Aggressiveness of Participants in Educational Relations and Psychological Safety of School Environment

The problem of aggression and violence in the educational space is currently quite serious. Illustrative examples of it are numerous publications in the media about acts of aggression exhibited by students against their peers and teachers, about the use of violence by teachers against their students, acute conflicts between the parents of students, sometimes leading to tragic consequences. In this regard, the works devoted to the problem of the psychological safety of the educational environment become very important. The purpose of our research is to identify the factors of psychological safety of the educational environment in the context of the aggressiveness of the participants in educational relations. The study involved 15 292 respondents, including 945 teachers, 6478 parents and 7869 students of grades 7-11 from 34 schools in Ulan-Ude. The following psychodiagnostic techniques were used: Cook - Medley Hostility Scale (CMHS); Questionnaire of Legitimized Aggression by S.N. Enikolopov and N.P. Tsibulsky; Bass - Perry Aggressiveness Questionnaire BPAQ (LA-44) in Russian adaptation by S.N. Enikolopov and N.P. Tsibulsky; questionnaire for students, teachers and parents Psychological diagnostics of the safety of the educational environment at school by I.A. Baeva. The empirical data obtained were subjected to correlation and factor analysis. As a result of the study, the following conclusions were formulated: (1) the psychological safety of students is associated with the peculiarities of the relationships between the teachers and students, between the parents of students and the school, between the parents and other students, between the parents and their children in the context of school education; (2) aggressiveness of students is associated with the level of aggression of their teachers and is not closely related to the level of aggression of their parents; (3) there is an inverse relationship between the aggressiveness of students and their sense of security in relationships with their teachers; (4) aggressiveness of teachers is associated with their satisfaction with the school. There are five areas of relationships that need to be taken into account when designing a safe educational environment: (1) the relationship between parents and students at school; (2) the relationships among teachers and accepted rules of conduct at school; (3) the relationships between teachers and students; (4) family satisfaction with school; (5) teachers satisfaction with the school.

Psychometric parameters of the subscale of hostility from the Symptom Checklist 90 (SCL-90)

The present study aimed to know the psychometric parameters of the SCL-90 hostility scale. For this, two studies were traced; In Study 1, 209 students, mean age 16 years (SD = 1.29), who responded to the Scale of Hostility and a sociodemographic questionnaire. The exploratory factorial analysis indicated a unidimensional structure, whose Cronbach’s alpha was.71. In Study 2, we sought to find additional evidence of validity and reliability counting with 212 students with a mean age of 16 years (SD = 1.19). The confirmatory factorial analysis tested the unifactorial structure and pointed to good adjustment indexes; good internal consistency and composite reliability were also observed. In general, the Scale of Hostility provided evidence of satisfactory validity and reliability.

The Effect of Media Violence on Early Teens’ Hostility

As violence shown in films steadily increases, notably in those targeted towards the teenage audience, this research looks into its effect specifically by observing the change in audiences’ hostility. An experiment was done on 125 Indonesian secondary school students to observe the effect of exposure to media violence on their feelings of hostility, measured using Anderson’s State Hostility Scale (1995, 2012). Students’ hostility scores were measured beforeand after being exposed to an assigned clip; either a violent clip, or an equally exciting but non-violent clip as a control group. Results showed that those in the violent condition were significantly more hostile after watching than before watching, and those in the violent condition were significantly more hostile post-exposure than those in the non-violent condition. Out of the four dimensions of hostility, the dimension ‘Lack of positive feelings’ was significantly highest in both conditions, and only the dimension ‘Aggravation’ significantly differed between the two conditions. These findings indicate that exposure to media violenceraises teen audiences’ hostility levels significantly, which implies that further precaution should be taken when exposing teens to certain film content which has significant immediate effects ontheir moods, while also raising the issue of its potential long-term effects, should this exposure be continuous.

Family Socialisation Styles and Hostility in the Adolescent Population

The affective involvement of parents in the socialization of their children is fundamental for the proper psychological and emotional adjustment of adolescents, although we know that it is difficult to study. In this research, the relationship between parenting style and hostility was analysed in Spanish adolescents. Five-hundred and thirty-six adolescents participated in this study (53.7% males and 46.3% females), between the ages of 12 and 18 (M = 15.76, SD = 1.43), enrolled in 4 compulsory Secondary Education centers of the Castellon province. Family socialization was evaluated through the parental styles: authoritative, indulgent, authoritarian and negligent, and hostility, through the Cook–Medley Hostility Scale Criteria assessment. A multivariate analysis of variance (MANOVA) was carried out with multiple regression analysis. The results showed that hostility and compound hostility are higher in adolescents from authoritarian and authoritative families than in adolescents from indulgent families. It was also observed that the Mother’s Strictness/Imposition had the greatest effect on hostility, as well as a low acceptance/involvement of the father. Regarding parental styles, it was observed that mother’s deprivation, physical coercion, and mother’s verbal coercion were the greatest predictors of hostility. No differences were observed depending on the gender.

Cardiovascular profile of defensive hostile women in a real stressful situation

<p>The main objective of this study was to analyze the impact of defensive hostility on cardiovascular response in a stressful situation. By measuring three of the most commonly used cardiovascular indexes (heart rate, systolic blood pressure and diastolic blood pressure) over three experimental phases (adaptation, task and recovery), the evolution of cardiovascular response was analyzed minute by minute throughout the entire experimental session, to check if the defensive hostility influences the cardiovascular function. Two scales were used: the Cook-Medley Composite Hostility Scale and the Marlowe-Crowne Social Desirability Scale. Based on the scores on these scales, there were formed four groups (high hostility and high defensiveness, high hostility and low defensiveness, low hostility and high defensiveness, and low hostility and low defensiveness). The stressful situation which was used in the task phase was a real academic examination (exam of the Psychology degree). The hypothesis was that cardiovascular response, activation and recovery, minute by minute, will be greater in hostile defensive women, with an intra-phase evolution profile characterized by maintenance or sensitization and slow recovery. Results show that defensive hostile individuals present the highest values in the physiological variables recorded, and less adaptive profiles.</p>