Bibliografías temáticas / Aggressiveness in adolescence

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Literatura académica sobre el tema "Aggressiveness in adolescence"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Aggressiveness in adolescence"

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Farnicka, Marzanna. "Emotional Regulation and Social Support as Conditions for Aggressor and Victim Experience in Early and Late Adolescence - Developmental Psychopathology Lenses". International Journal of Education and Practice 10, n.º 4 (21 de noviembre de 2022): 350–70. http://dx.doi.org/10.18488/61.v10i4.3198.

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The aim of this research was to examine the hypothetical model of conditionings of adolescents to positive adaptation and to identify risk and protective factors for being victims or aggressors in interpersonal relation. In the research exploratory model adopted for the study, the following variables were considered: temperament; attachment; aggressiveness; social support; resilience; and previous victim or aggressor experiences. The study group comprised 779 adolescents (399 in early; 380 in late adolescence). Path analysis was used to examine the interrelationships and to identify the direct and indirect pathways. In early adolescence, main triggers for victim experiences were low resilience and aggressiveness, in girls, and aggressiveness and past victim experience in boys. For aggressor experiences there were low resilience and high sadness among girls, and sadness and aggressiveness, among boys. In late adolescence, the main triggers of victim experiences were previous victim experience and sadness (inhibited by classmate support and resilience) and for aggressor experiences, there were hostility, sadness and previous aggressor experience. The main conclusion that can be drawn from this study is that the potential preventive and therapeutic interventions require consideration of factors such as age, level of educational success, aggressiveness and social support.
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Lezhnina, Larisa. "THE FACTORS OF STUDENTS’ AGGRESSIVENESS IN ADOLESCENCE AND YOUTH". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (21 de mayo de 2019): 263. http://dx.doi.org/10.17770/sie2019vol3.3822.

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The article is devoted to the study of the actual problem of the aggressiveness of students within the walls of educational institutions, as evidenced by the growing statistics of tragic incidents in Russian schools and colleges in recent years. The subject of the research is the personal factors students’ aggressiveness from senior classes. The purpose of the research is a comparative study of personal factors, the focus of aggressiveness and the level of a conflictness of students in adolescence and youth.A theoretical basis of the study is classical approaches to the understanding of aggressiveness as a personal construct of factors that determine readiness for aggressive manifestations of negative and positive orientation. For an empirical study 158 adolescents and young people (14–17 years old) were selected.The method of organizing the investigation is an ascertaining experiment. The empirical data collection was carried out using the method of “Personal aggressiveness andconflictness” (E.P. Ilyin & P.A. Kovalev).The results obtained allowed us to give a comparative description of the personal factors of aggressiveness, its focus and students’ conflictness levels in adolescence and youth. On the basis of the assumptions put forward about interiorization and socialization as two mechanisms for the development of aggressiveness, the author identified the most important aspects of psychological and educational prevention of aggressive behavior.
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Ungureanu, G. "ADDICTION, WITHDRAWAL, AND AGGRESSIVENESS IN ADOLESCENCE". Agora International Journal of Juridical Sciences 9, n.º 2 (28 de julio de 2015): 43–50. http://dx.doi.org/10.15837/aijjs.v9i2.2033.

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In a tolerant and evasive environment, when the psychological conflict between aspirations and possibilities occurs, naïve, uneducated, and disoriented adolescents often wind up in deviant entourages, surrounded by dubious individuals who promise them the end of “suffering” and the gain of a state of gratification and satisfaction with the help of drug use. Subsequent to these well-intentioned contacts, “white death” drug dealers become violent, demanding very high prices for the “fixes” of this habit. It is the beginning of the end
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Flechner, Silvia. "On aggressiveness and violence in adolescence". International Journal of Psychoanalysis 86, n.º 5 (octubre de 2005): 1391–403. http://dx.doi.org/10.1516/610e-4ktx-cyph-3fb2.

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Gallarin, Miriam, Barbara Torres-Gomez y Itziar Alonso-Arbiol. "Aggressiveness in Adopted and Non-Adopted Teens: The Role of Parenting, Attachment Security, and Gender". International Journal of Environmental Research and Public Health 18, n.º 4 (19 de febrero de 2021): 2034. http://dx.doi.org/10.3390/ijerph18042034.

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The aim of this study was to examine the relationship among aggressiveness, parenting practices, and attachment security in adolescents, assessing maternal and paternal effects separately. Two different subsamples of adolescents between 12 and 16 years old participated in the study (n = 157): 67 adopted adolescents (61.2% girls) and 90 non-adopted adolescents (56.7% girls). Partial and full mediation models were analyzed in multi-group structural equation models (using maximum likelihood estimates), allocating non-adoptive and adoptive adolescents into two different groups. Results showed that whereas acceptance/involvement of each parent predicted attachment security towards the corresponding parental figure, only the father’s coercion/imposition predicted aggressiveness, and only attachment security to the mother was a (negative) predictor of adolescent’s aggressiveness. The partial mediation model provided the most parsimonious explanation for the data, showing no differences between adopted and non-adopted subsamples and supporting a good model fit for both boys and girls in a multi-group invariance analysis. The implications of these results are discussed in light of the protective effects of care relationships in early adolescence (vs. late adolescence) as well as the differential role of parent figures.
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Martínez-Monteagudo, María Carmen, Beatriz Delgado, José Manuel García-Fernández y Esther Rubio. "Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence". International Journal of Environmental Research and Public Health 16, n.º 24 (12 de diciembre de 2019): 5079. http://dx.doi.org/10.3390/ijerph16245079.

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The devastating consequences of cyberbullying during adolescence justify the relevance of obtaining empirical evidence on the factors that may cause participation in its distinct roles. The goal of this study was to analyze the predictive capacity of aggressiveness (physical aggression, verbal aggression, anger, and hostility) and emotional intelligence (attention, understanding, and emotional regulation) with respect to being a victim, aggressor or victim–aggressor of cyberbullying during adolescence. The Screening for Peer Bullying, the Aggressiveness Questionnaire and the Trait Meta-Mood Scale-24 were administered to a sample of 1102 Spanish secondary education students, aged 12 to 18. In general, results revealed a higher probability of being a victim, aggressor or victim–aggressor as physical aggressiveness and anger increased. On the other hand, results revealed a low probability of being a victim, aggressor or victim–aggressor as emotional understanding and emotional regulation increased. These findings highlight the importance of considering said variables when creating prevention programs to stop or reduce the social and educational issue of cyberbullying during adolescence.
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Eysenck, H. J. "A new view of aggressiveness in adolescence". Personality and Individual Differences 18, n.º 2 (febrero de 1995): 165–66. http://dx.doi.org/10.1016/0191-8869(94)00142-f.

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Mukuna, Kananga Robert. "Gender, Age and Grade Level Differences in Psychological Factors among Immigrant Francophone Adolescent Learners in the South African School Setting". International Journal of Studies in Psychology 1, n.º 1 (2 de febrero de 2021): 18–28. http://dx.doi.org/10.38140/ijspsy.v1i1.614.

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Psychological factors are important for boys or girls, depending on age and grade level. This study examines emotional regulation, aggressiveness, empathy, and sympathy, as psychological factors to peer interaction, manifest in adolescence. Eighty-three participants were conveniently and purposively selected at South African schools (N= 83, 52 girls and 31 boys, aged between 14 and 19 years). A psychological factors scale was purposively employed as a data collection instrument. The chi-square results partially confirmed previous results, namely, aggressiveness and sympathy, by gender and age. However, this did not apply to emotional regulation. This study recommended that the South African education system consider aggressiveness a psychological factor, playing a critical role in violence at schools among young adolescents.
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Novikova, Kseniya Vladimirovna y Kseniya Olegovna Veshchikova. "The relationship of leadership abilities with the aggressiveness of adolescents". Психолог, n.º 4 (abril de 2023): 38–61. http://dx.doi.org/10.25136/2409-8701.2023.4.43550.

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The subject of this study was to identify the features of the relationship between leadership abilities and the aggressiveness of adolescents. The object of the study was the leadership abilities and aggressiveness of adolescents. The article presents the results of an empirical study to identify the relationship between leadership abilities and adolescent aggressiveness. The theoretical and methodological basis of the study were: - views on aggressiveness as an innate instinctive tendency (Z. Freud, K. Lorenz); personality property (A. Levitov, E. Fromm, etc.). - theoretical provisions on the causes of aggression in adolescence (B.S. Bratus, A.Ya. Varga, V.I. Garbuzov, I.S. Kon, E.A. Lichko, A.A. Rean, K. Horney and etc.). – theoretical principles of studying the leadership qualities of adolescents (I.P. Volkov, E.A. Gantseva, I.S. Kon, B.D. Parygin, A.I. Prigozhy, A.V. Petrovsky, R. Krichevsky). The theoretical significance and novelty of the study lies in the systematization of theoretical ideas about the features of the relationship between leadership abilities and the aggressiveness of adolescents. The practical significance is determined by the possibility of using the results obtained in schools for educational psychologists, for counseling psychologists who work with adolescents. Empirically, the psychological features of the relationship between leadership abilities and the aggressiveness of adolescents were revealed. With high indicators of leadership abilities, adolescents are dominated by high rates of verbal, object aggression and self-aggression; with average indicators of leadership abilities, adolescents show high rates of verbal, emotional aggression and self-aggression; Low leadership abilities of adolescents correspond to indicators of low emotional aggression. The results of this study indicate a statistically significant relationship between leadership abilities and adolescent aggressiveness. The results obtained in the study can be used to develop psycho-prophylactic and psycho-corrective programs aimed at correcting aggressive behavior and developing leadership abilities in adolescents.
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Ghofur, Abdul y Siti Hafsah Budi Argiati. "HUBUNGAN RELIGIUSITAS TERHADAP AGRESIVITAS REMAJA DI MADRASAH ALIYAH ASSALAAM TEMANGGUNG". JURNAL SPIRITS 3, n.º 1 (15 de abril de 2017): 43. http://dx.doi.org/10.30738/spirits.v3i1.1124.

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ABSTRACTThe aim of this study was finding the relationship between religiosity and adolescent aggressiveness at Madrasah Aliyah Assalaam Temanggung. The instruments are the religiosity scale and aggressiveness scale. Data was collected from 100 adolescence subjects ages 16-18 years, sitting in class X and XI MA Assalaam. Data analysis techniques used Pearson Product Moment Correlation (2-tailed). The result showed that the correlation coefficients obtained for (r) = -0.468 with a significance level of 0.000 (p <0.01). The conclusion, there is a negative significant relationship between religiosity to adolescent aggressiveness. The negative coefficient showed correlation to the both variables was negative. This means that increasing religious level can make decreasing aggression level, and converse, decreasing religious level can make increasing aggression level. Thus, the hypothesis in this study is acceptable. Keywords: religiosity, aggressiveness, adolescence
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Tesis sobre el tema "Aggressiveness in adolescence"

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Fisher, William I. "The relationship between memory and event-related potentials in pathologically impulsive aggressive juveniles : a retrospective chart study /". View online, 2009. http://ecommons.txstate.edu/psyctad/2/.

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Rivera, Michelle S. "Evaluating a Social Learning Theory of Dating Aggression: The Role of Relational Aggression". Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/RiveraM2008.pdf.

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Ravn, Trina M. "Relational aggression and team cohesion among female adolescent athletic teams". Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ravnt.pdf.

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Dehn, Karalyn. "The connection between relational aggression and popularity". Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007dehnk.pdf.

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Johnston, Rachel. "A review of literature about relational aggression in school-aged girls". Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004johnstonr.pdf.

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Rainey, Jo Anne. "Early adolescent student aggression : differentiation of aggression levels in a middle school population /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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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.

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Ask, Alexander A. "To kill or not to kill : competition, aggression, and videogames, in adolescents /". Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09pha834.pdf.

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Johnston, Rachel. "Relational aggression in school-aged girls levels of awareness and practice of school psychologists in two states /". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009johnstonr.pdf.

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Solarz, Mary. "Relational aggression an overview of the complicated behaviors of girls /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008solarzm.pdf.

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Libros sobre el tema "Aggressiveness in adolescence"

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Merkens, Luise. Aggressivität im Kindes- und Jugendalter: Entstehung, Ausdrucksformen, Interventionen. München: E. Reinhardt, 1989.

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Masagutov, R. M. Detskai︠a︡ i podrostkovai︠a︡ agressii︠a︡: Psikhopaticheskie i sot︠s︡ialʹno-psikhologicheskie aspekty. Ufa: Bashkirskiĭ gos. medit︠s︡inskiĭ universitet, 2002.

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Mozhginskiĭ, I︠U︡riĭ. Agressii︠a︡ podrostkov: Ėmot︠s︡ionalʹnyĭ i krizisnyĭ mekhanizm. Sankt-Peterburg: MVD Rossii, Sankt-Peterburgskiĭ universitet, 1999.

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Shuralëva, E. V. Pedagogicheskai︠a︡ profilaktika agressivnogo povedenii︠a︡ podrostkov: Monografii︠a︡. Vladimir: Vladimirskiĭ gos. gumanitarnyĭ universitet, 2009.

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Abad, María Esperanza Bentos. Agresión y adolescencia infractora. Montevideo: [s.n.], 2006.

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Abad, María Esperanza Bentos. Agresión y adolescencia infractora. Montevideo: [s.n.], 2006.

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Angela, Ittel y Salisch Maria von 1956-, eds. Lügen, Lästern, Leiden lassen: Aggressives Verhalten von Kindern und Jugendlichen. Stuttgart: Kohlhammer, 2005.

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Lapit︠s︡kiĭ, M. A. Agressivnostʹ podrostkov s narushenii︠a︡mi povedenii︠a︡. Smolensk: T︠S︡NTI, 2001.

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Borzucka-Sitkiewicz, Katarzyna. Środowiskowe uwarunkowania agresywnych zachowań młodzieży: Jako wyznacznik oddziaływań profilaktycznych i interwencyjnych. Katowice: Wydawn. Uniwersytetu Śląskiego, 2010.

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Lange, Marjan de. Agressieve jongeren: Cognitie, emotie & gedrag. Utrecht: SWP, 1997.

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Capítulos de libros sobre el tema "Aggressiveness in adolescence"

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Wasserman, Danuta, Miriam Iosue y Vladimir Carli. "Suicidal behaviour among adolescents". En Oxford Textbook of Public Mental Health, editado por Dinesh Bhugra, Kamaldeep Bhui, Samuel Y. S. Wong y Stephen E. Gilman, 359–68. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198792994.003.0039.

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Suicide is the second leading cause of death among adolescents and young adults, accounting for 8.5% of all deaths globally among 15–29 year olds. Several genetic, psychological, and environmental risk factors have been identified, including youth psychiatric disorders and self-harm, family history of suicide and mental health problems, stressful life events, impulsivity, aggressiveness, and access to lethal means. Individual protective factors play an important role in reducing the risk of suicide and suicidal behaviours, including sleep, physical activity, resilience, good self-esteem, pro-social behaviours, connectedness within and support from the family, trustful relationships with peers and school staff, and safe school and community environments,. Prevention of suicidal behaviour among adolescents is possible by counteracting risk factors, strengthening protective factors, and utilizing evidence-based universal school-based suicide prevention programmes for adolescents and adequate treatment when applicable.
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Bocheliuk, Vitalii, Liana Spytska y Mykyta Panov. "SOCIO-PSYCHOLOGICAL FEATURES OF FORMATION OF DEVIANT BEHAVIOR IN ADOLESCENTS WITH LEARNING DIFFICULTIES". En Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-26.

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The article is devoted to the socio-psychological features of the formation of deviant behavior in adolescents with learning difficulties. The subject of research – socio-psychological features of the formation of deviant behavior in adolescents with learning difficulties. The purpose of the study is to empirically study the socio-psychological features of the formation of deviant behavior in adolescents with learning difficulties. Objectives of the study: to analyze the socio-psychological features of the formation of deviant behavior in adolescents with learning difficulties and using psychodiagnostic techniques to determine which socio-psychological features provoke the formation of deviant behavior in adolescents with learning difficulties. Particular attention is paid to the socio-psychological features of the formation of deviant behavior in adolescents with learning difficulties. It is pointed out that in order to clarify the essence of deviant behavior, it is necessary to identify not only its external manifestations, but also the internal properties, without which it cannot exist. Any deviations (deviations) in human behavior are the result of inconsistency of his desires, aspirations, and claims with the social norms of the environment in which he operates: he lives, is brought up, studies and works. When a person does not agree or does not accept the demands of society, he challenges him in the form of any behavioral disorders, the content of which, of course, is determined by his physiological, psychological and social qualities. It can be noted that deviations in the adolescent environment (aggression, drug addiction, drunkenness, etc.) in their purpose, consequences differ significantly, say, from deviations among adults (criminal and economic crimes). Deviant behavior is defined as a personal challenge of a person, in particular, a teenager, to the social environment, which is caused by inconsistency between his personal demands and social requirements (norms, standards, rules, regulations) and is manifested by such social and behavioral actions and actions that are not approved (condemned)) close environment or society. The article describes the course and procedure of research organization. The results of research on each technique concerning definition of level of accentuation of character (Shmishek’s questionnaire), aggressiveness (Freiburg’s questionnaire), ways of mastering with difficult life situations are described (adaptation of the technique WCQ), level of hopelessness (Нореlеssnеss Sсаlе, Веck еt аl.). The conclusions indicate the socio-psychological features of the formation of deviant behavior in adolescents with learning difficulties. It is emphasized that unfavorable living and upbringing conditions in the family, problems of acquiring knowledge and related learning failures, inability to build relationships with others and conflicts arising on this basis, can lead to deviant behavior in adolescents. With the help of such psychodiagnostic techniques as character accentuations, aggression questionnaire, questionnaire of ways to master difficult life situations, the scale of hopelessness, it is determined which psychological features provoke the formation of deviant behavior in adolescents with learning difficulties. These are the presence of certain accentuations of character, the level of aggression above average and the methods that the teenager uses to master a difficult life situation. The conclusions reveal the prospects for further development.
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Kiewitz, C. y J. Weaver. "The Aggression Questionnaire". En 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.

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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.
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Berkowitz, Leonard. "Affect, Aggression, and Antisocial Behavior". En Handbook of Affective Sciences, 804–23. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195126013.003.0042.

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Abstract Before embarking on this examination of the influence of feelings on antisocial behavior, I must spell out what this concept antisocial behavior refers to as far as this chapter is concerned. The term is employed frequently in psychology and psychiatry (although not in sociology), but it does not always have the same specific meaning and/or involve exactly the same issues. Sometimes it refers, relatively narrowly, only to behavior. However, most discussions involving this notion—usually those focused on persistent patterns of conduct—often have a broader meaning in mind, one that has to do with both actions and personality characteristics. Farrington (1997) has highlighted this latter, broader usage. He noted that definitions and measurements of the “antisocial syndrome” typically encompass both a wide variety of behaviors—ranging from those that are illegal (such as violent offenses and drug use) to those that deviate from conventional norms but are not criminal (such as sexual promiscuity and repeated lying)—and also such personality features as impulsiveness, selfishness, and aggressiveness. This wide-ranging conception is certainly warranted for many purposes; research has repeatedly demonstrated that the people who frequently engage in antisocial behaviors tend to have the particular personality qualities just listed (e.g., Farrington, 1982; Robins & Price, 1991). Nevertheless, this chapter concentrates only on actions, not on personality dispositions, because I am concerned primarily with situational influences on what people are apt to do. Furthermore, the behaviors of interest here are more than violations of traditional rules of conduct. I deal mainly with those counternormative actions that harm others directly—primarily acts of aggression—and do not take up other antisocial behaviors, such as imbibing alcohol or abusing drugs, that lack this feature. The injury can be inflicted in many different ways, of course— through burglary, embezzlement, the sale of drugs, partner battering, child abuse, barroom brawls, and so on—but in order to keep the literature review within manageable limits, I combine these various behaviors conceptually into one broad class. There is some empirical justification for such a general notion of antisocial behavior, at least when dealing with relatively long-lasting individual differences. Investigations of troublesome adolescents have found that these youths often can be grouped meaningfully into just a few categories. Some researchers have even proposed that this typology is unidimensional (see Berkowitz, 2000a; Loeber & Schmaling, 1985; Patterson, Reid, & Dishion, 1992). As one example, the Loeber and Schmaling (1985) analysis of 22 studies of school-age children indicated that the youngsters’ antisocial behaviors could be ordered along a “covert-overt” continuum.
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Actas de conferencias sobre el tema "Aggressiveness in adolescence"

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Smorkalova, Tatiana. "Social-Psychological Adaptation and Aggressiveness in Early Adolescence". En The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-46.

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The article contains empirical findings regarding the correlation between aggressiveness and social-psychological adaptation in adolescents. In today’s world, the issue of aggression and violence remains relevant. To date, the world has faced a complex situation due to economic, ecological, and social problems, which preconditions a rapid rise in human aggressive behaviour. The issue of aggressive behaviour is of particular urgency among adolescents. Many of the factors underlying aggression in adolescence have not yet been sufficiently substantiated in the scientific community. Such insufficiently studied phenomena include the correlation between aggressiveness and social-psychological adaptation. Social-psychological adaptation means a personal state allowing to attain mutual contentment of a person and social environment. Empirical findings have revealed a correlation between aggressiveness and social-psychological adaptation. It was found that the more aggression and its various forms are expressed, the more maladaptivity is manifested in young adolescents. However, positive associations were found between forms of aggression and components of adolescent socio- psychological adjustment. In this case, aggression can act as a compensating factor for maladaptation. Further studies of the correlation between aggressiveness and social-psychological adaptation comprises, firstly, research into gender differences in the correlation between aggressiveness and social-psychological adaptation, and secondly, studies in other ages and social groups of respondents.
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Pratama, Yuyus Aditya y Sulastika Ertina. "Aggressiveness among Sasak Tribe Adolescent and Java Tribe Adolescent". En Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.81.

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Pacheco, Diana, Andrea Argudo-Vásconez, Patricia Margarita Ortega Chasi, Martha Cobos y Omar Alvarado. "Fixation analysis of affective picture processing in aggressive adolescent". En 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003035.

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Aggressiveness is an emotional state associated with physical or verbal violence or destruction towards others or oneself. Aggressive behaviors in adolescents are a frequent reason of consultation in mental health care services because it generates negative consequences in the life of the person and their environment, in addition, it increases the probability of school dropout, psychiatric disorders and substance abuse. The study contemplates the presentation of images with positive valence and images with negative valence of the set IAPS to 60 adolescents who were previously evaluated with CAPI-A test, divided into 30 adolescents with aggression and 30 without aggression. The results were analyzed through an eye tracker and indicate the existence of bias in the visual attention of aggressive adolescents towards negative stimuli, while that non-aggressive adolescents tend to focus on positive stimuli.
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Tarasova, S. Yu. "Gender Differences In Adolescent Aggressiveness In Correlation With The Manifestations Of Anxiety". En ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.77.

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Starodubceva, A. A. "The dependence of aggressiveness on the indicators of thinking in older adolescents age". En Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-02-2020-08.

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Calle, Alexandra, Patricia Margarita Ortega Chasi, Andrea Argudo-Vásconez, Martha Cobos y Omar Alvarado. "Exploring the Role of Visual Attention in Aggressive Behavior: Evidence from Eye-Tracking Measurements". En 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003024.

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This study explores the relationship between eye-tracking measurements (fixation count and duration) and aggressive traits. The research involved 60 female and male participants between 12 and 17 years. The standardized questionnaire used to measure aggressive traits was CAPI-A to assess premeditated and impulsive aggression. The sample was divided into two groups based on aggressive traits' presence (n=30) or absence (n=30). The participants were exposed to a validated subset of the OASIS affective images as visual stimuli, using the Gazepoint GP3 device to capture eye-tracking information. The study found that participants with aggressive traits had higher fixation durations and fixation counts on negative stimuli than non-aggressive participants. These findings suggest that aggressiveness may be related to selective attention towards negative stimuli, which may impede a person's ability to perceive positive stimuli in their environment. This study provides insight into potential underlying mechanisms contributing to aggressive behavior in adolescents.
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