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161.
162.
Media violence, physical aggression, and relational aggression in school age children: a short-term longitudinal study 总被引:1,自引:0,他引:1
Many studies have shown that media violence has an effect on children's subsequent aggression. This study expands upon previous research in three directions: (1) by examining several subtypes of aggression (verbal, relational, and physical), (2) by measuring media violence exposure (MVE) across three types of media, and (3) by measuring MVE and aggressive/prosocial behaviors at two points in time during the school year. In this study, 430 3rd-5th grade children, their peers, and their teachers were surveyed. Children's consumption of media violence early in the school year predicted higher verbally aggressive behavior, higher relationally aggressive behavior, higher physically aggressive behavior, and less prosocial behavior later in the school year. Additionally, these effects were mediated by hostile attribution bias. The findings are interpreted within the theoretical framework of the General Aggression Model. 相似文献
163.
本研究以上海市某幼儿园的237名3~6岁幼儿为被试,请母亲填写幼儿气质及教养方式问卷,幼儿园教师评定幼儿的攻击行为,探讨幼儿外倾性与攻击行为的关系,以及自我控制和母亲温暖教养方式在其中的保护作用。结果表明,自我控制和母亲温暖可以调节幼儿外倾性与攻击行为的关系。与较低的自我控制和母亲温暖的幼儿相比,幼儿较高的自我控制和母亲温暖,可以弱化外倾性与攻击行为的正向关联。结果揭示了自我控制和母亲温暖对幼儿外倾性具有保护作用,有助于减弱这些个体的攻击行为。 相似文献
164.
Sarah Doumen Evelien Buyse Hilde Colpin Karine Verschueren 《Infant and child development》2011,20(6):449-465
High levels of teacher–child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self‐esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18 years) and their teachers from 35 classes in 19 schools who were followed longitudinally throughout first grade. Teacher–child conflict was measured during the first trimester (October to December), children's self‐esteem (three child interviews) during the second trimester (January to March) and children's aggressive behaviour during the first and third trimester (April to June). Teacher–child conflict had a significant indirect effect on changes in children's aggressive behaviour across first grade through its effect on children's self‐esteem. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
165.
This study explored the relationships and differences among two measures of indirect aggression [Bjorkqvist et al., 1994; Richardson and Green, 1997] and one of relational aggression [Crick and Grotpeter, 1995]. Over 300 students (mean age 22.8 years; 61.5% female) from two colleges in the Southeastern United States completed measures of indirect and relational aggression and related constructs (e.g., empathy, anger expression, direct aggression). Although there were subtle differences among the three measures with regard to their relationships with associated variables, overall the patterns of relationships were similar as well as distinct from the pattern for direct aggression. Factor analysis of scores for measures of aggression revealed that the indirect and relational measures composed a single factor of nondirect aggression, separate from direct aggression. Further factor analysis of all unique items from the nondirect scales found the overall construct of nondirect aggression to comprise six distinct factors. Implications for applications and further research are discussed. 相似文献
166.
This study investigated (1) to what extent the goal to be accepted by friends is an underlying function of overt aggressive behavior in adolescents, and (2) whether this function is more predictive than reactive aggression for overt aggressive behavior in first and second generation immigrants compared with natives. The sample comprised 339 native Austrians (51.6% girls), 126 first generation immigrants (48.4% girls), and 175 second generation immigrants (54.3% girls) aged 14 to 19 (M = 15.61). Data were collected via self-assessments. Multiple group latent means and covariance structures (MACS) models revealed that the goal to be accepted by friends was a stronger predictor than reactive aggression for overt aggressive behavior in first generation immigrants compared with second generation immigrants and natives. Furthermore, gender moderated these associations. The goal to be accepted by friends was a very strong predictor of overt aggressive behavior in first generation immigrant boys, but not in first generation immigrant girls. Results are discussed regarding the process of acculturation in first generation immigrant youth. 相似文献
167.
Maria Chidi C. Onyedibe Chuka Mike Ifeagwazi Dorothy I. Ugwu 《Journal of Psychology in Africa》2013,23(5):365-370
This study investigated the moderating role of substance abuse in the relationship between psychopathy and aggression among male prison inmates. Two hundred and sixty-seven male prison inmates from the Nigerian Prison Services were participants. The inmates were incarcerated for armed robbery (27.3%), theft (31.1%), murder (12.8%), rape/assault/child abuse (19.1%), burglary/arson (5.6%) and kidnapping (1.5%) in Enugu prisons, Nigeria. Their mean age was 28.32; SD = 5.53. Their length of time in prison ranges from 1 to 12 years, with a mean of 3.38 years. Participants responded to self-reported measures of aggression, psychopathy, and drug abuse. The result of the moderated regression analysis indicated substance abuse to moderate the relationship between primary psychopathy and verbal aggression, and between secondary psychopathy and hostility. The study findings underscore the importance of psychological intervention aimed at addressing aggression among prison inmates with histories of substance abuse and psychopathy. 相似文献
168.
F. Charles Mace Terry J. Page Martin T. Ivancic Shirley O'Brien 《Journal of applied behavior analysis》1986,19(1):79-86
We evaluated a commonly used component of brief time-out, in which release from time-out is delayed contingent on the occurrence of disruption. Data were collected for one normal and two mentally retarded children on time-out-producing behaviors (aggression and disruption) as well as delay-producing behaviors during time-out (loud vocalizations, out-of-chair, aggression, and disruption). The results of a combination ABAC reversal and multiple-baseline design indicated that, under the conditions used in this investigation, both delay and no delay variations were effective in reducing the frequency of the target behaviors. Implications for the use of time-out to reduce aberrant behaviors are discussed. 相似文献
169.
Robert H. Horner H. Michael Day Jeffrey R. Sprague Michelle O'Brien Lora Tuesday Heathfield 《Journal of applied behavior analysis》1991,24(2):265-278
Interspersed requests are simple commands, with a high likelihood of being followed correctly, that are interspersed among instructional trials to increase the probability that a learner will attempt to perform new or difficult tasks without engaging in aggression or self-injurious behavior. This report presents two assessments of the effect of interspersed requests on aggression and self-injury during instruction. The participants were individuals with severe mental retardation who used aggression and self-injury to avoid difficult instructional situations. Results from both studies indicate that interspersed requests were effective at increasing the responsiveness of the learners to instructions and reducing levels of aggression and self-injury. 相似文献
170.
Lee W. Frederiksen Jack O. Jenkins David W. Foy Richard M. Eisler 《Journal of applied behavior analysis》1976,9(2):117-125
Social-skills training was used to modify abusive verbal outbursts displayed by two adult psychiatric patients. Five target behaviors—looking, irrelevant comments, hostile comments, inappropriate requests, and appropriate requests were monitored during role-played situations. Social-skills training, consisting of behavior rehearsal with modelling, focused instructions, and feedback, was introduced in a multiple-baseline design across individuals. Training improved all target behaviors. The improved behavior generalized to: (1) novel scenes role-played with the original respondent, (2) training and novel scenes role-played with a different respondent, and (3) interpersonal situations on the hospital ward. 相似文献