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1
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, no. 4 (November 21, 2022): 350–70. http://dx.doi.org/10.18488/61.v10i4.3198.
Повний текст джерелаАнотація:
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.
2
Lezhnina, Larisa. "THE FACTORS OF STUDENTS’ AGGRESSIVENESS IN ADOLESCENCE AND YOUTH." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 263. http://dx.doi.org/10.17770/sie2019vol3.3822.
Повний текст джерелаАнотація:
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.
3
Ungureanu, G. "ADDICTION, WITHDRAWAL, AND AGGRESSIVENESS IN ADOLESCENCE." Agora International Journal of Juridical Sciences 9, no. 2 (July 28, 2015): 43–50. http://dx.doi.org/10.15837/aijjs.v9i2.2033.
Повний текст джерелаАнотація:
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
4
Flechner, Silvia. "On aggressiveness and violence in adolescence." International Journal of Psychoanalysis 86, no. 5 (October 2005): 1391–403. http://dx.doi.org/10.1516/610e-4ktx-cyph-3fb2.
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5
Gallarin, Miriam, Barbara Torres-Gomez, and 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, no. 4 (February 19, 2021): 2034. http://dx.doi.org/10.3390/ijerph18042034.
Повний текст джерелаАнотація:
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, and Esther Rubio. "Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence." International Journal of Environmental Research and Public Health 16, no. 24 (December 12, 2019): 5079. http://dx.doi.org/10.3390/ijerph16245079.
Повний текст джерелаАнотація:
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, no. 2 (February 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, no. 1 (February 2, 2021): 18–28. http://dx.doi.org/10.38140/ijspsy.v1i1.614.
Повний текст джерелаАнотація:
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, and Kseniya Olegovna Veshchikova. "The relationship of leadership abilities with the aggressiveness of adolescents." Психолог, no. 4 (April 2023): 38–61. http://dx.doi.org/10.25136/2409-8701.2023.4.43550.
Повний текст джерелаАнотація:
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, and Siti Hafsah Budi Argiati. "HUBUNGAN RELIGIUSITAS TERHADAP AGRESIVITAS REMAJA DI MADRASAH ALIYAH ASSALAAM TEMANGGUNG." JURNAL SPIRITS 3, no. 1 (April 15, 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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Khusnutdinova, Rezida R., and Nailya G. Khakimova. "Comparative analysis of psychological characteristics of representatives of different adolescent subcultures." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences, no. 3 (October 2020): 127–42. http://dx.doi.org/10.17673/vsgtu-pps.2020.3.8.
Повний текст джерелаАнотація:
The article discusses the psychological characteristics of adolescence. In order to manage the process of socialization of adolescents and build a prevention line, knowledge of the school environment is necessary. The most common subcultures in the adolescent environment are highlighted. A comparative analysis of the psychological characteristics of adolescents belonging to different subcultures is carried out. Differences in self-assessment of interpersonal relationships, motivation for affiliation, aggressiveness and socio-psychological adaptation among adolescents were revealed.
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Hutteman, Roos, Jaap J. A. Denissen, Jens B. Asendorpf, and Marcel A. G. van Aken. "Changing dynamics in problematic personality: A multiwave longitudinal study of the relationship between shyness and aggressiveness from childhood to early adulthood." Development and Psychopathology 21, no. 4 (October 14, 2009): 1083–94. http://dx.doi.org/10.1017/s0954579409990058.
Повний текст джерелаАнотація:
AbstractThe present longitudinal study investigated cascade effects linking the longitudinal trajectories of shyness and aggressiveness between age 4 and 23 and individual differences in this longitudinal relationship. Results demonstrated that there were cascade effects from shyness to adjacent measures of aggressiveness at three moments in time, and that the dynamics of these relationships changed over time. Children who were shy at age 6 became less aggressive at age 7 and the same effect was found between age 8 and age 10. From adolescence to early adulthood, the direction of the relationship changed and shy adolescents at age 17 became increasingly aggressive 5 years later. Interindividual differences were found in the latter cascade effect in that shyness at age 17 only predicted an increase in aggressiveness at age 23 for adolescents receiving low levels of support from their parents and for adolescents spending little time in part-time work. Together, findings suggest the importance of examining the development of normal variations in personality and personality disorders from a developmental perspective and taking into account person–environment interactions.
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Onik Pratidina, Putu Ayu, Adijanti Marheni, and Marselius Sampe Tondok. "Peran Kontrol Diri sebagai Mediator Hubungan Komunikasi Efektif Orang Tua Remaja dengan Agresivitas Remaja." Psikologika: Jurnal Pemikiran dan Penelitian Psikologi 27, no. 1 (July 25, 2022): 73–88. http://dx.doi.org/10.20885/psikologika.vol27.iss1.art6.
Повний текст джерелаАнотація:
Aggressiveness is one of the most critical problems in adolescents in their relationships with other people. Various factors that influence adolescent aggressiveness include effective parent- adolescent communication and self-control. However, there is still limited research examining the effect of effective parent-adolescent communication on adolescent aggressive behavior, especially mediated by self-control. This study aimed to determine the effect of effective parent-adolescent communication on adolescent aggressiveness mediated by self-control. The participants of this study were 228 high school students, middle adolescence (15-18 years). Data were collected using the Parent-Adolescent Effective Communication Scale, Aggressiveness Scale, and Self-Control Scale. The hypotheses were tested using mediation analysis using the JASP statistical program. The results showed that self-control partially mediated the relationship between effective parent-adolescent communication on adolesent aggressiveness. Furthermore, parents’ communication with adolescent girls was more likely to be open than with boys. These results can be a reinforcement that effective parent-adolescent communication plays an important role in the development of a child from an early age because it supports the development of self-control and behavior of children.
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Arinin, Anatoly Nikolaevich, and Lyubov Andreevna Aleksandrova. "The Correlation Between the Types of Family Education and Aggressiveness in Adolescence." Development of education 4, no. 3 (September 25, 2021): 29–38. http://dx.doi.org/10.31483/r-98776.
Повний текст джерелаАнотація:
This article analyzes the correlation between the type of family education and the manifestation of aggressive behavior in adolescence. The relevance of this study is determined by the influence of family education on the development of aggressive behavior of a teenager, as a result of which this is one of the most acute problems today. The aim of the study is to identify and study aggression in adolescents, as well as to establish the relationship between family education and aggression in adolescents. It is hypothesized that there is a connection between the aggression of adolescents and the type of family education. Materials and methods of research. The study involved students of 9 «B» in the number of 30 teenagers aged 14–15 years, including 15 boys and 15 girls. The stages and a set of psychological techniques are described. The results of the study showed that 66.7% (20 parents) have violations in family education. This number includes parents who have destructive and mixed types of family interaction, adolescents have a high and average level of aggression, of which 30% (9 adolescents) are boys and 36.7% (11 adolescents) are girls. Moreover, the level of aggressiveness is more pronounced in young men. Based on this, we can say that young men are more affected by the inharmonious style of family education. We found that the assumption that there is a link between the aggressiveness of adolescents and the type of family upbringing was confirmed. It is necessary to understand that what is laid down in the family is the determining reason for the development of a system of values and a culture of human relationships.
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Ulfa, Desy Maria, Mujidin Mujidin, and Ahmad Muhammad Diponegoro. "Football Fan Aggression: The Role of Democratic Parenting and Emotion Regulation." Jurnal Psikologi TALENTA 8, no. 1 (October 2, 2022): 59. http://dx.doi.org/10.26858/talenta.v8i1.36565.
Повний текст джерелаАнотація:
This study aims to empirically examine the relationship between democratic parenting and emotion regulation with the aggressiveness of soccer fans. The research subjects were students of class XI SMA Negeri 1 Sleman, totalling 71 students. The Likert model scale is the main instrument to obtain data on aggressiveness, democratic parenting, and emotion regulation. The data was then analyzed using multiple regression with the SPSS V26 program. The analysis results show that simultaneously there is a very significant relationship between democratic parenting and emotion regulation with aggressiveness (R = 0.604 with a sig. 0.000). While partially, democratic parenting with aggressiveness and emotion regulation with aggressiveness proved to have a very significant negative relationship (partial = -0.460 with sig. 0.000 level and partial = -0.315 with sig. 0.008). The contribution of democratic parenting to aggressiveness is more dominant (24%) than the contribution of emotion regulation to aggressiveness (12.4%). In conclusion, democratic parenting as an external factor from the family environment plays a vital role in controlling children's behaviour in adolescence (aggressiveness) than factors originating from within the child (emotion regulation).
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Voronkova, I. V., and N. S. Chernyaev. "The Correlation between Verbal Aggression and the Use of Youth Slang in Older Adolescence." Вестник практической психологии образования 20, no. 2 (July 14, 2023): 79–86. http://dx.doi.org/10.17759/bppe.2023200206.
Повний текст джерелаАнотація:
<p>The article presents the results of a study of the correlation between verbal aggression and the intensity of the use of youth slang by adolescents aged 14-16. The study involved 60 subjects. Methods were used: a questionnaire (an author’s questionnaire that allows you to determine the intensity of the use of youth slang) and the method “Types of aggressiveness” (L.G. Pochebut, 2012; based on A. Buss, A. Durkey, 1957), which allows you to identify the level of verbal aggression in older adolescents. The hypotheses tested were: there is a correlation between verbal aggression and the use of youth slang in older adolescence; the intensity of the use of youth slang affects the level of verbal aggression in older adolescence; the more intense the use of youth slang, the higher the level of verbal aggression in older adolescence. The hypothesis of the study was confirmed: it was noted that adolescents who intensively use youth slang in their speech demonstrate a higher level of verbal aggression; adolescents who do not use youth slang have a low level of verbal aggression.</p>
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Dormidontov, Roman A. "Diagnosis and prevention of the risk of suicidal behavior among adolescent students in an educational organization." Psychological-Pedagogical Journal GAUDEAMUS 22, no. 3 (2023): 50–61. http://dx.doi.org/10.20310/1810-231x-2023-22-3-50-61.
Повний текст джерелаАнотація:
Russia is one of the ten states with high suicidal activity of the population. Adolescence and early adolescence are traditionally considered as periods of manifestation of suicidal attempts and completed suicides, which determines the need to identify the psychological determinants of personality to prevent and correct the risk of suicidal behavior students. We carried out a psychological study of suicidal tendencies and predisposition to self-destructive behavior in early adolescence; formed an experimental group of students based on the screening of students with a high risk of suicidal behavior. The propensity for risky and suicidal behavior, as well as such qualities as aggressiveness, social dependence, anxiety, self-esteem at the ascertaining and control stages were studied. The revealed in the study data on suicidal tendencies and predisposition to destructive behavior in people of early adolescence complement the theoretical and empirical ideas about this phenomenon. A complex combination of a high level of aggressiveness, personal anxiety, social dependence and inadequacy of self-esteem in the structure of suicidal tendencies and a predisposition to destructive behavior in people of early adolescence has been reliably identified. The results obtained are important for the development of preventive measures, competent and reasonable construction of psycho-correctional and psychotherapeutic work with this category of students.
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Kuznetsova, S. O., and A. Abramova. "Psychological features of aggression in adolescence." Psychological-Educational Studies 6, no. 1 (2014): 100–107. http://dx.doi.org/10.17759/psyedu.2014060112.
Повний текст джерелаАнотація:
We present the results of empirical study of the psychological characteristics of aggression and frustration response in adolescents with different types of socialization. We describe the qualitative and quantitative aspects of aggression in adolescence. We show the nature of the relationship of a aggressiveness features with type of socialization in adolescents. The described study involved 125 male adolescents aged 13-14 years, enrolled in the VIII grade (56 cadets and 69 students). We used methods of testing, survey, subjective scaling. In cadets, we found elevated rates of aggression and hostility, the prevalence of physical aggression, high scores on Irritation, Verbal aggression and Suspicion, as well as the prevalence in situations of frustration of extrapunitive reactions with “fixation on self-defense”. In the group of students of secondary school, the levels of aggression and hostility an on upper limit of test norms, impunitive reactions, indirect aggression, guilt, constructive reaction with “fixation on meeting needs” prevail.
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Gallarin, Miriam, and Itziar Alonso-Arbiol. "Parenting practices, parental attachment and aggressiveness in adolescence: A predictive model." Journal of Adolescence 35, no. 6 (December 2012): 1601–10. http://dx.doi.org/10.1016/j.adolescence.2012.07.002.
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Ghrissi, F., F. Fekih-romdhane, M. Stambouli, B. Abassi, and M. Cheour. "A case-control study of aggressiveness in adolescents with schizophrenia family history." European Psychiatry 66, S1 (March 2023): S1068. http://dx.doi.org/10.1192/j.eurpsy.2023.2268.
Повний текст джерелаАнотація:
IntroductionViolence is a common behavioral and health concern among adolescents, aged 12 to 18 years old. In fact, aggressiveness may result in severe outcome in a critical age characterised by biological, psychological, and social changes. Schizophrenia is a severe and chronic condition, with elevated level of aggressiveness. Since unaffected biological relatives of schizophrenia patients share similar though less severe neurocognitive and behavioral abnormalities seen in their affected relatives, they are at increased risk of violence mainly during adolescence. However, studies including adolescents with schizophrenia first degree history are scarce.ObjectivesThe aim of this survey was to evaluate the aggressiveness among unaffected adolescents with fist degree family history of schizophrenia and in a control group of adolescents with no family psychiatric history.MethodsIn this purpose wo conducted a case-control cross sectional study in Razi hospital during three months: from July to September 2022. Unaffected adolescents aged 12 to 18 whom first-degree relatives were diagnosed with schizophrenia according to DSM-5 criteria were included. Adolescents with psychiatric conditions or medical affections associated with psychiatric presentation were not included. Control group was selected amongst the population. Sociodemographic data were collected on a preestablished questionnaire and the following scales were used: The Life History of Aggression LHA, an 11 items self-reported tool, in the Arabic version, The Aggression Questionnaire AQ which is a 29 items self-reported scale in Arabic version. Written informed consent was obtained from the legal tutor of each adolescent.ResultsResults of this survey are ongoing.ConclusionsResults of this survey are ongoing.Disclosure of InterestNone Declared
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E.T., Kazdokhova, Nogerova M.T., and Taukenova L.M. "PSYCHOLOGICAL AND PEDAGOGICAL CORRECTION OF AGGRESSIVE BEHAVIOR IN ADOLESCENCE." “Educational bulletin “Consciousness” 23, no. 7 (July 30, 2021): 19–26. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-7-19-26.
Повний текст джерелаАнотація:
The article is devoted to the problem of prevention and correction of aggressive behavior in adolescents. The increased aggressiveness of adolescent children is one of the most acute problems not only for teachers and psychologists, but also for society as a whole. The growing wave of juvenile delinquency and the increase in the number of children prone to aggressive forms of behavior shed light on the task of studying the psychological conditions that cause these dangerous phenomena. The study of aggressiveness in adolescence is especially important when this characteristic is in the stage of formation and when modern corrective measures can still be taken. The main vectors of development of the modern science of aggressive behavior are identified, the main causes of deviations are determined, and a comparative analysis of works on the prevention of aggressive behavior is carried out. For most children, some form of aggression is typical. However, it is well known that in a certain category of childhood, aggression as a permanent form of behavior not only persists, but also develops, making it a constant human quality. As a result, the adolescent's production potential decreases, his ability to communicate at a high-level decrease, and his personal development is distorted. It has been proved that the key factor in the prevention and correction of aggressive behavior should be, firstly, the family as the primary and most important institution for the formation of identity, and secondly, the pedagogically, psychological and so sociological controlled environment of educational institutions, which serves as a condition for the socialization and personal development of children and adolescents. Important questions remain open regarding the nature and origin of the aggression. The urgency of this problem determined the formulation of the topic of our research «Psychological and pedagogical correction of aggressive behavior in adolescence”.
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Nakonechna, Maria, and Svitlana Zheliezniak. "The psychological correlates of intersubjectivity in early adolescence." Journal of Educational Sciences & Psychology 11 (73), no. 1 (2021): 144–52. http://dx.doi.org/10.51865/jesp.2021.1.13.
Повний текст джерелаАнотація:
The topicality of the investigated problem is connected with the necessity to study the positive, constructive aspects of human nature. The concept of intersubjectivity suggests that interpersonal communication can facilitate mutual growth and development of the interaction participants. This leads us from studying the personal traits to the investigation of interpersonal processes. The research aimed to investigate the interconnections of intersubjectivity with intellectual development, aggressiveness, self-image, and the sociometric status among adolescents empirically. The negative correlational link was found between the level of intellectual development and self-image, which can be understood through the concept of critical thinking, as an intellectually developed adolescent can be critical towards him/herself, and it can result in law self-image.
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Камалиев, Д. М., А. С. Ракишева, Ж. И. Самсонова, and Р. А. Жетеева. "AGGRESSION AMONG ADOLESCENTS AND ITS PREVENTION." Vestnik, no. 1 (June 17, 2021): 97–99. http://dx.doi.org/10.53065/kaznmu.2021.30.91.022.
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В нашем исследовании изучена подростковая агрессивность и причины ее проявления, проведен анализ изученной литературы, изучены степени и проявления агрессии в подростковом возрасте школьников 7-8 классов и осужденных исправительного учреждения, проанализированы результаты исследования, выстроены правила подавления агрессивного поведения и даны рекомендации подросткам, родителям, педагогам. In our study, we studied adolescent aggressiveness and the causes of its manifestation, analyzed the literature, studied the degree and manifestations of aggression in adolescence of schoolchildren of grades 7-8 and convicts of correctional institutions, analyzed the results of the study, built the rules for suppressing aggressive behavior and gave recommendations to adolescents, parents, teachers.
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Heizomi, Haleh, Mohammad Asghari Jafarabadi, Kamiar Kouzekanani, Hossein Matlabi, Mansour Bayrami, Vijay Kumar Chattu, and Hamid Allahverdipour. "Factors Affecting Aggressiveness among Young Teenage Girls: A Structural Equation Modeling Approach." European Journal of Investigation in Health, Psychology and Education 11, no. 4 (October 30, 2021): 1350–61. http://dx.doi.org/10.3390/ejihpe11040098.
Повний текст джерелаАнотація:
Adolescence is a period of transition for developmental and social domains that may also be accompanied by behavioral problems. Aggressive behavior may be a mental health concern for young teens and is defined as a behavioral and emotional trait that may be distressing for others. This study aimed to understand the factors associated with aggressiveness among young teenage girls. A cross-sectional study was conducted among a sample of 707 female middle school-aged students using multistage random sampling in Tabriz, Iran. The variables of interest were aggressiveness, general health status, happiness, social acceptance, and feelings of loneliness. Structural equation modeling was employed to analyze the data. Low parental support, low satisfaction with body image, high sense of loneliness, and lower perceived social acceptance were found to be the factors influencing aggressiveness. The current study found that the school environment, home environment, individual and interpersonal factors all play a part in aggressiveness. As a result, the contributing elements must be considered when creating and executing successful interventions to improve this population’s psychological well-being.
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Chebykin, Oleksii, Olena Kosianova, and Irina Voloshina. "RESEARCH ON AGGRESSIVENESS WITH ATTITUDES TO YOUR AND OTHER PEOPLE'S DECEPTION IN ADOLESCENCE." Science and Education 2019, no. 3 (March 2019): 14–20. http://dx.doi.org/10.24195/2414-4665-2019-3-3.
Повний текст джерелаАнотація:
The article deals with the problem of aggression in adolescence in the correlation with various types of deception. The use of techniques of I. P. Shkuratova ("Types of deception", "Attitude to other people`s deception", "Attitude to your deception"), Buss-Durkey Inventory intended for diagnosing aggressive and hostile reactions that allowed to identify significant positive correlation between all indicators of aggression and types of deception. It is determined that in both groups there is almost the same attitude towards other people`s deception. Thus, representatives of high and low levels of aggressiveness demonstrate an uncensorious attitude to etiquettical deception, pious fraud, fraud-fantasy, which are recognized as socially acceptable. It is established that people with a high level of aggression choose a competitive style of behavior, which is manifested in the control of the opponent's actions, pressure by all available means, the use of deception, cunning, insults, etc. Pepople with a low level of aggression tend to use avoidable and adaptive types of behavior, which are characterized by constant compliance with the requirements of the enemy, the desire to please everyone, avoiding offense, indecision in critical situations.
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Ruiz Gonzalez, E. P., F. Delgado Sanchez, M. Muñoz Argel, P. Grasso Imig, and M. García Castañeda. "Empathy and aggressive behavior from teenagers in educative institutions in Monteria, Colombia." European Psychiatry 65, S1 (June 2022): S70. http://dx.doi.org/10.1192/j.eurpsy.2022.221.
Повний текст джерелаАнотація:
Introduction According to the World Health Organization (2016), adolescence is one of the most important transitional steps in the life of a human being, recognized by an accelerated rate of growth and changes in behavior. Adolescents from Colombia have reached this step, immersed in a context with a history of social, interpersonal and economic violence. In this sense, study of constructs such as empathy and aggressive behaviors are crucial to appease a healthy school coexistence and thus, contribute to a peace cultur Objectives Analyze the relationship between empathy and aggressive levels from adolescents. Methods This study was done through a cross-sectional study of correlational scope in 240 (N= 240) students. The Prosocial Behavior Questionnaire developed by Martorell and Gonzalez (1922) and the Aggressive questionnaire, developed by Buss and Perry (1992) were applied. The first one was used to measure empathy and the latter to appraise aggressiveness. Results There was evidenced of adequate levels of empathy and a great percentage of medium levels of verbal and physical aggressiveness. (Graph 1). In addition, there was a significant statistical correlation of negative magnitude between these variables (Table 1). Conclusions It was concluded that the higher the optimal levels of empathy, the lower the aggressive behavior presented by teenagers. Disclosure No significant relationships.
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Ghrissi, F., F. Fekih-romdhane, M. Stambouli, B. Abassi, and M. Cheour. "Aggressiveness and emotion dysregulation among adolescents first degree relatives of schizophrenia patients." European Psychiatry 66, S1 (March 2023): S1068. http://dx.doi.org/10.1192/j.eurpsy.2023.2267.
Повний текст джерелаАнотація:
IntroductionSchizophrenia is a severe debilitating condition, with elevated level of aggressiveness reaching 33% in a large sample of patients. Unaffected biological relatives of schizophrenia patients share similar though less severe neurocognitive and behavioral abnormalities seen in their affected relatives. Recent findings demonstrates that first degree relatives of schizophrenia patients are at increased risk of violence and aggressive behavior, especially during adolescence, with poor outcome. Besides, adolescents aged from 12 to 18 years old, may experience aversive and overwhelming emotions difficult to regulate due to immaturity of neuronal networks. There are evidence of an association of emotion dysregulation and violent conduct among youth. However, to our knowledge, studies among first degree relatives of psychotic patients were not performed.ObjectivesThe aim of this study was to evaluate the aggressiveness and emotion dysregulation among unaffected adolescents with fist degree family history of schizophrenia and to investigate the association linking these two entities.MethodsIn this purpose wo conducted a cross sectional descriptive study in Razi hospital during three months: from July to September 2022. Unaffected adolescents aged 12 to 18 whom first-degree relatives were diagnosed with schizophrenia according to DSM-5 criteria were included. Adolescents with psychiatric conditions or medical affections associated with psychiatric presentation were not included. Sociodemographic data were collected on a preestablished questionnaire and the following scales were used: The Life History of Aggression LHA, an 11 items self-reported tool, in the Arabic version, The Aggression Questionnaire AQ which is a 29 items self-reported scale in Arabic version and the The Emotion Regulation Questionnaire (ERQ), a 10 items self-reported measure rated on a likert scale, in the validated Arabic version. Written informed consent was obtained from the legal tutor of each adolescent.ResultsResults of this survey are ongoing.ConclusionsResults of this survey are ongoing.Disclosure of InterestNone Declared
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Карпунина, Д. С. "Aggressive behavior as a factor influencing personality behavior in adolescence." International Journal of Medicine and Psychology 7, no. 2 (March 28, 2024): 120–25. http://dx.doi.org/10.58224/2658-3313-2024-7-2-120-125.
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в данной статье проведён анализ проявления агрессивности в подростковый период, так как именно тогда она достигает своего пика. Агрессивное поведение и внутренняя организация подростка тесно взаимосвязаны друг с другом. Поэтому анализ агрессивности в этих периодах имеет огромное значение для коррекции и профилактики поведения. Автор статьи поставил задачу изучить динамику агрессивности в подростковом и юношеском возрастах, что является важным шагом в разработке стратегий, направленных на контроль и предотвращение острых форм агрессии. В статье проводится тестирование в двух классах двух разных профилей подготовки. Опросник Басса-Дарки определяет общий индекс агрессии и индекс враждебности. Тест Бимана Филипса устанавливает основные школьные тревожности, которые беспокоят учеников. В статье по результатам теста проводится анализ, на основании которого формируются экспериментальные и контрольные группы. Делается вывод о том, что чувство обиды влияет на детскую агрессию. В то время, как страх самовыражения и страх ситуации проверки знаний отражается на тревожности детей. this article analyzes the demonstration of aggressiveness during adolescence, since it is then that it reaches its peak. Aggressive behavior and the internal organization of a teenager are closely interconnected. Therefore, analysis of aggressiveness in these periods is of great importance for the correction and prevention of behavior. The author of the article sets the task of studying the dynamics of aggression in adolescence and youth, which is an important step in developing strategies aimed at controlling and preventing acute forms of aggression. In the article we conduct testing in two classes of two different training profiles. The Bass-Darki questionnaire determines the general aggression index and the hostility index. The Beeman Phillips Test identifies the main school anxieties that concern students. In the article, an analysis will be carried out based on the test results, on the basis of which experimental and control groups are formed. It is concluded that feelings of resentment influence children's aggression. While the fear of self-expression and the fear of the situation of testing knowledge is reflected in the anxiety of children.
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Shcherban, Tetiana, Iryna Bretsko, and Viktoriya Varna. "Features of aggressive behavior in adolescent age." Social work and education 9, no. 3 (September 30, 2022): 422–33. http://dx.doi.org/10.25128/2520-6230.22.3.8.
Повний текст джерелаАнотація:
The problem of aggression and aggressive behavior in science becomes relevant when society is going through critical periods of development. The article examines problems and peculiarities in the school environment, namely in adolescence. The causes of aggression among teenagers are considered. The study of adolescent aggression has been described. The characteristic influence of relatives on the development of aggression in adolescent children has been analyzed. It has been revealed how an adult's aggression at home can affect a child's life. The topic of the social context that generates aggression has been problematized. The problem of aggression between teenagers has been studied more deeply. The study was aimed at the relationship between reducing the already high level of aggressiveness in the behavior of adolescents, the level of self-esteem and the type of upbringing in the family. In the course of the study, conclusions were drawn, and it turned out that in adolescence, the high level of aggression characteristic of children with emotional vulnerability is directly related to their fragile self-image.
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Meyer, Neele, Julia Jenikejew, S. Helene Richter, Sylvia Kaiser, and Norbert Sachser. "Social experiences during adolescence affect anxiety-like behavior but not aggressiveness in male mice." Behavioural Brain Research 326 (May 2017): 147–53. http://dx.doi.org/10.1016/j.bbr.2017.03.017.
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Willhelm, Alice Rodrigues, Anderson Siqueira Pereira, Fernanda Rasch Czermainski, Marlene Nogueira, Daiane G. Levandowski, Rafael Bohn Volpato, and Rosa Maria Martins de Almeida. "Aggressiveness, Impulsiveness, and the Use of Alcohol and Drugs: Understanding Adolescence in Different Contexts." Trends in Psychology 28, no. 3 (July 8, 2020): 381–98. http://dx.doi.org/10.1007/s43076-020-00022-6.
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Lucia, Seri, and Montebarocci Ornella. "The Importance of Mental Functions and Autobiographical Memory in the Development of Identity and Life Story in Adolescence: Their Role in Preventing Identity Diffusion, Aggressiveness And Depression Among Adolescents." Journal of Child and Adolescent Psychiatry 1, no. 3 (February 3, 2024): 1–18. http://dx.doi.org/10.14302/issn.2643-6655.jcap-24-4898.
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The structuring of one’s own identity is a fundamental and demanding evolutionary task of adolescence. The positive resolution of this task, that is the acquisition of a healthy and integrated identity, is closely linked to adolescents’ ability to develop one’s own Life Story, namely an internalized and evolving self-story. The structuring of one’s own identity, which is the foundation of positive development, requires adolescents to develop a good level of mental functioning and access to autobiographical memory. This work aims to deepen the importance of mental functions and autobiographical memory in the development of adolescents’ identity and life story and, accordingly, in preventing identity diffusion, aggressiveness and depression among adolescents. Specifically, given their relevance in relation to this, it has been decided to examine the mental functions of 1) Differentiation and Integration, 2) Mentalization and Reflexive function and 3) Meaning and directionality and the Self defining memories, a particular class of autobiographical memories.
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Davidova, Ludmila N., and Kirill N. Firsov. "Specifics of Teenagers’ Aggressive Behavior in Extracurricular Team and Game Activity." Integration of Education 24, no. 1 (March 31, 2020): 144–58. http://dx.doi.org/10.15507/1991-9468.098.024.202001.144-158.
Повний текст джерелаАнотація:
Introduction. Behavioral stereotypes learned in adolescence in the absence of self-control skills of aggressive behavior can lead to the formation of a stable destructive model of younger generation’s behavior, which destructively affects society. The purpose of the article is to study the specificity of manifestation of adolescents’ aggressive behavior in after-school team-game activities. The relevance of the article is determined by the significance of manifestations of adolescents’ aggressive behavior for the formation of selfcontrol skills of aggressive behavior and their insufficient knowledge of extracurricular team-game activities. Materials and Methods. The study was conducted on the basis of a survey aimed at identifying the patterns of adolescents’ aggressive behavior. To study the problem, a stating experiment was carried out, in which 456 teenage schoolchildren took part. The results were processed using the Kolmogorov – Smirnov criterion and the Mann – Whitney criterion. The calculations were performed using the IBM SPSS Statistics 21 software. Results. The findings showed that, compared with peers, adolescents participating in extracurricular teamgame activities have more evident indicators of physical, indirect aggression and negativity. The level of aggressiveness index, irritability and suspicion in the studied adolescents was lower compared to adolescents not involved in extracurricular activities. Differentiation of the characteristics of adolescents’ aggressive behavior in extracurricular team-game activities was revealed. Compared to their peers, teenage boys engaged in team-game activity showed lower values of the aggressiveness index, they are less irritable, suspicious and hostile, but they demonstrate greater physical aggression, including in its direct form. In turn, adolescent girls engaged in team-game activities are more likely to show physical and indirect aggression, negativity and resentment, and also show lower values of the index of aggressiveness and suspicion, they are less likely to show verbal aggression, but the degree of expression of direct verbal aggression is slightly higher among peers. Discussion and Conclusion.The performed study advocated the concept of specificity of adolescents’ aggressive manifestations in extracurricular team-game activities. The obtained results contribute to the development of the theory of aggressive behavior. This article may be useful to researchers and practitioners involved in organizing extracurricular activities of schoolchildren at a secondary school, as well as in conditions of socio-cultural recreation.
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Linda Yani, Athi, and Arifa Retnowuni. "Faktor-faktor yang Mempengaruhi Perilaku Agresif pada Remaja yang Tinggal di Pesantren." Journal of Holistic Nursing Science 6, no. 1 (March 9, 2019): 36–43. http://dx.doi.org/10.31603/nursing.v6i1.2406.
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Adolescence can be said to be a period of storm and stress, which is characterized by disequilibrium or imbalance of attitudes and emotions, which makes adolescents easily change, fluctuate, and uncertain. Adolescence is also a period of transition where at that time it was necessary to adjust from childhood to adulthood. Adolescents who have not been able to solve the problems experienced will lead to prolonged conflict, the inability to face existing problems can cause frustration and bring up aggressive reactions. The purpose of this study is to find out the factors related to the aggressiveness of adolescents who live in the boarding school. This study uses a descriptive correlation design using a cross sectional approach. The study was conducted in Islamic boarding schools with a sample of 150 santri. The sampling technique used was proportionate stratified random sampling. The measuring instrument used is a questionnaire that has been tested for validity and reliability. This study uses univariate and bivariate analysis using chi-square test. The results of the study revealed that there was a significant effect (P value <0.05) between parenting (p value = 0.000), and the aggressive behavior of adolescents in boarding schools. And there was a significant effect (P value <0.05) between peers (p value = 0.003), with the aggressive behavior of adolescents in boarding schools. The environment has a large influence on adolescent behavior. With the imitation process they learn to do the same thing as they can witness with their aggressive behavior.
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Levkova, Irena. "Influence of Parental messages on the aggressiveness of teenagers." Journal of Education Culture and Society 9, no. 1 (June 27, 2018): 50–63. http://dx.doi.org/10.15503/jecs20181.50.63.
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Aim. The aim of the study is to find what Parental messages (PM) modern Bulgarian teenagers receive in the process of important social and cultural changes in the post-totalitarian society and which ones are ‘responsible’ for the growing aggression in and outside schools. The Parental Messages are statements to the younger generation made by the parents that are transmitted in the socio-psychic and the sociocultural space as undisputable rules, pieces of wisdom and values, i.e. they form both the content of the Parent Ego state and the sociocultural Parent governing the behaviour and the attitude of the people.
Methods. We chose 64 commonly known in the Bulgarian sociocultural space statements which were presented to 284 teenagers aged 14-18 to find out what messages the contemporary teenagers receive from their parents. Then we chose 40 of the teenagers and in addition we tested them with the Buss-Durkee inventory. The Parental messages received by the aggressive and the non-aggressive teenagers were compared.
Results. The study found significant differences in the Parental messages received by the two groups which is a premise for different content of the Parent Ego state and different behavior of the two groups.
Conclusions. The results obtained so far lead to the conclusion that the Parental messages the aggressive adolescents were given from their parents in childhood and continue to be given during adolescence take the form of the content of the Parent Ego state and in this case a Parent who is able to directly realise itself in aggressive behaviour because this is the behaviour which is ‘allowed’ by the parents (mainly by the fathers). Parents teach their children to be aggressive, though they are not likely to fully realise that.
Originality. A study with the author’s own methodology (questionnaire about the Parental Messages) was conducted among teenagers and the results were compared to the results from the Buss-Durkey inventory.
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Zvereva, N., and M. Zvereva. "Features of interconnection between temperament, self-esteem and aggressiveness in adolescents with mental and somatic pathology." European Psychiatry 64, S1 (April 2021): S217. http://dx.doi.org/10.1192/j.eurpsy.2021.578.
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Introduction Adolescence can manifest different in norm and in illness. It’s important to find common characteristics of adaptation with different types of ontogenesis, or leading manifestations of diseaseObjectivesThree adolescence (boys&girls) sample: normal – 22, middle age 16, cardio pathology – 7, middle age 16, psychopathology – 12, middle age 15MethodsDirect self-esteem by Dembo-Rubinstein (DR) test and indirect self-esteem by color attitude test by Etkind (CAT), Structure of Temperament Questionnaire (STQ-77), Buss-Perry Aggression Questionnaire (BPAQ).ResultsSignificant differences (criteria Kruskal–Wallis) were obtained on scales BRAQ “Hostility” (H= 8.430, p<0.015), “Common aggression” (H= 8.347, p<0.015), STQ-77 “Physical Endurance” (H= 9.895, p<0.007), “Physical Tempo” (H= 8.579, p<0.014), “Social Endurance” (H= 7.902, p<0.019), “Social Tempo” (H= 7.736, p<0.021), “Plasticity” (H= 7.797, p<0.020), “Self-confidence” (H= 7.157, p<0.028), “Neuroticism” (H= 8.179, p<0.017); gaps DR-CAT for scales “Health” (H= 12.330, p<0.002), “Happiness” (H= 7.296, p<0.026). Pearson correlation coefficient between STQ-77, BRAQ and Gaps DR-CAT found in normal group: Gap DR-CAT “Health” – STQ-77 “Physical Endurance” (r=-.508, p<0.05), Gap DR-CAT “Smart” - STQ-77 “Intellectual Endurance” (r=-.521, P<0.05), Gap DR-CAT “Happiness” – BRAQ “Hostility” (r=.528, p<0.05), Gap DR-CAT “Happiness” - STQ-77 “Impulsivity” (r=.432, p<0.05), “Neuroticism” (r=.539,p<0.01). Correlation was founded in cardio pathology group: Gap DR-CAT “Smart” – BRAQ “Physical aggression” (r=.857, p<0.05), “Anger” (r=.842,p<0.05), “Common aggression” (r=.860,p<0.05), Gap DR-CAT “Happiness” – BRAQ “Physical aggression” (r=.826,p<0.05), “Anger” (r=.773,p<0.05), “Common Aggression” (r=.787,p<0.05). For psychopathology wasn’t found correlations.ConclusionsComparative study of personality traits of adolescents with different types of ontogenesis (normotypical, mental, cardio pathology) is important for evaluating their adaptation and determining targets of psychotherapeutic work.
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Sorokoumova, Galina. "TEACHING SOCIALLY ACCEPTABLE FORMS OF ACHIEVING SOCIAL SUCCESS AS PREVENTION OF ADOLESCENT BULLYING." Child in a Digital World 1, no. 1 (2023): 121. http://dx.doi.org/10.61365/forum.2023.098.
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The article discusses the system of bullying prevention: levels, institutions and methods of prevention. Special attention is paid to the fi rst level of prevention: the formation of public rejection of any violence, “social immunity” to bullying, trusting and constructive relationships between participants in the educational process, teaching socially acceptable forms of achieving social success. It also describes the study of the possibility of teaching adolescents socially acceptable forms of achieving social success and the infl uence of the formative program on reducing aggression and increasing self-confi dence as a way of prevention to adolescent bullying. Materials and methods. The study was conducted in . To diagnose personal qualities at the ascertaining and control stages of the study, we used the V.G. Romek self-confi dence test and the aggressiveness test (L.G. Pochebut questionnaire). At the formative stage, teenagers were taught socially acceptable forms of achieving social success. The results of the diagnostics of the studied personal qualities in the form of average level indicators (ALI) before and after participation in the formative training program for socially acceptable forms of achieving social success of EG adolescents in comparison with the indicators of CG adolescents showed positive changes in self-confi dence, social courage and initiative; a signifi cant decrease in all indicators of aggressiveness of EG adolescents under the infl uence of socially acceptable forms of learning social success. Discussion and Conclusions. The developed and implemented forms of achieving social success have shown high effi ciency and confi rmed the fundamental possibility of replacing the mechanisms of bullying development with adaptive and socially acceptable forms of social success in adolescence, affecting the effective prevention of adolescent bullying.
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Kara, Zhanna, and Liudmila Kruteleva. "PERSONALITY TRAITS AND MODELS OF COPING BEHAVIOR OF ADOLESCENTS IN A SITUATION OF UNCERTAINTY IN THE DIGITAL SPACE." Child in a Digital World 1, no. 1 (2023): 130. http://dx.doi.org/10.61365/forum.2023.106.
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Today the child is included in the digital space almost from the very birth: the variety of gadgets, the easy accessibility of the Internet and other means of mass communication switch the child’s consciousness from the real to the virtual world. In this case, the digital space is the basis for the development of child mental processes, ethnic and cultural identity, mediating their lives. Adolescence is of particular importance for developing the individual, forming his/her sense-value sphere, working-out behavior patterns. The goal of the research is to study personality traits and models of coping behavior of adolescents in a situation of uncertainty in digital space. The sample involved adolescents aged - (Group ) and adolescents aged - (Group ) who spend three and more hours a day on the Internet. The empirical study included testing (“Individual Typological Children’s Questionnaire” (L.N. Sobchik); “Strategic Approach to Coping Scale” (S.E. Hobfoll adapted by N.E. Vodopyanova, E.S. Starchenkova)) and statistical data processing. Results of the research show that adolescents of Group tend to emphasize their problems (p=.) and use the passive model of coping behavior “Cautious action” (p=.). They have got positive (“Aggravation”-“Aggressive action”, “Aggressiveness”-“Antisocial action”, “Emotiveness”-“Social Joining”, “Emotiveness”-“Instinctive Action”, “Sensitivity”-“Seeking Social Support”) and negative (“Sensitivity”-“Assertive Action”) correlations (p=.). Group has got positive correlations (p=.) on “Aggravation”-“Assertive Action”, “Aggravation”-“Aggressive action”, “Anxiety”-“Social Joining”. Conclusion. Adolescents aged - tend to exaggerate the intensity of their state, any events are of great importance for them. They differ by increased levels of anxiety and aggressiveness. They use such models of coping behavior as “Cautious action”, “Aggressive action” and “Social joining”. Adolescents (-), being immersed in the virtual space, who show rigidity, introversion, and sensitivity, are aimed at social interaction and use “Cautious action”, “Seeking Social Support” and “Social Joining”.
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Perez Fuentes, Mª Carmen, María del Mar Molero, and Mª Mar Simón. "Búsqueda de sensaciones e impulsividad como predictores de la agresión en adolescentes." Psychology, Society, & Education 8, no. 3 (March 2, 2017): 243. http://dx.doi.org/10.25115/psye.v8i3.185.
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RESUMEN: La adolescencia es una etapa, en la que la impulsividad y la búsqueda de sensaciones se presentan como dos factores que confluyen con un amplio abanico de cambios, inherentes al desarrollo adolescente. La impulsividad y la búsqueda de sensaciones han sido frecuentemente vinculadas a comportamientos de riesgo en adolescentes, y especialmente afines a la agresividad. Con el presente trabajo se pretende analizar el valor predictivo de variables relacionadas con la búsqueda de sensaciones y la impulsividad, en relación a la adopción de diferentes formas de agresión (agresión física, agresión verbal, ira y hostilidad), en adolescentes. Para ello, se seleccionó una muestra de 822 alumnos de secundaria, y se aplicaron la Escala de Búsqueda de Sensaciones, la Escala de Impulsividad Estado (EIE) y el Cuestionario de Agresión (AQ). Los resultados obtenidos, evidencian la existencia de correlaciones positivas entre los factores de búsqueda de sensaciones e impulsividad, con respecto a las modalidades de agresión analizadas. Por otro lado, los análisis de regresión múltiple evidencian el valor predictivo de los factores de búsqueda de sensaciones e impulsividad, para las diferentes manifestaciones de la conducta agresiva. Más concretamente, destaca la presencia de los componentes de la impulsividad en los modelos explicativos de la agresión física y verbal, y el factor Atencional como el mejor predictor de la ira y la hostilidad.Palabras clave: Impulsividad, búsqueda de sensaciones, agresión, predictores, adolescentes. Sensation seeking and impulsivity as predictors of aggression in adolescentsABSTRACT: Adolescence is a stage in which impulsivity and sensation seeking are presented as two factors that come together with a wide range of changes inherent to adolescent development. Impulsivity and sensation seeking have often been linked to risky behavior in adolescents, especially related to aggressiveness. With this paper is to analyze the predictive value of variables related to sensation seeking and impulsiveness, in relation to the adoption of different forms of aggression (physical aggression, verbal aggression, anger and hostility) in adolescents. To do this, a sample of 822 high school students were selected, and the Sensation Seeking Scale, the State Impulsivity Scale (EIE) and Aggression Questionnaire (AQ), were applied. The results obtained show the existence of positive correlations between factors of sensation seeking and impulsivity, regarding the modalities of aggression analyzed. On the other hand, multiple regression analysis shows the predictive value of factors sensation seeking and impulsiveness, for the different manifestations of aggressive behavior. More specifically, the presence of components of impulsivity in the explanatory models of physical and verbal aggression, and attentional factor, as the best predictor of anger and hostility.Keywords: Impulsiveness; sensation seeking; aggression; predictors; adolescents.
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Cho, Mi-Kyoung, Miyoung Kim, and Gisoo Shin. "Effects of Cyberbullying Experience and Cyberbullying Tendency on School Violence in Early Adolescence." Open Nursing Journal 11, no. 1 (August 10, 2017): 98–107. http://dx.doi.org/10.2174/1874434601711010098.
Повний текст джерелаАнотація:
Background: School violence in early adolescence, whose frequency and status have recently changed significantly. Objective: This study attempts to detect the cyber bullying inclination of youth in early adolescence when aggressiveness reaches its peak, to identify school violence, and to develop a school violence prevention program. Method: This study was a survey research, investigating participants who were 470 middle school students in South Korea. For the analysis, independent t-test, one-way ANOVA and hierarchical regression analysis. Results: It is suggested that the school violence victimization experience and cyber bullying infliction experience has an influence in the school violence infliction. And the cyber bullying victimization experience and school violence victimization experience variables exert effects. Conclusion: The results of this study suggest that school nurses who are connecting to the community-school-home should take an active part in the development of school violence mediation education program, considering the cultural characteristics of the country.
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Baek, Won-Dae, and Kyung-Hyun Suh. "Mediating Effects of Aggressiveness and Social Anxiety on Interpersonal Relationship and Game Addiction in Early Adolescence." Korean Journal of Youth Studies 26, no. 3 (March 31, 2019): 225–44. http://dx.doi.org/10.21509/kjys.2019.03.26.3.225.
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Zimmermann, Tobias D., Sylvia Kaiser, Michael B. Hennessy, and Norbert Sachser. "Adaptive shaping of the behavioural and neuroendocrine phenotype during adolescence." Proceedings of the Royal Society B: Biological Sciences 284, no. 1849 (February 22, 2017): 20162784. http://dx.doi.org/10.1098/rspb.2016.2784.
Повний текст джерелаАнотація:
Environmental conditions during early life can adaptively shape the phenotype for the prevailing environment. Recently, it has been suggested that adolescence represents an additional temporal window for adaptive developmental plasticity, though supporting evidence is scarce. Previous work has shown that male guinea pigs living in large mixed-sex colonies develop a low-aggressive phenotype as part of a queuing strategy that is adaptive for integrating into large unfamiliar colonies. By contrast, males living in pairs during adolescence become highly aggressive towards strangers. Here, we tested whether the high-aggressive phenotype is adaptive under conditions of low population density, namely when directly competing with a single opponent for access to females. For that purpose, we established groups of one pair-housed male (PM), one colony-housed male (CM) and two females. PMs directed more aggression towards the male competitor and more courtship and mating towards females than did CMs. In consequence, PMs attained the dominant position in most cases and sired significantly more offspring. Moreover, they showed distinctly higher testosterone concentrations and elevated cortisol levels, which probably promoted enhanced aggressiveness while mobilizing necessary energy. Taken together, our results provide the clearest evidence to date for adaptive shaping of the phenotype by environmental influences during adolescence.
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Lisenaya, Alla, Yevhen Lisenyi, and Anastasiia Kashchavtseva. "Psychological factors of subjective loneliness feelings in adolescents." 19, no. 19 (June 30, 2023): 21–28. http://dx.doi.org/10.26565/2410-1249-2023-19-03.
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This article investigates psychological causes of subjective loneliness feelings in adolescents. It presents a theoretical analysis of the loneliness phenomenon, as well as empirical research of this phenomenon in young people. The relevance of studying this psychological phenomenon is determined by the war in Ukraine, forced resettlement, and moving to a new city, or even to another country, distance learning, broken relationships and family separations, and the need to establish new social connections. Loneliness is often considered a problem of older generations, but under current conditions, it is adolescents who increasingly feel lonely. In addition to external objective reasons, individual factors may also affect the development of loneliness. Studying these factors allows for a more in-depth assessment of the scale of loneliness and creates a stronger basis for studying the phenomenon. The characteristics of adolescent loneliness stem from fundamental changes in the affective, motivational, and behavioral spheres of life and the impact of this state on socialization. The article discusses various theoretical approaches to the concept of loneliness in psychological research. The results indicate that the symptom complex of the loneliness concept includes a sense of psychological alienation, the inability to build normal relationships, and the inability to form strong attachments. The article considers three types of loneliness: chronic, situational, and temporary, and outlines characteristics of loneliness feeling experiences in adolescence. The article also identifies factors that influence the development of loneliness in adolescence. In addition, the article empirically studies psychological factors of subjective loneliness in adolescents, including personal and situational anxiety, indicators of aggressiveness, level of self-esteem, and level of sociability in adolescents.
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Colovic, Petar, Jasmina Kodzopeljic, Dusanka Mitrovic, Bojana Dinic, and Snezana Smederevac. "Roles in violent interactions in early adolescence: Relations with personality traits, friendship and gender." Psihologija 48, no. 2 (2015): 119–33. http://dx.doi.org/10.2298/psi1502119c.
Повний текст джерелаАнотація:
The aim of this study is to examine the relations between roles in violent interactions and personality traits (congruent to dimensions of Big Seven lexical model), number of friends, and gender. The study was conducted on a sample of 1095 elementary school students from Serbia (51.4% female), aged 11-14. The results revealed that membership in the victims group corresponds to smaller number of friends, low Extraversion, high Neuroticism and Conscientiousness and male gender, while higher Aggressiveness, Negative and Positive Valence, lower Neuroticism, and male gender increase the odds of membership in the bullies group. The role of bully-victims corresponds to smaller number of friends, higher Negative Valence and Neuroticism, and male gender. The results point to differences between roles in violent interaction with regard to patterns of personality traits and social behavior.
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Andreevscaia, Elena. "The problem of violence of a teenager in the educational environment (review)." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 328–36. http://dx.doi.org/10.59295/sum9(169)2024_47.
Повний текст джерелаАнотація:
The article describes a socio-psychological phenomenon that characterizes the regular, long-term negative impact, bullying in the children’s collective. This phenomenon is called ,,bullying” and is most common in adolescence. The results of the theoretical analysis characterize this phenomenon and determine its causes, are aimed at identifying the position of a teenager in a bullying situation, the formation of interpersonal relationships in a peer group, as well as manifestations of anxiety, aggressiveness, significant connections between the positions that teenagers occupy in a bullying situation and their personal characteristics.
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Jácobo Valdivia, Francis Wendell, Arlett K. Jácobo Valdivia, and María A. Manrique Aguirre. "AUTOLESIONES DENOMINADAS CUTTING EN ADOLESCENTES DE AREQUIPA." SCIENTIARVM 1, no. 1 (July 4, 2015): 27–31. http://dx.doi.org/10.26696/sci.epg.0117.
Повний текст джерелаАнотація:
The objective of this research was to analyze the experiences and the subjective world of self-injurious behavior called “Cutting” in adolescents from Arequipa. The sample consisted of 6 male and female adolescents between the ages of 14 and 17. The methodology was approached from a qualitative paradigm, working with the Phenomenological method, which allowed to analyze the experiences, emotions, experiences, feelings, and thoughts of adolescents in front of the "Cutting" through participant observation and in-depth interview. The Research is governed from a Cognitive - Behavioral approach. A structured interview and a sociodemographic record were applied to the adolescents to obtain data. The Results showed in detail the subjective world, experiences, characteristics and phenomena associated with Cutting, showing that adolescents self-harm due to family problems and males to manipulate and attract the attention of the family and partner, the beginning of the behavior Self-harm occurs from the age of 13, with a duration of 1 to 3 years, the behaviors found are impulsivity, aggressiveness, showing emotions of regret, depressed mood, anxious features, at the same time feeling relief and tranquility; the consequences they found are social discrimination, marks and scars on the body, low self-esteem, school absenteeism and poor academic performance. Keywords: Self-injury, Cutting Cognitive Behavioral Approach, Adolescence and self-harm
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Chervonyi, P. D., and A. V. Nadutyi. "Characteristic features of manifestations of aggressiveness in children." Bulletin of Kharkiv National University of Internal Affairs 105, no. 2 (Part 2) (June 29, 2024): 209–23. http://dx.doi.org/10.32631/v.2024.2.42.
Повний текст джерелаАнотація:
Aggressive behavior in children is a serious problem that can have far-reaching consequences for both children themselves and their families, as well as for society as a whole. Understanding the characteristic features of aggressiveness in children is key to developing effective strategies for prevention and correction. Its manifestations can be different: from physical aggression (hitting, pushing) to verbal (insults, threats) and emotional (anger, resentment). In today's world, where children are constantly exposed to the flow of information, violence and stress, the issue of aggressive behavior is becoming more and more relevant. The increase in the number of cases of bullying, cruelty and violence among children indicates the need for a deep study of this problem. The purpose of the article is to study the characterological features of manifestations of aggressiveness in children, to identify factors influencing its development, and to provide recommendations for prevention and correction. Various types of aggression, factors that provoke it, and age-related features of its manifestations are described. The types of children's aggression are considered: physical aggression (is the most common type of aggressive behavior in children, it can manifest itself in the form of hitting, pushing, spoiling things), verbal aggression (verbal insults, threats, mocking) and emotional aggression (anger, resentment, hostility). Factors that can provoke aggressive behavior in children are described, in particular: family problems (brutal treatment by parents, quarrels, divorce), mental disorders (anxiety, depression, attention deficit hyperactivity disorder), media influence (children who often watch movies and violent TV shows, more prone to aggressive behavior). It is noted that in preschool age, aggression often manifests itself in a physical form, in elementary school age, verbal forms of aggression appear, and adolescence is characterized by aggression, which can manifest itself in various forms, in particular, group aggression is often observed. It is noted that aggressiveness in children is a complex problem that requires a comprehensive approach. It is important not only to punish children for aggressive behavior, but also to help them find healthy ways to express their emotions.
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MORÁN,, Consuelo, José A. CARMONA, and José FÍNEZ. "Tipos de personalidad, agresión y conducta antisocial en adolescentes." Psychology, Society, & Education 8, no. 1 (May 1, 2016): 65. http://dx.doi.org/10.25115/psye.v8i1.548.
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RESUMEN: Basado en el Cuestionario de Personalidad de Eysenck para jóvenes (EPQ-J), se analizan los tipos de personalidad y su relación con la agresividad y la conducta antisocial en una muestra de estudiantes (N = 1416) de entre 11 y 15 años de edad (edad media = 13,32; DT = 1,22). Mediante análisis de clúster se hallaron tres tipos de personalidad que se relacionaron con la hipótesis de Eysenck sobre la conducta antisocial y el nivel de agresividad evaluado mediante del Aggresion Questionnaire (AQ) de Buss y Perry (1992) en su versión reducida (Bryant y Smith (2001). El perfil del tipo infracontrolado confirmó la hipótesis de la conducta antisocial, siendo también el tipo más agresivo. Los tipos infracontrolado y supracontrolado estaban implicados en acoso escolar, aunque de manera diferente. El tipo resiliente mostró un perfil más adaptativo y mejor rendimiento académico. Ambos sexos fueron diferentes en dimensiones de personalidad y agresión. Se destaca la importancia de la agresión entre jóvenes adolescentes y la necesidad de más investigación sobre esta problemática.Personality types, aggression and antisocial behavior in adolescentsABSTRACT: Based on the Junior Eysenck’s Personality Questionnaire (EPQ-J), the types of personality and its relationship with aggressiveness and the antisocial behavior is analyzed in a student’s sample (N = 1416) with ages between 11 y 15 years old (average age = 13,32; SD= 1,22). Cluster analysis using the reduced version (Bryant y Smith (2001) of the Aggression Questionnaire(AQ)(Buss y Perry, 1992) revealed three personality types that were related to Eysenck’s hypothesis of antisocial behavior and the level of aggressiveness. The under controlled profile confirmed the Eysenck’s hypothesis of antisocial behavior in early adolescence, and was also found to be the most aggressive prototype. The under controlled and over controlled types were implicated in bullying, but in different ways. Furthermore, the resilient people were found to have an adaptive profile combined with the best academic achievement. Gender differences were also found in personality dimensions and aggression. The importance of aggression among young adolescents and the necessity of further research on this topic are emphasized.
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Hämäläinen, Minna, and Lea Pulkkinen. "Problem behavior as a precursor of male criminality." Development and Psychopathology 8, no. 2 (1996): 443–55. http://dx.doi.org/10.1017/s0954579400007185.
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AbstractThe participants (originally 196 boys and 173 girls) in an ongoing longitudinal study were examined using peer nomination and teacher rating at ages 8 and 14 years. Criminal records were collected at age 27 years. The results showed that (a) criminal offenses were best predicted if the accumulation of behavior problems over the school years was considered; (b) the risk for different types of offenses was highest for boys who exhibited escalating conduct problems and school failure over the school years; (c) norm-breaking behavior in early adolescence was strongly related to a propensity to later criminal offenses; (d) childhood aggressiveness did not predict arrests without the presence of other problems. When followed by norm-breaking in early adolescence, it predicted violent offenses, and when followed by poor school success, it predicted property offenses; (e) interestingly, low prosociality turned out to have a significant independent relationship to arrests; and (f) the distinction between an early-onset path and a late-onset path proved to be valid.
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Kozhemyakina, R., S. Shikhevich, M. Konoshenko, and R. Gulevich. "Startle reflex and aggressiveness in adult male Norway rats selected for behaviour after intranasal oxytocin administration in adolescence." European Neuropsychopharmacology 29 (2019): S559—S560. http://dx.doi.org/10.1016/j.euroneuro.2018.11.831.
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