveynlerle kurulan yakın, sıcak ve destekleyici ilişki ve olumlu ebeveyn-çocuk etkileşimi çocukların bu gelişimsel adımları daha sağlıklı atmalarına olanak sağlar. Ancak, aile içindeki kaos, olumsuz ebeveynlik tutumları ile çocuk istismarı ve ihmali gibi olumsuz deneyimler bu gelişim alanları için büyük bir risk oluşturmaktadır (Bornstein ve Cheah, 2006). Çocuk istismarı ve ihmali dünya genelinde pek çok ülkede yaygın olarak görülen toplumsal bir sorundur. Araştırmalar çocuk istismarı ve ihmalinin çocukların fiziksel ve psikolojik sağlığını olumsuz olarak etkilediğini göstermektedir (Berlin ve ark., 2011). Bu nedenle bu konuda yapılan çalışmalar gün geçtikçe artmakta, yeni politikalar düzenlenmekte ve çocuk istismarını önleyici programların geliştirilmesi büyük önem kazanmaktadır.
Using the social learning theory as a foundation, this study investigates the processes that link exploitative leadership and team-level unethical climate with mediating role of team interpersonal aggression. We employ 480 supervisor-subordinate dyads from Pakistan as our sample, supporting the mediation effect of team interpersonal aggression. Additionally, we discover that (high) team moral identity and (low) team power distance orientation as significant boundary conditions interact with exploitative leadership independently, to weaken its positive influence on team interpersonal aggression and sequentially reduce team-level unethical climate. We also find that through team interpersonal aggression, exploitative leadership strengthens team-level unethical climate among high power distance orientation teams and when moral identity in teams is low. This study discussed the theoretical and practical implications.
A escola é uma instituição social a qual a vida das pessoas se entrelaçam no dia a dia, e contradições e enfrentamentos advindos da realidade social dos sujeitos podem favorecer alguns conflitos. Neste artigo, apresentamos alguns dados da pesquisa realizada no projeto, abrangendo todos os Núcleos Regionais de Educação (NRE) do Estado do Paraná e teve como objetivo geral desenvolver ações integradas de ensino, pesquisa e extensão voltadas à formação continuada e sistematização do trabalho a ser desenvolvido por equipes multiprofissionais, Psicólogas e Assistentes Sociais, bem como a elaboração de diagnóstico socioeducacional. A abordagem metodológica proposta caracteriza-se como sendo quanti-qualitativa. O recorte apresentado se refere às respostas de 2877 estudantes quanto ao tema violência, sendo que a maioria dos estudantes respondeu não ter sido vítima de violência no contexto escolar e sobre o tipo de violência sofrida, as características físicas (estatura e peso) foram as mais votadas. Para considerações finais, ressaltamos a importância de ações para o enfrentamento do Bullying e violência pelas equipes multiprofissionais nas escolas, com vistas à implementação da lei 13.935/2019 no estado do Paraná.
The school is a social institution in which people's lives intertwine on a daily basis, and contradictions and confrontations arising from the social reality of individuals can foster some conflicts. In this article, we present some data from the research conducted in the project, covering all Regional Education Centers (NRE) in the State of Paraná. The general objective was to develop integrated actions in teaching, research, and extension aimed at continuous training and systematization of the work to be carried out by multidisciplinary teams, Psychologists, and Social Workers, as well as the development of a socio-educational diagnosis. The proposed methodological approach is characterized as both quantitative and qualitative. The presented findings refer to the responses of 2,877 students on the topic of violence, with the majority of students responding that they had not been victims of violence in the school context. Regarding the type of violence experienced, physical characteristics (height and weight) were the most reported. In the final considerations, we highlight the importance of actions to combat bullying and violence by multidisciplinary teams in schools, with a view to the implementation of Law 13.935/2019 in the State of Paraná.
This study investigates the profiles of students involved in different forms of victimization using a person-centered approach. It examines the associated psychosocial characteristics, including bullying perpetration, peer support, self-perceived personality, loneliness, social self-concept, and negative affect. A sample of 2081 students (59% girls; Mage = 15.49, SD = 1.51) was analyzed. Latent profile analysis (LPA) identified three distinct profiles based on experiences of verbal, relational, and cyber victimization: nonvictims (89.8%), moderate victims (5.3%), and severe victims (4.9%). The analysis revealed significant differences among the profiles, with severe victims exhibiting the poorest psychosocial outcomes, characterized by high levels of loneliness, negative affect, and poor social self-concept. Moderate victims showed similarities to nonvictims in most characteristics, yet their role in bullying perpetration suggests they might be bully-victims. Nonvictims demonstrated the most favorable psychosocial profile. These findings indicate that victimization experiences are heterogeneous, with severe victims being the most negatively impacted. The study highlights the importance of differentiating between levels of victimization in research and practice to better address the needs of affected students. Future research should further explore the nuanced roles of moderate victims and the implications for intervention strategies.
The article announces a theoretically complete and methodically substantiated author’s concept of personal self-efficacy, which justifies this integral psychosocial f u n c t i o n a l as one of the basic cognitive mechanisms of human developmental presence in the world. Essentially, it is said about the three-factorially formed (personality, environment, behavior) conscious ability and self-valued ability of a person to carry out behavior in accordance with a complex task or newly appeared problem situation and eventually successfully cope with life problems. The first two subsections, outlining the functional possibilities and various effects of self-perception of one’s efficacy (intensification of learning, mobilization of effort, selection of activity, increase in productivity, etc.), reveal the strategy and principle of the micro-analytical methodology, specifically offering graded self-efficacy scales as a set of tasks of varying difficulty, problematics, stress resistance, and other traits-parameters of the subject being examined, leading to a detailed assessment of the degree, strength, and total coefficient of self-efficacy compared to benchmark productivity in behavioral actions. In general, the micro-analytical procedure in the author’s experience of methodologization encompasses at least four s t e p s of psychological observation of a person’s or group’s behavior: focusing attention, accumulating all possible information, reproducing a behavior model, and sufficient motivation to intellectually process all this. In this important dimension of the researcher’s consciousness expansion, the author’s reflection rightly states: “A special merit of the micro-analytical approach is that specific indicators of self-efficacy provide refined predictions of human action and the affective reactivity of a person to leisure challenges.” Notably, in the subsequent subsections, causal, inductive-comparative, general-prognostic, self-motivational, causal-career, goal-oriented, and competent types of analysis of the perceived self-regulatory effectiveness of a person in his invariants, modalities, gender trajectories and peculiarities of personal and collective functioning are carried out. Here, an idea of the author of self-efficacy probes is original, which has received both conceptual understanding and empirical implementation in the treatment of phobias and other mental ailments. It is worth noting that such a separate probe is positioned as an effective psychodiagnostic tool, constructed in personalized locations of coping-strategy modeling, enabling the conduction of therapeutic procedures regarding the subjects’ perception of their own self-efficacy at a predefined low, medium, or high (maximum) level. It is argued that within the framework of the highly complex theoretical subjectification – dynamic interaction between self-referential thought, action, and social influence – there are: 1) four main sources of information (achievement of productivity, experience of observation of others’ behavior, verbal persuasion, and partners’ relationships, certain physiological states revealing the ability, strength, and vulnerability of the person); 2) four factors for successful treatment of phobic dysfunctions (identification of essential features, managing anxious excitement through thought, self-relaxation, purposeful mastery of fear overcoming skills); 3) four parameters for measuring self-feeling of physical efficacy (physical load, heart capacity, emotional stress, sexual activity); 4) four most important external stimuli of human functioning (interest in activity, reward, management of one’s own productivity, cultivation of personal effectiveness); 5) four classes of incentive-motivators to increase self-efficacy (goal-oriented, self-motivational, competency-conditioned, career advancement); 6) four channels for asserting the feeling of control over one’s actions, situations, and threats (emotional reactions, thought modeling, behavioral and cognitive control); 7) four key internal factors of perceived by a person one’s own inefficacy (anxiety due to the inability to influence events and social conditions, a sense of uselessness due to unproductiveness or ineffectiveness of actions, apathy and a tendency to dipression generated by stereotypical centering on negative results of activity, despondency as a result of irreparable loss or inability to achieve existentially desired, urgent); 8) several important prerequisites for weakening self-efficacy through a person’s refusal of personal control (difficult-to-perform personal investments of time, effort, resources and self-limits in his knowledge and organizational competence, misuse of proxy-control when pressure is exerted on authorities or rulers, etc.); 9) a number of factors slowing down the development of collective effectiveness (widespread dependence on the dominance of technique and technology, the pressure of bureaucratic structures, ethno-local disagreements, the militant factionalism of political organizations and professional groups, the pressure of social institutions, the dominance of the transnational companies interests, etc.); 10) four decisive internal barriers created by the perception of collective self-efficacy and perniciously demoralize the manifestation of joint efforts (personal passivity, feeling of societal helplessness, fragmented goal perception by participants, disappointment from the ineffectiveness of collective efforts and institutional means). At the same time, quite convincing are the author’s psychologically grounded empirical facts regarding the fundamental importance of self-efficacy as a complex-system cognitive mechanism-mediator (in the aggregate of sources, factors, internal conditions, traits-qualities) between the person and the environment, which causes the actual forms and models of their behavior. For example, observation, modeling, and reinforcement play a primary role in why and how people learn; the choice made by the person of activity “during the formation of their self-efficacy constructs one’s life path through selective development of competencies, interests, and partner preferences; a personality’s awareness of their self-efficacy leads to greater effort in performing complex tasks, and the higher the level of personal self-efficacy, the higher their productivity; people can acquire new behavior patterns through observation of the behavior models of those around them, which they can later replicate; high personal self-efficacy, enhancing the desire for successful outcomes, contributes self-respect, while low self-efficacy – being a source of failure expectations – reduces self-respect.
Aim of the Study: This research aims to determine how students' learning preferences affect their academic achievement in private sector schools. The learning styles of the students were analyzed, interpreted, and their performance was evaluated using Test of Honey & Mumford's learning type Questionnaire. Methodology: The pupils attending private sector schools were the intended audience. Students were given various activity work sheets to complete, and their performance on each activity was graded based on their final results. A total of 200 pupils from private sector schools in Lahore were included in the study, which was conducted on O/A level students. The IBM Statistical Package for Social Sciences (SPSS) was used for data analysis, which included both descriptive and inferential statistics (ANOVA, Correlation, and Regression). Findings and Conclusion: The study's analysis, interpretations, and findings can be used to help teachers become more knowledgeable about their students and assist them in creating lesson plans and activities that are tailored to the needs of their students. The results demonstrate that learning styles have a positive significant impact on students' performance and achievement.
Effect of Childhood Traumas on Tendency to
Violence: Mediating Role of Gender and Attitudes
towards Domestic Violence
Nevin USLU
Merve ÇAMLIBEL
Firdevs SAVİ ÇAKAR
Introduction
Traumatic events are common in childhood, and more than
one-third of individuals in the general population experience a
traumatic event at least once during childhood (Copeland et al,
2007). Most traumas experienced during childhood are associated
with all kinds of abuse and neglect (McCoy et al., 2013) and
miscellaneous negative outcomes that have important contributions
to the global disease burden in adulthood (Norman et al., 2012). T
Video games are an interesting example of technologies/media able to generate complex emotions. Indeed, part of the emotions commonly arising in the experience of video gamers are quite negative. On the one hand, video gamers may feel frustration and anger due to the difficulty of the gameplay. On the other hand, they may experience sadness, anxiety and fear due to the immersion into emotionally rich narratives. Yet, video gamers seem to appreciate gaming technologies generating negative emotions, and the research on media frequently highlights a counterintuitive positive relation between negative affect and enjoinment/well-being outcomes. Starting from these premises, the present chapter is aimed to review the negative emotions typical of video games, in order to understand in what ways they can concur in generating an overall positive experience. Then, the chapter discusses implications for research on video games as positive technologies, namely technologies able to promote well-being in their users.
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.
Príspevok sa zameriava na agresívne správanie u detí a na jeho prejavy vo vývine. Agresivita je častým fenoménom v ranom detstve, pričom podľa teórií Banduru a Tremblaya sa vrchol agresie prejavuje u detí vo veku dvoch až troch rokov. Autorky analyzujú emocionálne a fyzické prejavy detí, ktoré možno chápať ako expresivitu v agresívnom správaní, a zdôrazňuje význam výchovného usmerňovania. Na dvoch príkladoch sú analyzované odlišné formy agresívneho správania-fyzická agresia v predškolskom veku a latentná sociálna agresia v školskom prostredí. / The article focuses on children's aggressive behavior and its manifestations in development. Aggression is a common phenomenon in early childhood, and according to the theories of Bandura and Tremblay, the peak of aggression is manifested in children between the ages of two and three. Autors analyzes significant emotional and physical manifestations of children, which can be understood as expressiveness in aggressive behavior, and emphasizes the importance of educational guidance. Different forms of children with aggressive behavior are analyzed on two examples-physical aggression in preschool age and latent social aggression in the school environment. KEY WORDS Physical aggression. Social aggression. Preschool age.
The features of the manifestation of social intelligence of adjuncts and cadets during their studies at the Saint-Petersburg university of State fire service of EMERCOM of Russia are considered. The ability to understand the behavior, actions of students, their logic and adequacy, interrelationships and interdependence of social contacts was evaluated. The main means of solving the task set for the authors was the methodology of Joy P. Guilford, designed to help assess the level of social intelligence of two categories of university students – adjuncts and cadets. The authors managed to carry out a comparative analysis of the behavior of employees, their ability to recognize different meanings of phrases, understanding the logic of the emergence and development of socio-psychological contradictions and reactions to nonverbal expression. The specific features of the ways of expressing the sense of «WE» are associated with the aggravation of the processes of group identification and reference are indicated. The practical significance of the results obtained for cadets, adjuncts studying at the Faculty of training highly qualified personnel, scientific and pedagogical staff and heads of structural divisions of EMERCOM of Russia is substantiated.
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.
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.
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.
Os estilos de comunicação variam ao longo de um continuum baseado no nível de envolvimento do indivíduo, sem serem inerentemente "certos" ou "errados". No contexto do cyberbullying, a comunicação agressiva é frequentemente utilizada e pode levar os adolescentes a perceberem o bullying como justo, reduzindo o seu bem-estar emocional e aumentando a probabilidade de se envolverem em tais comportamentos. Por isso, promover um estilo de comunicação mais assertivo entre os adolescentes é crucial para combater o cyberbullying.
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.
Why do people opt for different forms of collective action, like lobbying, marching, or rioting, to voice contentious claims? The patterns of these collective action forms, or “tactics” exhibit variations among groups, regions, and nations, evolving over time. Current explanations for such tactical patterns are unsatisfactory due to limited theoretical and empirical exploration of the concept of repertoires of contention. This paper presents a comprehensive theoretical model drawing on social practice and learning theories, centered around the notion of tactical familiarity. The central idea posits that people in diverse societies have learned distinct ways of doing politics, gaining varying familiarity and proficiency with different tactics, developed through three mechanisms: feedback, diffusion, and memory. These mechanisms contribute to the formation of notably distinct repertoires of contention. Based on this theoretical model, this study develops an empirical measure of tactical familiarity. The novel measure allows comparing the impact of tactical familiarity with other factors, like political regime characteristics. Previous research has not conducted such comparisons, as it often focuses on particular tactics, like protests or violence, without delving into the full array of potential tactical choices, including conventional-institutional ones. Using quantitative event analysis and a dataset of 10 Million International Dyadic Events, the paper examines 17,575 global political events from 2000 to 2004. Multilevel multinomial logistic regression highlights repertoires of contention’s significant influence on tactical choices, potentially outweighing political regime characteristics.
The menace of examination malpractices (EM) is prevalent in tertiary institutions in many regions of the world. In this study, the examination malpractice policies of a Nigerian institution were investigated. Three research questions were raised using exploratory design with sample size of twelve (12) interviewees. This was drawn by purposive sampling technique and was complemented with snowball sampling technique. Data collection was carried out using oral interview and analyzed with Atlas-ti. The results show that students of tertiary institutions engage in EM for various reasons. It was also revealed that students use various methods for indulging in EM. In addition, some weaknesses and amendments to the existing rules and regulations were suggested to curb this menace.
This article is dedicated to the study of gender and age-related peculiarities in manifesting different aggression types in older adolescents. A theoretical literature review on the problem is presented with a particular emphasis on the dynamics in various aggressive manifestations in adolescents, age and gender related peculiarities in these manifestations, and the analysis of factors that may determine the differences in manifestation of aggression in boys and girls of different age groups. The results of an empirical study conducted on a large-scale sample of adolescents (N = 10 980) aged 15 to 18 years are presented. The data analysis shows that physical aggression is more pronounced in male respondents, while hostility and displays of anger are more pronounced among the female respondents. One-factor analysis of variance demonstrates a statistically significant influence of gender on the expression of all the aggression types. The largest effect size is observed in relation to anger, and the smallest — in expressions of hostility. We have also established the age-related differences in aggressive manifestations within the different aggression types in older adolescents. It was shown that physical aggression decreases significantly between the ages of 15 and 18, while anger and hostility manifestations remain stable after the age of 15. The effect of age on the expression of aggression was also statistically significant within all the aggression types. The largest effect size was observed for physical aggression, the smallest — for anger. The obtained results confirm the need to consider the age and gender characteristics when creating anger management and aggression prevention programs and to expand the research base of gender and age characteristics in adolescent aggression. Also, these results can be used for developing educational and preventive technologies for working with adolescent aggression.
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