scholarly journals Relationship of PSYCO-Sosial Maturity and Aggressive Behavior Among School Children

2019 ◽  
Vol 8 (12) ◽  
pp. 1075-1079
Keyword(s):  
Social Support ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Verbal Aggression ◽  
Indirect Aggression ◽  
School Students ◽  
Emotional Literacy ◽  
Support Mechanism ◽  
Family Social Support ◽  
Relationship Of

This study was conducted to determine the social support mechanism, emotional literacy and its relationship as a predictor of aggressive behaviour among secondary school students. Skor Keagresifan Pelajar Sekolah (English: student aggression score) or termed as SKiPS was used to obtain the data. The study had been conducted at three secondary schools (N=212) in Malaysia. The findings revealed that social competence of cooperation, social communication competence, emotional literacy, friend social support, and family social support were found negatively correlated with physical aggression, indirect aggression, verbal aggression and authority aggression. On the other hand, a positive relationship was found between the teacher's social support and the student’s physical aggression, indirect aggression, verbal aggression and authority aggression. Findings of this study suggested that increases in psycho-social maturity are associated with decreases in aggressive behaviour. Teachers and education authorities are recommended to include more moral values and provide comfortable and lively atmosphere in school as a way to reduce the tendency of students to develop aggressive behaviour.

SOCIAL SUPPORT AND DECLARED AGGRESSIVE BEHAVIOUR AMONG YOUNG PEOPLE

2019 ◽  
Vol 3 ◽  
pp. 254
Author(s):  
Anna Lawnik ◽  
Brygida Krucińska
Keyword(s):  
Social Support ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Quantitative Research ◽  
Verbal Aggression ◽  
High Social Support ◽  
Social Support Scale ◽  
Aggression Questionnaire ◽  
Aggressive Attitude ◽  
The Relationship

Aggression is a behaviour seeking to defuse anger or displeasure on people or things. It is an offensive, enemy, and aggressive attitude toward someone. The purpose of the study is to analyse the relationship between perceived social support and aggressive behaviour of students of secondary schools. Field (quantitative) research was conducted among students of third and fourth grades of secondary schools.To collect the data the following research tools were used: Aggression Questionnaire by A. Buss and M. Perry (Amity version), Interpersonal Social Support Scale (Scale ISEL College 48 Version), Author’s questionnaire. The study showed statistically significant correlation for belonging to clusters and sex of respondents, their place of residence and membership in organized social groups. High social support affects low aggressiveness of youth in all subscales: (A- anger, PA- physical aggression, VA- verbal aggression, H - hostility)The highest aggressiveness in the form of A- anger, PA- physical aggression and VA - verbal aggression -  is characteristic of people with an average level of social support. The highest-H hostility is characteristic of responders with the lowest social support. 

scholarly journals The development of aggressive behaviour during childhood: What have we learned in the past century?

2000 ◽  
Vol 24 (2) ◽  
pp. 129-141 ◽  
Author(s):  
Richard E. Tremblay
Keyword(s):  
20Th Century ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Developmental Trajectories ◽  
School Age Children ◽  
Indirect Aggression ◽  
Past Century ◽  
Implicit Assumption ◽  
Apparent Lack ◽  
Agressive Behaviour

Research on human aggression has been a flourishing industry in the 20th century. As the attention shifted from an instinctual paradigm to a drive paradigm and a social learning paradigm, what have we learned on the development of aggressive behaviour during childhood? Are children born with an aggressive instinct or do they have to learn to aggress?This question has deep philosophical roots, but it also has important practical implications. Should interventions prevent children from learning to aggress or should they help children learn to inhibit aggressive reactions? Since most of the 20th century work on the development of aggression was concentrated on adolescents and elementary school age children, there appeared to be an implicit assumption that aggression is learned during these developmental periods. It is argued that to understand the origins of aggressive behaviour and prevent chronic cases of physical aggression we will need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour. The form of agressive behaviour that is generally considered more “serious” or “socially unacceptable” (physical aggression) is clearly ontogenetically antecedent to less “serious” forms of aggressive behaviour, such as verbal aggression or indirect aggression. Furthermore, as a rule the frequency of physical aggression appears to decrease with age. However, infants’ physical aggression has generally not been considered developmentally significant. This is probably because of “the weakness of their limbs” and the apparent lack of “intentionality”. To have a relatively complete description of the life-span developmental trajectories of human aggressive behaviour by the end of the 21st century, we will need to start recruiting pregnant women very soon.

scholarly journals School Refusal Behavior and Aggression in Spanish Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Miriam Martín ◽  
María Vicent ◽  
Ricardo Sanmartín
Keyword(s):  
Physical Aggression ◽  
School Attendance ◽  
Verbal Aggression ◽  
School Refusal ◽  
School Students ◽  
Predictive Capacity ◽  
School Refusal Behavior ◽  
Aggression Questionnaire ◽  
Mean Differences ◽  
Tangible Reinforcement

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

scholarly journals FAMILY SOCIAL SUPPORT AND PATIENTS MOTIVATION PREVENT PULMONARY TUBERCULOSIS TRANSMISSION

2021 ◽  
Vol 10 (1) ◽  
pp. 57-64
Author(s):  
Ayu Putu Yunita Lestari ◽  
Dwi Prima Hanis Kusumaningtiyas ◽  
I Ketut Andika Priastana
Keyword(s):  
Social Support ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Total Sample ◽  
Prevention Measures ◽  
Cross Sectional ◽  
Pulmonary Tb ◽  
Family Social Support ◽  
Cross Sectional Design ◽  
Relationship Of

Tuberculosis (TB) is an infectious disease caused by Mycobacterium tuberculosis which usually attacks the lungs. The increasing number of TB patients will result in an increase in TB transmission in the community. The lack of prevention measures of TB transmission occurs because the patient has less motivation in preventing the transmission of disease. This study aims to determine the relationship of family social support with patient motivation in preventing transmission of pulmonary TB in Negara Sub-district 2019. This study is quantitative study and used a cross-sectional design. The population in this study was pulmonary TB patients in the Negara sub-district with a total sample of 43 respondents. The research sample used a Simple Random Sampling technique. Analysis of the study using Spearman’s Rho. Family social support the most lung TB people are in good category 37 (86%). The motivation of patients in preventing the transmission of the most lung TB in the category of good 40 (93%). The results of the research analysis state P = 0.005 (P = 0.05). There is a relationship between the social support of the family with the motivation of the patient in preventing the transmission of lung TB.

scholarly journals Facial width-to-height ratio predicts self-reported dominance and aggression in males and females, but a measure of masculinity does not

2014 ◽  
Vol 10 (10) ◽  
pp. 20140729 ◽  
Author(s):  
Carmen E. Lefevre ◽  
Peter J. Etchells ◽  
Emma C. Howell ◽  
Andrew P. Clark ◽  
Ian S. Penton-Voak
Keyword(s):  
Sex Difference ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Verbal Aggression ◽  
Facial Structure ◽  
Height Ratio ◽  
Facial Masculinity ◽  
Specific Dimension ◽  
Dominance Behaviour ◽  
Males And Females

Recently, associations between facial structure and aggressive behaviour have been reported. Specifically, the facial width-to-height ratio (fWHR) is thought to link to aggression, although it is unclear whether this association is related to a specific dimension of aggression, or to a more generalized concept of dominance behaviour. Similarly, an association has been proposed between facial masculinity and dominant and aggressive behaviour, but, to date, this has not been formally tested. Because masculinity and fWHR are negatively correlated, it is unlikely that both signal similar behaviours. Here, we thus tested these associations and show that: (i) fWHR is related to both self-reported dominance and aggression; (ii) physical aggression, verbal aggression and anger, but not hostility are associated with fWHR; (iii) there is no evidence for a sex difference in associations between fWHR and aggression; and (iv) the facial masculinity index does not predict dominance or aggression. Taken together, these results indicate that fWHR, but not a measure of facial masculinity, cues dominance and specific types of aggression in both sexes.

scholarly journals Influences of Social Support, Perceived Barriers, and Negative Meanings of Physical Activity on Physical Activity in Middle School Students

2011 ◽  
Vol 8 (2) ◽  
pp. 210-219 ◽  
Author(s):  
Ya-Wen Hsu ◽  
Chih-Ping Chou ◽  
Selena T. Nguyen-Rodriguez ◽  
Arianna D. McClain ◽  
Britni R. Belcher ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Los Angeles ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Perceived Barriers ◽  
Equation Modeling ◽  
Future Research ◽  
School Students ◽  
Family Social Support

Background:A profound decline in physical activity occurs in puberty. This phenomenon is not well understood. Therefore, the purpose of this study is to examine associations between family/friend social support for physical activity, negative meanings of physical activity (NMPA), and internal /external barriers to physical activity with moderate to vigorous physical activity (MVPA), and sedentary and light behavior (SLB) in youth.Methods:A total of 350 participants from 7 Los Angeles County middle schools participated in the study (62% Latina, 79% females). Hypothesized pathways were examined using structural equation modeling. Psychosocial variables and participation in MVPA and SLB were assessed by self-reported questionnaires.Results:NMPA were related to lower levels of family/friend social support and greater internal/external barriers. Family social support was the only significant indicator of MVPA (β = 0.79). Low family social support was related to higher SLB (β = −0.25).Conclusions:Family social support seems crucial to promote MVPA and reduce SLB in adolescents and might be influenced by child’s feelings about physical activity. Future research should consider the interrelationship between psychosocial correlates of physical activity.

scholarly journals Hubungan antara Dukungan Sosial Keluarga dengan Penerimaan Diri Pada Santri Pondok Pesantren

PSYCHE 165 ◽  
2021 ◽  
pp. 186-191
Author(s):  
Zulmi Wahyuningsih ◽  
Mujidin ◽  
Yuzarion
Keyword(s):  
Social Support ◽  
Sampling Technique ◽  
Boarding School ◽  
School Students ◽  
A Value ◽  
Family Social Support ◽  
Social Support Scale ◽  
Acceptance Scale ◽  
Self Acceptance ◽  
The Relationship

The purpose of this study was to determine the relationship between family social support and self-acceptance in Islamic boarding school students. This research is a quantitative study with a cluster random sampling technique, with a total of 112 subjects who attend Islamic boarding schools in Tidore archipelago. Data collection in this study used a self-acceptance scale and a family social support scale. The analytical method used is a statistical method with product moment analysis techniques based on the IBM SPSS 23.0 for windows program. The results in this study indicate a very significant relationship between family social support and self-acceptance of Islamic boarding school students, indicated by a value of r = 0.673 p = 0.000 (p <0.01) the higher the family social support, the higher the self-acceptance of Islamic boarding school students.

scholarly journals PENGARUH PRESTASI BELAJAR, DUKUNGAN SOSIAL KELUARGA DAN TEMAN SEBAYA TERHADAP LITERASI KEUANGAN SISWA

2017 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Dian Sukmawati
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Positive Influence ◽  
Senior High School ◽  
School Students ◽  
Learning Achievement ◽  
Family Social Support ◽  
Positive Effect

This study aims to analyzing the influence of the learning achievement of economics, family social support and peer simultaneously and partial toward financial literacy student in public senior high school in Dompu. This research is associative causal research with a quantitative approach. The population is students of 12th grade in public senior high school in Dompu. This study used proporsional area probability sampling with regression analysis techniques. The results showed that the learning achievement, social support of family and peers significantly affect the financial literacy of high school students of State in Dompu. The conclusion are 1) Economics achievement study has positive effect on the financial literacy of students, 2) Families Social support positive effect on the financial literacy of students, 3) peer social support positive influence on the financial literacy of students and 4) learning achievement, family support and peer simultaneously influence on the financial literacy of students of SMA in Dompu so that it can be said that these three variables are all factors that affect the financial literacy of high school students of State in Dompu

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