We are proudly a Ukrainian website. Our country was attacked by Russian Armed Forces on Feb. 24, 2022.
You can support the Ukrainian Army by following the link: https://u24.gov.ua/.
Even the smallest donation is hugely appreciated!
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Aggressiveness in children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
The present article aims to shed light on exploring the issue of bullying in preschool children, with a special focus on early forms of anti-social and aggressive behaviour and suggestions about the role of the school, based on the presentation of prevention and intervention programmes in preschool education settings. The most typical forms of bullying in preschool education settings are physical aggressiveness, social exclusion and rumor spreading. Most studies indicate that physical aggressiveness is prevalent in boys, while relational and verbal aggressiveness is prevalent in girls. The role of preschool educators is crucial, as they need to learn to identify and manage early forms of aggressiveness. Therefore, their training is imperative, as they need to carefully evaluate each incident, while creating a positive learning environment and applying strategies for bullying prevention and intervention.
2
Cardwell, Michael Steven. "Video Media–Induced Aggressiveness in Children." Southern Medical Journal 106, no. 9 (September 2013): 513–17. http://dx.doi.org/10.1097/smj.0b013e3182a5eef4.
Zheng, Jia-Kun, and Qian Zhang. "Priming effect of computer game violence on children's aggression levels." Social Behavior and Personality: an international journal 44, no. 10 (November 10, 2016): 1747–59. http://dx.doi.org/10.2224/sbp.2016.44.10.1747.
We investigated how aggression resulting from playing violent computer games varies by gender and trait aggressiveness level. In Study 1, 220 children rated 2 video games in terms of pleasantness, excitement, violent content, violent images, fear, interest, and reality. Results indicated that Virtual Cop2 and Fight Landlord games were perceived as violent and nonviolent, respectively. In Study 2, 240 different children responded to the Buss–Perry Aggression Questionnaire, played either Virtual Cop2 or Fight Landlord, and completed a semantic classification task involving rating whether 60 words were aggressive or nonaggressive. Results showed that boys, but not girls, displayed stronger aggression after playing Virtual Cop2, compared to Fight Landlord. Further, children with high trait aggressiveness exhibited strong aggression after playing Virtual Cop2, whereas those with moderate or low trait aggressiveness did not. Overall, our results indicate that gender and trait aggressiveness both affect aggression among children who play violent video games.
4
Vandiver, Trish. "Children's Social Competence, Academic Competence, and Aggressiveness as Related to Ability to Make Judgments of Fairness." Psychological Reports 89, no. 1 (August 2001): 111–21. http://dx.doi.org/10.2466/pr0.2001.89.1.111.
The relationship of 102 fifth and sixth graders' judgments of fairness with their academic and social competence and aggressiveness was studied. Children were given self-report and peer-nomination inventories measuring academic competence, social competence, and aggressiveness at a single point in time at the public school they attended. These measures were related to children's prediction of fairness on a distributive justice measure. Children who saw themselves as academically and socially competent scored higher on the distributive justice measure. Children whose peers saw them as less academically competent and more aggressive scored lower on the distributive justice measure. Analyses showed an association between children's academic competence, social competence, and aggressiveness scores and their scores on judgments of fairness.
5
Sorey, William H. "Commentary on “Video Media–Induced Aggressiveness in Children”." Southern Medical Journal 106, no. 9 (September 2013): 518. http://dx.doi.org/10.1097/smj.0b013e3182a5ef29.
Jamaluddin, Nuzliah, and Juli Andriyani. "Parent Parenting with Aggressiveness." Jurnal Counseling Care 3, no. 1 (November 18, 2019): 1–8. http://dx.doi.org/10.22202/jcc.2019.v3i1.3712.
The background of the research is the use of parenting that is wrong from parents to children. The purpose of this research is to look at the relationship between parenting parents and the aggressiveness of students. This type of research is quantitative with a correlation approach. The sample in this study was 32 students and data collection techniques using a questionnaire and data analysis techniques using correlation analysis. Based on the analysis of the data it was revealed that 1) the aggressiveness of students in SMA Negeri 2 Indra Jaya was in the high group with a percentage of 43.7%, while the level of parenting (authoritarian) with a percentage of 40%, there was a significant relationship between parenting parents with aggressiveness students namely 0.608 with a strong correlation r value
7
Deluty, Robert H. "Cognitive Mediation of Aggressive, Assertive, and Submissive Behavior in Children." International Journal of Behavioral Development 8, no. 3 (September 1985): 355–69. http://dx.doi.org/10.1177/016502548500800309.
The present study explored the relationships among levels of aggressiveness, assertiveness, and submissiveness and (1) alternative-thinking ability, (2) judgments of response alternatives on a variety of indices including 'evaluative' and 'potency' dimensions, and (3) consequential thinking, for 188 fourth-sixth grade children. The five best predictors of aggressiveness, of assertiveness, and of submissiveness for both boys and girls represented combinations of alternative-thinking, consequential-thinking, and evaluative-judgment dimensions. The clinical implications of these findings for treating aggressive and submissive children are discussed.
8
Bawono, Yudho, Kartika Febriana, and Setyaningsih Setyaningsih. "Storytelling: An Effort to Reduce Aggressiveness Madurese Pre-School Children." Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta 5, no. 1 (February 2, 2022): 394. http://dx.doi.org/10.22441/biopsikososial.v5i1.14570.
This study aims to determine the effect of storytelling on the aggressiveness of Madurese ethnic preschool children. This study uses an experimental research approach. The experimental design used was a non-randomized pretest-posttest control group design. The research location is a Kindergarten in Bangkalan, with 20 preschool children in grade A and B as subjects. This study uses a measurement instrument in the form of an Aggressiveness Scale which is filled in based on observations and self-reports of children from parents. The collected data were tested using the non-parametric difference test, Wilcoxon. The results of this study were viewed from the aspect of aggressive behavior, namely: 1) physical aggression; 2) Verbal aggressive; and 3) Passive aggression. From the test results it was found that the experimental group experienced a decline and the untreated control group did not experience a decrease, so it can be said that the hypothesis in this study was accepted. Thus it can be concluded that storytelling can reduce the aggressiveness of Madurese ethnic preschoolers
9
Guevara Parra, Mónica del Pilar. "Music therapy intervention to promote prosociality and to reduce the risk of aggression in children of primary basic and preschool in Bogota, Colombia." International Journal of Psychological Research 2, no. 2 (December 30, 2009): 128–36. http://dx.doi.org/10.21500/20112084.868.
Our purpose in this intervention was to promote prosociality and to reduce the aggressiveness risk between primary and preschool students by implementing music therapy sessions. A quasi experimental study was adopted, considering pre-test and pos-test, as part of a model program of early prevention of aggressiveness at a secondary level focused on a specific group of children. Eighteen subjects between 5 and 9 years old were divided into three groups. The first group received the whole music therapy intervention (30 sessions), the second group received an incomplete music therapy treatment (15 sessions) and the third group or control group didnt get any intervention. Results showed that music therapy had significant effects on direct aggressiveness in the experimental groups one and two, whereas it didnt have any important result on indirect aggressiveness for the same groups. In reference to prosociality, music therapy intervention only affected the second group. In this specific case we concluded that music therapy represents an efficient secondary prevention strategy to reduce the direct aggressiveness risk.
10
Del Can-Sanchez, Diego Jesús, Diego Jesus Del Can Sanchez, Antonio Jesús Martínez-Ortega, Alvaro Flores-Martínez, Eva Venegas-Moreno, María Elena Dios-Fuentes, Ainara Madrazo-Atutxa, et al. "Markers of Aggressiveness in Craniopharyngiomas." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A646. http://dx.doi.org/10.1210/jendso/bvab048.1317.
Abstract Craniopharyngiomas (CP) are rare tumors that may be locally aggressive. The presence of functional estrogen receptors (ER) has been reported in CP and might be related to risk of recurrence. Our aim is to ascertain if the expression estrogen and progesterone receptor (PR) might be associated with to recurrence in CP. Material and Methods: Descriptive retrospective observational study of patients with confirmed histology of CP and tissue sample available admitted to Virgen Del Rocio University Hospital (Seville, Spain) from January 1967 to October 2020 were included. Estrogen and progesterone receptor expression was analyzed by Immunohistochemistry. Ki-67 levels were also analyzed. Two CP groups were considereded according to Ki67 levels: Group A (Ki67<10%) and group B (Ki67>10%). As all variables followed a non-parametric distribution, U Mann Whitney, Chi-Square, and Z-test with Benjamini-Hochberg correction were used when needed. Results: Our study population includes 80 patients (46 male and 34 female), with a median age at diagnosis of 34 years [10-50.00]. Twenty-six patients were under 18 years old (children) with a median age of 7 years [4.5-10.00], and 54 were adults (aged 18 and above) with a median age of 45 years [33-58.50]. Our data shows higher recurrence rates when Ki67 levels staining were higher than 10%: 8/14 (57.2%) in comparison with Ki67<10% (6/14, 42.9%, p=0.018). In children we found 6 samples with Ki67<10% and 6 samples with Ki67 >10%; recurrences were observed in 2/6 (33,3%) in the first group and in 6/6 (100%) in the second, respectively (p= 0,199). In adults, we found 9 and 3 patients for high and low Ki67 levels, respectively. Recurrences were observed in 4/9 (44,4%) in the group A and in 2/3 (66,7%) in the group B, respectively (p= 0,28). There were no differences between age groups. In patients with positive ER, we observed an increased rate of recurrence: 12/23 (52.17%) versus 2/13 (15,38%) in patients with negative ER stain but it was no significant. (p=0,21). No association between PR and recurrence was observed. Conclusions: In our series, patients with CP with high Ki67 levels are more likely to recur. No clear association between ER, PR expression and recurrence was observed. These findings support the use of Ki67 as a marker of recurrence in CP. Sources of Research Support: Spanish Ministry of Health, ISCIII co-funded with Fondos FEDER (PI16/00175) and Novartis Oncology Spain.
Dissertations / Theses on the topic "Aggressiveness in children":
1
Henton, Lynn Bishop. "Subtypes of impulsive aggression in children and adolescents with impulsive aggression /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Spencer, Debra Ann. "Factors that influence the sex difference in young children's physical aggression." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648255.
This dissertation represents an attempt to better understand why physically abused children are more likely to develop aggressive tendencies. A sample of adolescents receiving child protection services was administered a battery of self-report measures on maltreatment, health, and well-being; an aggression measure was administered a year later. The specific focus was to determine whether aggressive youth were more likely to (1) have suffered harsher physical abuse, (2) generate violence outcome expectancies that favour recourse to aggression, and (3) report higher levels of abuse-related shame. Respectively, the second and third hypotheses were based on social information processing and shame-rage models of aggression. Only the hypothesis of the fast study on maltreatment characteristics was supported. Victims of frequent and severe abuse were more likely to report aggression. As for the second and third study, the expectation of positive outcomes from violence and feelings of shame-rage (as indicated by high levels of guilt-free shame) were actually inversely related to aggression. Even though these results went in the opposite direction of the hypotheses, they are not altogether in conflict with theoretical models. According to L. Rowell Huesmann's description of social information processing, a hostile worldview was considered a mediating factor in the development of aggression problems. The tendency for aggressive youth to expect negative rather than positive outcomes from violence can be interpreted as support for this view. Abuse-related shame was not related to aggression, but it did demonstrate the predicted association with anger and hostility. The suggestion therefore is that feeling shame as a result of abuse leads to pent-up rather than expressed rage. Given these results, it is suggested that victims of harsh maltreatment be targeted for appropriate prevention and skills promotion programs. Also, future research should investigate whether the formation of problematic relationship schemas and the tendency to suppress abuse-related emotions contribute to the maintenance of aggression problems.
4
Kantz, April Lynn. "Popularity and aggression among females in the eighth grade." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=671.
Strand, Troy. "The impact of professional wrestling on children's aggressive behavior." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000strandt.pdf.
Scrimgeour, Meghan. "Empathy and aggression : a study of the interplay between empathy and aggression in preschoolers /." Norton, MA : Wheaton College, 2007. http://hdl.handle.net/10090/788.
McCarthy, Shauna K. "Social-cognitive predictors of reactive and proactive aggression investigation in a diverse, urban 5th grade sample /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1129215634.
Walker, Chrische' Marie. "The association between aggressive behaviors and academic self-esteem of preschool children." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4938.
Thesis (M.A.)--West Virginia University, 2006. Title from document title page. Document formatted into pages; contains vii, 62 p. Vita. Includes abstract. Includes bibliographical references (p. 37-41).
10
Lee, Ka-yee Cavy, and 李嘉怡. "Children's aggressive and prosocial behaviours: exploring age, sex-related differences, and the role ofsocial cognitive functioning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47657108.
Children’s social behaviours have significant implications to their
adjustments. Aggressive children display emotional, behavioural, and social
problems. On the other hand, prosocial children are better adjusted (for review,
see Card, Stucky, Sawalani, & Little, 2008). Adopting the social cognitive
approach, the present study aimed to investigate the relationships between
several social-cognitive capacities related to empathy (i.e., perspective-taking,
affect sharing, and emotion regulation) and social behaviours (physical
aggression, relational aggression, and prosocial behaviours) in children. The
results showed that perspective-taking was the most predictive factor of both
prosocial and aggressive behaviours, whereas the capacity to share emotions
and to modulate emotion was found to have little predictive value to both
positive and negative social behaviours. In addition, the present study also
investigated the sex-related and age differences of aggressive behaviours in
children. Consistent with the findings of previous studies, this study found that
boys enacted more physical aggression than girls. However, sex-related
difference in relational aggression was not found. Besides, older children were
found to use more relational aggression but the trend of decreasing physical
aggression across development was not evident. Clinical implications of the
present findings were discussed. published_or_final_version Clinical Psychology Doctoral Doctor of Psychology
Lea, Pulkkinen, Martín Ramírez Jesús, and European Conference of the International Society for Research on Aggression (1987 : Seville, Spain), eds. Aggression in children. Sevilla: Publicaciones de la Universidad de Sevilla, 1989.
Masagutov, R. M. Detskai︠a︡ i podrostkovai︠a︡ agressii︠a︡: Psikhopaticheskie i sot︠s︡ialʹno-psikhologicheskie aspekty. Ufa: Bashkirskiĭ gos. medit︠s︡inskiĭ universitet, 2002.
Ernest, Tremblay Richard, and Université de Montréal. Groupe de recherche inter-universitaire sur la prévention de l'inadaptation psycho-sociale., eds. Les Comportements agressifs: Perspective développementale intergénérationnelle et interculturelle. [Montréal]: Université de Montréal, Groupe de recherche inter-universitaire sur la prévention de l'inadaptation psycho-sociale, 1987.
Book chapters on the topic "Aggressiveness in children":
1
Isaacs, Susan. "Destructiveness and Aggressiveness." In Troubles of Children and Parents, 179–94. Routledge, 2019. http://dx.doi.org/10.4324/9780429055195-8.
The explosive aggressiveness or peevishness of women and goddesses in several works by Poussin result in tragic deaths. Works depicting killers in this chapter include Medea Killing her Children, Diana Killing Acteon, Landscape with Diana and Orion, and Diana Slaying Chione. Transgressors who suffer transformation or death include Myrrha in the Birth of Adonis; Aglauros in Mercury, Herse, & Aglauros, and Sapphira in the Death of Sapphira.
3
Guerra, Eraldo, and Felipe Furtado. "A Proposal for Multidisciplinary Software for People with Autism." In Mobile Networks and Cloud Computing Convergence for Progressive Services and Applications, 295–319. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4781-7.ch016.
This chapter is about the study of treatments for autistic children and interventions of entertainment games with the purpose of developing a technological solution in order to promote a better adaptation between the autistic children and treatment, consequently showing better results in a shorter period of time. The multidisciplinary software for Autism treatment is being developed. It is based on PECs, ABA, and TEACCH methods, and it uses ludic games and activity interventions. Before applying technology to autism treatment, a deep study about autistic children is made. This way, concepts such as customization and the use of Kinect, Mobile (WP7), and Cloud Computer technologies take part as a stimulator system, since they are responsible for intensifying cognitive development and reducing the patient’s excitement, aggressiveness, and irritability.
4
Kiewitz, C., and J. Weaver. "The Aggression Questionnaire." In Handbook of Research on Electronic Surveys and Measurements, 343–47. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-792-8.ch047.
We describe two short form versions of the self-report Aggression Questionnaire initially developed by Buss and Perry (1992). Often referred to as the Buss-Perry Aggression Questionnaire (BPAQ) the original inventory consists of 29 items that measure four aspects of trait aggressiveness – anger, hostility, verbal- and physical-aggression – that are typically used both individually and/or combined to create an overall aggressiveness index. The BPAQ is the successor of the Buss-Durkee Hostility Inventory (BDHI; Buss & Durkee, 1957). Perhaps more appropriate for Internet-based research are the AQ-12 and AQ-15 short forms derived from two different efforts to refine the BPAQ. One effort resulted in the AQ-12 (Bryant & Smith, 2001, p. 150), which uses 12 of the original 29 AQ items. The other effort yielded the AQ-15 by drawing from a 34-item AQ revision by the same authors (Buss & Warren, 2000, pp. 13, 65) and also from the AQ-12. Comparing the AQ-12 and AQ-15 reveals almost identical items for the anger, hostility, verbal- and physical-aggression subscales. The primary difference is that the AQ-15 features an additional 3-item subscale that assesses indirect aggression. Respondents typically rate items on both inventories using a Likert-type scale. Both forms can be used with adult/adolescent and normal/abnormal populations. For children, the AQ-15 may be preferable because it has a third-grade readability level. Research has shown both inventories to be quite reliable and valid measures of aggressive tendencies in individuals.
5
Crawford, Andrea, and Agostino Gotti. "Let’s Make a Try!" In Handbook of Research on Didactic Strategies and Technologies for Education, 473–90. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch042.
An educational/sporting experience known as “Let’s Make a Try!” is presented. The aim of the project was to introduce the sport of Rugby into the contexts of education and schooling, with specific attention to the learning and social aspects. From the context of extramural educational projects – related to the important experience “Progetto Provinciale Extrascuola” (1) in the Province of Bergamo – and a reading of the needs of children from 6 to 13 years old, particularly of those who took part in those projects that aimed at promoting the learning process, the attempt was made to create innovative situations for learning through the proposal of a little known and little practiced sport: Rugby. The experience gave interesting results in relation to the initial problem areas of these minors such as difficulty in respecting rules, the control of aggressiveness, low self esteem, and frustration in competitive situations. Contrary to the opinion commonly held by volunteers and educational professionals, these weaknesses were shown not to be structural, but open to improvement if put to the test in innovative and purposeful ways. The project has brought to life a new way for these children to approach relationships through the discovery of controlled physical contact, the sense of belonging to a group (team), and the taking of personal initiative.
6
Bates, John E., Gregory S. Pettit, and Kenneth A. Dodge. "Family and child factors in stability and change in children's aggressiveness in elementary school." In Coercion and Punishment in Long-Term Perspectives, 124–38. Cambridge University Press, 1995. http://dx.doi.org/10.1017/cbo9780511527906.007.
Conference papers on the topic "Aggressiveness in children":
1
Гиниятова, Зульфия Мухтаровна, Галина Фанилевна Тулитбаева, and Камила Тасбулатовна Габдуллина. "THE RELATIONSHIP OF MENTAL STATE, AGGRESSIVENESS AND ANXIETY IN PRESCHOOL CHILDREN DURING THE PERIOD OF RESPIRATORY DISEASES." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Октябрь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp299.2021.49.32.002.
Представлены данные эмпирического исследования взаимосвязи психического состояния, агрессивности и тревожности у дошкольников в период респираторных заболеваний. Всего в исследовании приняло участие 71 ребенок младшего дошкольного возраста. Средний возраст по выборке 3,5 лет. В ходе исследования обнаружена взаимосвязь состояния дошкольника и его тревожности и агрессивности. The article presents the data of an empirical study of the relationship between mental state, aggressiveness and anxiety in preschool children during the period of respiratory diseases. A total of 71 children of primary preschool age took part in the study. The average age of the sample is 3.5 years. In the course of the study, the relationship between the state of a preschooler and his anxiety and aggressiveness was found.
2
García-Vélez, Roberto, Luis Serpa-Andrade, and Graciela Serpa-Andrade. "Information and Communication Technologies Learning Methodologies for Children with ADHD." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001889.
ADHD is a disorder due to attention deficit, impulsiveness and hyperactivity due to various functional disputes, these anatomical brain inconsistencies can be genetic and/or environmental that hinders the child's lifestyle and their environment. Within the educational field, teachers cannot distinguish the attitude of a child with ADHD from one without disorders, especially in the preschool stage, which motivates the search for teaching alternatives, among them we have information and communication technologies - ICT, which allow evaluating, diagnosing, enriching and strengthening the learning of children with or without ADHD through educational software on a mobile phone, a computer and/or digital whiteboard; increasing attention, concentration, creativity, security, decreasing aggressiveness, gradually developing positive behaviors, their self-esteem improves, they feel motivated and progressively create solutions to their internal conflicts in such a way that their community learning guarantees the development of new social skills such as respect, solidarity, empathy and identifies the emotions of other people allowing a positive incorporation into their daily lives, especially in the school environment.
3
Alonso-Borso di Carminati, María de los Llanos, and Andrea Conchado Peiró. "ART THERAPY GROUPS IN THE SCHOOL SETTING: EFFECTS IN THE REDUCTION OF AGGRESSIVENESS FOR PRESCHOOL TO UPPER ELEMENTARY CHILDREN." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1555.
Susini, Sandrine, Isabelle Rochet, Estelle Verronèse, Christine Bardin, Chantal Rigal, Cécile Conter, Perrine Marec-Bérard, et al. "Abstract 3112: Prospective immune phenotyping of neuroblastoma children at diagnosis reveals specific immune defects related to the aggressiveness of the disease." In Proceedings: AACR Annual Meeting 2019; March 29-April 3, 2019; Atlanta, GA. American Association for Cancer Research, 2019. http://dx.doi.org/10.1158/1538-7445.am2019-3112.
Susini, Sandrine, Isabelle Rochet, Estelle Verronèse, Christine Bardin, Chantal Rigal, Cécile Conter, Perrine Marec-Bérard, et al. "Abstract 3112: Prospective immune phenotyping of neuroblastoma children at diagnosis reveals specific immune defects related to the aggressiveness of the disease." In Proceedings: AACR Annual Meeting 2019; March 29-April 3, 2019; Atlanta, GA. American Association for Cancer Research, 2019. http://dx.doi.org/10.1158/1538-7445.sabcs18-3112.
Robles-Bykbaev, V., P. Solorzano-Guerrero, M. Cajamarca-Llivipuma, T. Pena-Novillo, Y. Robles-Bykbaev, F. Pesantez-Aviles, and A. Pacurucu-Pacurucu. "An interactive ecosystem based on Borda voting schemes and serious games to support the discovery of aggressiveness and inhibition traits on scholar children." In 2018 International Conference on Electronics, Communications and Computers (CONIELECOMP). IEEE, 2018. http://dx.doi.org/10.1109/conielecomp.2018.8327185.
Kiseleva, Elena Vasilievna, and Elena Safiullovna Shamukhametova. "The relationship between children's fears and the level of aggressiveness in senior preschool age." In Глобальные проблемы в междисциплинарных академических исследованиях. Москва: Научная общественная организация "Профессиональная наука", 2022. http://dx.doi.org/10.54092/9781678036652_71.
Condruzbacescu, Monica. "THE IMPACT OF DIGITAL TECHNOLOGIES ON LEARNING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-076.
The paper focuses on the impact of digital technologies on learning. Internet-based and new media education builds an educational model tailored to the needs of younger generations and offers an alternative to traditional education. The interest of analysis developed in this study is directed to understanding the existing relationships between the traditional education system and the modern one. The in-depth analysis of the new media issues used in the field of education leads us to the conclusion that the online user has a wider range of possibilities when accessing such systems. Compared to the traditional education system, the new media have two fundamental characteristics. First of all, interactivity. The user simultaneously accesses multiple online components, which gives different opportunities in this environment. Second, the concept of ubiquity. All the more, the impact of digital technologies on younger generations, using them from their young childhood, seems to be profound, with major reverberations about how they learn. Research data support, at least partially at this time, these premises. There is research that demonstrates without a doubt the positive impact of digital technologies on cognitive development, the formation of decision-making abilities, the diminishing of cognitive degenerative processes at the old age, but also the augmentation of fine motor skills. There are also many studies whose results are known in the public domain and are aimed at negative effects, starting with the risks of small children's exposure to digital technologies, which can lead to major attention deficits around the age of 7-8 years, and may continue to show the adverse effects of certain types of content conveyed in this environment, impacting, for example, the aggressiveness or perverse effects of social media on personal identity and self-esteem. The paper also presents the first software e-learning Romanian platform - Wand.education. Wand.education is a state-of-the-art software that provides educators with an intuitive platform for creating interactive educational content in a simple and fast way. The platform is intended for both teachers, pupils and parents who can create and access interactive educational content. In conclusion, digital society networks, the internet and new media are the most important challenge of the moment in the educational process, the generated impact becomes a peak of the progress made in all spheres of social life. Contemporary systems develop the task of continuous human training. The development of specialized competencies is a current issue, the educational curriculum directs the training and education process to achieve a quality training, suitable for an informational society.
