scholarly journals Κατανοώντας τα κοινωνικο-παρωθητικά χαρακτηριστικά των αρχηγών-θυτών του εκφοβισμού: Ο ρόλος των κοινωνικών στόχων και των λειτουργιών της επιθετικότητας

2021 ◽  
Vol 26 (2) ◽  
pp. 225
Author(s):  
Eirini Kipritsi ◽  
Constantinos M. Kokkinos
Keyword(s):  
Social Information Processing ◽  
Sixth Grade ◽  
School Bullying ◽  
Social Goals ◽  
Self Report ◽  
School Students ◽  
Information Processing Model ◽  
Northern Greece ◽  
Social Motives

The present study examines the role of social goals of ringleader bullies on school bullying according to Social Information Processing Model as well as the role of proactive and reactive aggression. The sample consisted of 222 fifth-grade and sixth-grade elementary school students from Northern Greece, who completed self-report questionnaires and responded to questions regarding social scenarios of ambiguous intent shown on video. The results showed that boys choose revenge more often than girls. Furthermore, ringleader bullies and ringleader bully followers choose more often, than the uninvolved, revenge as a motive in a social scenario of ambiguous intent. It is noteworthy that ringleader bullies choose more often than ringleader bully followers the social goal of building a relationship, while both ringleader bullies and ringleader bully followers adopt both forms of aggression, proactive and reactive, more than the uninvolved. The findings underline the motivational role of social goals in bullying, contribute to the discussion regarding ringleader bullies’ social cognition and emphasize the necessity of intervention programs focusing on social motives of preadolescent bullies.

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

Multiple Goals and Homework Involvement in Elementary School Students

2015 ◽  
Vol 18 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Susana Rodríguez ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Goal Orientation ◽  
Elementary School Students ◽  
Sixth Grade ◽  
Multiple Goals ◽  
Academic Goals ◽  
School Students ◽  
Learning Goal Orientation

AbstractThis work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

scholarly journals Defending or Remaining Passive as a Bystander of School Bullying in Sweden: The Role of Moral Disengagement and Antibullying Class Norms

2021 ◽  
pp. 088626052110374
Author(s):  
Robert Thornberg ◽  
Tiziana Pozzoli ◽  
Gianluca Gini
Keyword(s):  
Moral Disengagement ◽  
School Bullying ◽  
The Other ◽  
Self Report ◽  
School Age Children ◽  
School Age ◽  
Educational Strategies ◽  
Individual Level ◽  
Class Level

The overall aim of the present study was to examine whether moral disengagement and perceptions of antibullying class norms at individual level and at class level were associated with defending and passive bystanding in school bullying among school-age children. More specifically, we investigated the extent to which moral disengagement would contribute to explain defending and passive bystanding, after controlling for sex and perceptions of antibullying class norms at individual level and at class level. A total of 789 Swedish students (aged 10-14) from 40 middle school classes filled out a self-report survey. The findings revealed that girls and students who were less prone to morally disengage, and who perceived that their classmates endorsed more antibullying norms, were more likely to defend victimized peers. Students who were more inclined to morally disengage and perceive that classmates do not condemn bullying were more likely to act as passive bystanders. In addition, classes with higher levels of antibullying class norms were more likely to show higher rates of defending and lower rates of passive bystanding compared to the other classes. The findings suggest that schools and teachers need to develop educational strategies, methods, and efforts designed to make students aware of moral disengagement and to reduce their likelihood of morally disengaging in bullying situations. The present findings also point to the importance of teachers establishing class rules against bullying together with the students.

The Clinical Neuroscience of Impulsive Aggression

2018 ◽  
Author(s):  
Royce Lee ◽  
Jennifer R. Fanning ◽  
Emil F. Coccaro
Keyword(s):  
Information Processing ◽  
Social Information Processing ◽  
Large Body ◽  
Special Focus ◽  
Information Processing Model ◽  
Clinical Neuroscience ◽  
Impulsive Aggression ◽  
The Social ◽  
Pharmacological Potential

Aggression can be categorized into three subtypes: premeditated aggression, frustration-related aggression, and impulsive aggression (IA), which is the focus of this chapter. It first delineates the social information processing model of IA and its neurobiological underpinnings, with a special focus on ventral prefrontal-amygdala, frontostriatal, and frontoparietal circuits. In these circuits, structural as well as functional alterations have been associated with IA. A large body of basic and clinical research has examined the role of neurotransmitters (glutamate, GABA) and neuromodulators (monoamines and neuropeptides) in mediating IA. The important role of the monoamines dopamine, serotonin, norepinephrine, and acetylcholine in the mediation of different aspects of IA and the pharmacological potential resulting from these alterations are depicted in the second half of the chapter. The chapter concludes with an overview of the most important etiological factors.

scholarly journals Emotional intelligence as a moderator between perfectionism and happiness

2018 ◽  
Vol 40 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Abbas Abdollahi ◽  
Simin Hosseinian ◽  
Hannaneh Panahipour ◽  
Mahmoud Najafi ◽  
Fariba Soheili
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
School Students ◽  
Personal Standards ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism

Happiness plays a key role in influencing adolescent performance in a variety of contexts. The present study was designed to investigate the relationships between perfectionism, emotional intelligence, and happiness and to test the moderating role of emotional intelligence in the relationship between perfectionism and happiness among Malaysian adolescents. The participants were 412 Malaysian high-school students from Selangor, all of whom completed self-report questionnaires. Structural equation modeling (SEM) was used to examine whether students with high levels of personal standards perfectionism, low levels of evaluative concerns perfectionism, and high levels of emotional intelligence reported higher levels of happiness. Multigroup analyses showed that emotional intelligence emerged as a significant moderator in the link between evaluative concerns perfectionism and happiness. These findings highlight the importance of emotional intelligence in mitigating the devastating effects of evaluative concerns perfectionism on happiness.

scholarly journals Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

2021 ◽  
Vol 59 (4) ◽  
pp. 477-488
Author(s):  
Bomi Lee ◽  
Nana Shin
Keyword(s):  
Self Efficacy ◽  
Autonomy Support ◽  
Sixth Grade ◽  
Academic Procrastination ◽  
School Students ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Efficacy

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

scholarly journals Susceptibility to peer pressure and attachment to friends

Psihologija ◽  
2013 ◽  
Vol 46 (2) ◽  
pp. 111-126 ◽  
Author(s):  
Martina Lotar-Rihtaric ◽  
Zeljka Kamenov
Keyword(s):  
High School ◽  
High School Students ◽  
Close Relationships ◽  
Peer Pressure ◽  
Self Report ◽  
Chat Room ◽  
School Students ◽  
Attachment Dimensions ◽  
The Way

The role of attachment to friends in the explanation of adolescents? susceptibility to peer pressure was explored, regarding the way these two constructs are measured. In Study 1, 475 high school students (194 boys and 281 girls) were given Susceptibility to Peer Pressure Questionnaire, and their attachment to friends was measured with Modified Experiences in Close Relationships Inventory and Relationship Scales Questionnaire. One month later, 80 boys and 80 girls participated in Study 2, where they completed the same Susceptibility to Peer Pressure Questionnaire in a chat-room simulation, convinced that they can see other students? answers and that their own answers could be seen by others. When susceptibility to peer pressure was measured by self-report questionnaire, the level of avoidance proved to be a significant predictor for boys, while the level of anxiety and the model of others were significant predictors for girls. When susceptibility to peer pressure was measured experimentally, the results showed that attachment dimensions predict only girls? susceptibility and that the only significant predictor is their model of others.

School Engagement and the Role of Peer Victimization, Depressive Symptoms, and Rumination

2018 ◽  
Vol 39 (7) ◽  
pp. 962-992 ◽  
Author(s):  
Nicole B. Dorio ◽  
Stephanie Secord Fredrick ◽  
Michelle K. Demaray
Keyword(s):  
Depressive Symptoms ◽  
Middle School Students ◽  
Peer Victimization ◽  
School Engagement ◽  
Self Report ◽  
Depression Symptoms ◽  
School Students ◽  
Eighth Grade Students ◽  
Association Data

The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students’ victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through eighth-grade students utilizing self-report measures. Results indicated for both boys and girls a significant negative association between peer victimization and school engagement. Furthermore, a significant indirect effect of rumination and depression symptoms was evident for both boys and girls, but these effects were more robust for girls. Furthermore, the direct relation between depressive symptoms and school engagement was stronger for girls. Implications of these findings are discussed.

An Application of the Expectancy-Value Model to Understand Adolescents’ Performance and Engagement in Physical Education

2014 ◽  
Vol 33 (2) ◽  
pp. 250-268 ◽  
Author(s):  
Sami Yli-Piipari ◽  
Juha Kokkonen
Keyword(s):  
Physical Education ◽  
Self Report ◽  
Utility Value ◽  
School Students ◽  
Expectancy Value ◽  
Intrinsic Interest ◽  
Value Model ◽  
School Records ◽  
Elementary And Middle School

The study examined the role of motivation in students’ performance and engagement in elementary and middle school physical education. Cross-lagged relationships between performance and engagement were investigated across Grades 6–9. A total of 763 (365 girls, 398 boys) Finnish school students (11- to 12-year old) were followed across three years. Students’ expectancy beliefs, attainment, intrinsic interest, utility value, and effort were measured using self-report questionnaires, whereas grades were retrieved from the school records. The study showed expectancy beliefs and intrinsic interest values to explain performance, whereas attainment values for girls and intrinsic interest value for boys facilitated the engagement. Although girls and boys were differently motivated, these differences were stable across time. This study supports the utility of the Expectancy-Values Model as a framework to understand motivation. We recommend educators to facilitate students’ expectancy beliefs, importance, and intrinsic interest to increase students’ performance and engagement in school physical education.

scholarly journals The Paradox of Integrity: Cheating Awareness Among Religious High School Student in Yogyakarta [Paradoks Integritas: Kesadaran akan Perilaku Kecurangan di Kalangan Siswa Sekolah Menengah Atas Berbasis Agama di Yogyakarta]

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Samudera Fadlilla Jamaluddin ◽  
Galang Lufityanto
Keyword(s):  
High School ◽  
High School Students ◽  
Ethical Behavior ◽  
Random Sampling ◽  
School Setting ◽  
Self Report ◽  
Religious Schools ◽  
School Students ◽  
Cheating Behavior

Cheating behavior in a school setting has become a major problem in many countries, including those with a dominantly religious population (e.g., Indonesia). This creates a paradox since previous literatures suggest eminent role of spirituality in constructing morality. This study is intended to investigate the interplay between spirituality and cheating behavior in religious high school students in Yogyakarta using multi-methods approach. Self-report questionnaires to measure the perception toward cheating, spirituality level, and locus of control were distributed to a total of 691 participants using random sampling method. Participants were also given an open-ended questionnaire asking the rationale behind their past cheating behavior. The findings suggested that the role of spirituality in ethical behavior was rather contextual, such as the link between spirituality and awareness of cheating was more robust in the respondents from religious schools. It was found that the participants viewed spirituality as an internal moral compass which may in turn facilitate overt ethical behavior.   Perilaku kecurangan di sekolah telah menjadi permasalahan besar di berbagai negara, termasuk di negara-negara yang mayoritas penduduknya religius (misalnya di Indonesia). Hal ini menimbulkan sebuah paradoks mengingat penelitian terdahulu menyatakan bahwa spiritualitas berperan dalam proses pembentukan moralitas. Penelitian ini bertujuan untuk menelaah interaksi antara spiritualitas dan perilaku kecurangan pada siswa sekolah menengah di Yogyakarta menggunakan pendekatan multi-metode. Kuesioner laporan diri untuk mengukur persepsi terhadap kecurangan, tingkat spiritualitas, dan lokus kendali dibagikan kepada total 691 partisipan menggunakan metode random sampling. Partisipan juga diberikan kuesioner dengan butir-butir pertanyaan terbuka yang menanyakan alasan di balik perilaku curang mereka di masa lampau. Temuan menunjukkan bahwa peran spiritualitas dalam perilaku etis cenderung bersifat kontekstual, misalnya hubungan antara spiritualitas dan kesadaran akan perilaku kecurangan lebih kuat pada responden dari sekolah berbasis agama. Ditemukan bahwa partisipan dalam kajian ini memandang spiritualitas sebagai kompas moral internal yang dapat berperan dalam memfasilitasi perilaku etis yang terbuka.

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