外显和内隐攻击性表现方式的性别差异实验研究

本研究同时运用问卷法和内隐联想测验(IAT)来研究我国大学生的攻击性。结果发现:1.整体外显攻击性不存在性别差异,但在身体攻击因素上男性显著高于女性。2.内隐攻击性在表现方式上存在性别差异,男性与身体攻击联系更紧密;女性与言语攻击联系更紧密。3.外显攻击性和内隐攻击性间的关系不能简单地根据相关系数来判断。     

未成年人内隐攻击性特征的实验研究

以不同性质的词组为实验材料,以偏好组词为测量方法,随机抽取136名初一学生,采用被试内设计来探讨内隐状态下未成年人在不同攻击类型倾向性上的差异及其与性别间的关系。结果表明:偏好组词法测量内隐攻击性的有效性;未成年人同样存在明显的内隐攻击性;在内隐状态下,个体的身体攻击倾向性显著高于语言攻击倾向性并且具有较高的性别一致性。     

大学生健全人格特征的内隐观研究

本研究在对100名大学生进行预调查的基础上,按照各项特征频数出现高低,选择频数出现最高的30个人格特征编制成大学生健全人格的内隐观调查问卷。以重庆市8所高校398名学生为调查对象,要求他们对各项健全人格的特征按照重要性进行评分。结果显示：大学生认为人格健全的学生应具备道德品质、学习和工作态度、良好的承受挫折和适应能力．积极的情绪,自我和对他人的态度以及人际关系等六个方面的特征;大学生认为健全人格特征中较重要和具有一致性的特征是责任心、诚信、自信、自立、自强、人际关系良好、上进心,自尊、自爱等;性别因素对健全人格特征的内隐观影响十分显著．年级和年级与性别的交互作用因素对健全人格特征的内隐观影响不显著。     

广西中小学儿童受欺负现象调查研究

运用自编问卷在广西5所中小学选取792名中小学儿童进行调查,考察中小学儿童在学校和家庭中受同学、老师和家长欺负的比率及受欺负方式的特点。结果发现:1、中小学中存在普遍的受欺负现象,随着年龄的增长,儿童受欺负的比率呈下降趋势;但受教师和家长欺负到初中后反而呈上升趋势。2、儿童易受同伴的直接言语欺负;男生比女生易受同学直接身体欺负。3、儿童易受家长的直接言语欺负;小学阶段男生比女生易受家长的间接欺负;初中阶段女生比男生易受家长的直接身体欺负。4、教师对儿童较多使用间接欺负和直接身体欺负。小学阶段男生比女生易受教师的直接言语欺负;初中阶段男生比女生易受教师的直接身体欺负。     

同伴地位对青少年早期不同类型攻击行为发展的影响:性别与班级规范的调节作用

采用同伴提名法,对2470名初二学生进行为期半年的追踪研究,考察两种同伴地位(社会喜好和社会支配)对三种攻击类型(身体、言语和关系攻击)发展的预测,以及性别与班级规范在其中的调节作用。多层线性分析发现:(1)社会喜好负向、社会支配正向预测个体半年后的三类攻击行为,且男生的社会喜好对关系攻击的预测作用强于女生;(2)对于男生而言,身体和言语攻击的班级规范强化个体后续的攻击行为,但关系攻击的班级规范则无显著影响;对于女生而言,身体攻击的班级规范强化个体后续的攻击行为,言语和关系攻击的班级规范强化初始攻击水平低的个体相应的攻击行为、而对于初始攻击水平高的个体表现出弱化效应;(3)班级规范还能调节社会支配对攻击行为的影响,在言语攻击规范高的班级中,社会支配对个体言语攻击的正向预测作用更强。     

教师心理健康内隐观研究

本研究在对300名中小学教师进行预调查的基础上,得出中小学教师认为的教师心理健康的30个特征。以此基础上编制了正式的调查表,以杭州市12所中小学的464名教师为调查对象,要求他们对各特征的重要性进行评分。结果显示：中小学教师认为心理健康的教师应具有道德品质、人际关系、责任感、自我效能和情绪、创造力、工作态度和素质六方面的特征;中小学教师普追认为比较重要的心理健康的特征有责任心、爱心、良好的道德品质、工作认真踏实、待人处事客观公正、积极进取、良好的人际关系等。性别、年龄、学历等因素对教师的心理健康内隐观的影响十分显著。     

攻击性训练对内隐暴力态度影响的研究——以南京森林警察学院为例

通过使用IAT(内隐联想测验)对攻击训练时间和频率存在差异的106名警校大学生的内隐暴力态度进行测量,研究攻击性训练对警校大学生内隐暴力态度的影响,探讨不同攻击性训练量对警校大学生的内隐暴力态度影响的差别。研究发现:(1)整体上,警校大学生对暴力持有消极的评价;(2)不同攻击性训练时间和频率的警校大学生,其内隐暴力态度存在差异,随着攻击性训练时间和频率的提高,警校大学生内隐层面上对暴力持有的消极评价程度降低。     

暴力视频游戏中不同攻击动机对玩家攻击性的影响

分别采用词汇按键反应任务和EAST范式测查了攻击性认知的流畅性和内隐攻击性评价,旨在考察游戏中攻击动机对攻击性的影响,结果发现：暴力视频游戏的影响效应不仅与暴力内容有关,还受制于攻击动机和玩家的暴力游戏经验;且长期玩暴力游戏会使被试对暴力产生脱敏,表现为攻击性认知的流畅性低,对攻击的评价更积极。本研究表明,暴力视频游戏对个体攻击性的影响需综合考虑多种因素。     

大学生合作内隐观的调查研究

采用内隐观方法探讨了大学生对合作的认识。以383名全日制在校本科生为被试进行"合作"的字词联想测验,并编制大学生合作调查问卷,对365名大学生进行合作词语符合度5级评定。结果表明:大学生合作内隐观的结构由7个维度构成:合作情感、合作动力、合作条件、合作成员的相互关系、合作技能、合作心理品质、合作冲突,这说明大学生合作内隐观的结构具有多维性;男女大学生的合作内隐观整体上差异不显著,大学生的合作内隐观整体上存在着显著的年级和专业差异。     

学前儿童关于攻击和亲社会行为的性别差异信念

使用内隐、比较外显和独立外显三种方法考察学前儿童关于攻击和亲社会行为的性别差异信念及其发展特点。结果表明:①3岁儿童倾向于把身体攻击与男孩相联系、把亲社会行为与女孩相联系,且儿童的这些信念随年龄增长而逐渐增强;3岁和4岁儿童并不把关系攻击与某一性别相联系,5岁儿童倾向于把关系攻击与男孩相联系;②三种测量结果之间具有一定的一致性,但内隐测量更易于探查到年幼儿童关于亲社会行为的性别差异信念。     

Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elementary,Middle, and High Schools

Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12^th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed.

     

Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany: A multilevel analysis

Relying on an importation and deprivation framework, the study assessed a variety of risk factors associated with self-reported teacher-targeted aggression among ninth grade students (n = 5,673). Using a cross-sectional school survey conducted in one German federal state, two forms of teacher-targeted aggression were assessed: verbal (insulting, threatening, and mocking) and physical (beating and pushing) aggression. Every ninth student reported verbal aggression, while 0.5% of students reported physical aggression against teachers. Multilevel probability models showed that individual importation factors (low self-control, male gender, and exposure to severe parental violence), together with individual deprivation factors (repeated victimization by teachers and low school achievement) play a role in explaining teacher-targeted aggression. The school-level deprivation factor of negative teacher–student relationships was also relevant, whereas low teacher control and attending lower-level schools were unrelated to the perpetration of teacher-targeted aggression. The present study stresses the need to acknowledge the multilevel etiology of teacher-targeted aggression.     

中学师生内隐智力观的发展研究

采用半结构式访谈调查与问卷调查相结合的方法,对中学师生的内隐智力观进行了研究。结果发现：在对聪明男女中学生重要特征的评定中,中学教师对于智力的理解多集中于与认知有关的因素,并且评价所涉及到的方面随被评价对象年龄增长而调整;中学生对于智力的理解多集中于与人际交往有关的因素,并且随着年龄增长表现出更加看重内在特征的趋势;中学教师与中学生的内隐智力观存在一致性,主要表现为他们对聪明特征的评定因被评价对象的年龄和性别不同而变化,也存在一定的差异,具体为教师和学生强调的方面有所不同。     

Perpetration of Aggressive Behaviors Against Peers and Teachers as Predicted by Student and Contextual Factors

This study uses an ecological/contextual theory to explore how students’ perpetration of violence and other aggressive behaviors is associated with individual factors such as gender, age, and perception of school climate, and contextual factors such as cultural affiliation, school climate, and teacher characteristics among 4th‐ through 6th‐grade Jewish and Arab students in Israel. A questionnaire testing the use of aggressive behavior in school was completed by 120 homeroom teachers and 3,375 students. The results of the study show that levels of perpetration of violence and other aggressive behaviors vary between classes (15.20% directed against students and 7.33% directed against teachers). At the teacher–classroom level, higher levels of perpetration were found in classes with a lower percentage of girls and in classes with fewer or less clear and consistent policies to deal with aggressive behaviors. At the individual level, gender and perception of school climate were found to be associated with levels of perpetration of aggression. The “Discussion” section highlights the importance of improving school climate in order to deal more effectively with violence and aggressive behaviors in schools. Aggr. Behav. 38:253‐262, 2012. © 2012 Wiley Periodicals, Inc.     

Teacher-instigated in-school interpersonal violence: Types and prevalence in South African public schools

The study examined types and prevalence of interpersonal violence in South African schools. Data on in-school interpersonal violence by the South African Council of Teachers (SACE) were analysed. The sample consisted of 1 184 teachers (rural = 32.6%, urban = 59.8%, peri-urban = 7.6%). Following logistic regression analyses, results indicated male teachers were the majority offenders. Furthermore, results showed that female teachers and learners were over nine times more likely to be victims of all types of violence, as compared to males. Findings support a social role theory perspective of gendered aggression in which males are likely to resort to physical violence, while females may engage in verbal violence.     

LEADERSHIP AND NONVERBAL BEHAVIORS OF HISPANIC FEMALES ACROSS SCHOOL EQUITY ENVIRONMENTS

Nonverbal behaviors of Hispanic elementary school students and their peers were examined in a small-group cooperative task with a total of 202 subjects. Thirty-five randomly selected groups were videotaped in ten desegregated schools; each group was gender-homogeneous, with three Hispanic and three Anglo students. Analysis of the videotapes revealed that Hispanic females used less vertical and horizontal space than Anglo females, and were also less likely to verbally interrupt or physically intrude on other group members. They had similar rates of handling the group resource cards and were given similar leadership scores by multi-ethnic trained observers. Among males, Hispanics are significantly more likely to use vertical or upward movements and physical intrusions, while Anglos use more verbal interruptions.
School and social status factors such as high-and low-equity desegregated school programs, ethnic and gender status, and school status variables of academic grades and English word knowledge had varying effects on teacher and peer ratings of leadership. High-equity schools garnered higher leadership scores for Hispanic females from both peers and teachers when all other nonverbal behaviors were controlled. This positive effect of the school on leadership ratings was evident only for males in teacher ratings. Hispanic females and their peers do reflect adult models of nonverbal behavior and leadership, and that leadership is enhanced in the perceptions of teachers and peers when they participate in a high-equity desegregated elementary school.     

Factors Associated with Current Versus Lifetime Self‐Injury Among High School and College Students

We sought to identify factors associated with current versus lifetime nonsuicidal self‐injury (NSSI) and factors that show consonant and distinct relationships with current NSSI for adolescents and young adults. Data came from a population‐based survey of high school students (n = 9,985) and a national survey of college students (n = 7,801). Among both samples, factors associated with current NSSI included male gender, younger age, greater depressive symptoms, more hopelessness, and being the victim of a verbal or physical assault. For high school students, greater anxiety, and for college students, identifying as non‐White, negative perceptions of one's weight, a same‐sex sexual experience, and involvement in dating violence also distinguished the groups. Findings suggest that clinical and research assessments of lifetime NSSI might not extend to current behavior, and some differences exist in the factors associated with current behavior between adolescents and young adults. Clinical practice and prevention programming efforts should target certain intrapersonal and interpersonal factors associated with current NSSI among younger students during stressful transition periods in their lives, such as entering high school or college, when they might consider initiating or continuing this behavior.     

Life Satisfaction and Violent Behaviors among Middle School Students

We explored relationships between violent behaviors and perceived life satisfaction among 2,138 middle school students in a southern state using the CDC Middle School Youth Risk Behavior Survey (MSYRBS) and the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). Logistic regression analyses and multivariate models constructed separately revealed significant race by gender results. Odds ratios and 95% confidence intervals were calculated for the variables of interest. Having ever carried a gun, ever carried a knife/club, physical fighting and physical fighting with need for medical treatment were associated (p ≤ .05) with reduced life satisfaction for specific race/gender groups, while controlling for SES and grade. Results suggest implications for school-community based violence prevention programs. Future research should consider measures of life satisfaction as a component of comprehensive assessments of middle school student violence and aggressive behaviors in fieldwork, intervention research and program evaluation.     

School violence and teacher professional disengagement

Background. Most studies of school violence have focused on students. Consequently, precursors and consequences of violence experienced by teachers are less well documented. Previous research indicates that (a) verbal victimization, student misbehaviour and perceived violence at school impair teacher emotional well‐being, (b) support from principal and colleagues reduces these difficulties and fosters well‐being, (c) well‐being impacts on professional involvement. However, it is still not clear how those variables relate to each other. Aims. To test and compare – through structural equation modelling – two models of the relationships between perceived school support, exposure to school violence, subjective well‐being and professional disengagement. To test – through multigroup analysis – the buffering effect of school support between school violence and well‐being. Sample. Participants in this study were 487 French‐speaking teachers (57% female) randomly selected from 24 secondary schools in Belgium. Method. Participants completed a questionnaire on school leadership, relationships with colleagues, verbal victimization, students' misbehaviour, perceived violence, depression, somatization, anxiety and professional disengagement. Results. The results support a model in which perceived school support has a direct effect on exposure to school violence, subjective well‐being and professional disengagement, while the effect of school violence on disengagement is totally mediated by well‐being. No evidence of a moderating effect of school support was found. Conclusions. The results of this study suggest that the negative emotional impact of some forms of school violence could be an important factor in a teacher's intention to leave, and that school support could be even more important for both teacher emotional well‐being and professional disengagement.