The purposes of this study were to find out about the associations between hostile attributional bias and aggressive behaviors among preschool-aged children and to identify possible sources of their hostile attributional bias. Seventy-two preschoolers with an average age of 4.76 and their mothers acted as participants. Children's hostile attributional bias was examined using videotaped vignettes developed for this study. Children's aggressive behaviors were assessed by teachers and parents separately. As possible sources of children's hostile attributional bias, mothers' attributional styles, parenting behavior, affect, and some demographic information were collected via questionnaires. The relationships between children's aggressive behavior, mothers' attributional styles, parenting behavior, and affect were also investigated. Consistent with previous studies on school-aged children, results indicated that aggressive preschoolers, as assessed by teachers, were more likely to have a hostile attributional bias than nonaggressive ones. On the other hand, children's aggressiveness, as assessed by their mothers, was significantly related to their mothers' parenting behaviors, but not to their hostile attributional bias. Mothers of aggressive preschoolers reported less positive parenting behaviors than those of less aggressive ones. Mothers' affect did not show such an effect. Although mothers' specific attributional styles did not have a direct effect on their parenting behavior and affect, their general attributional style had a moderating effect on their affect, suggesting a reciprocal relationship between mothers' affect and their children's aggressive behavior. Mothers' specific attributional style, parenting behavior, and affect were not identified as sources of children's hostile attributional bias, but family SES was. Children from lower SES families were more likely to have a hostile attributional bias than those from higher SES families. Findings were discussed relative to previous theory and research, and suggestions for future research and implications for preschool teachers were made. / Graduation date: 1996

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

No description available.

This qualitative and quantitative study examines the potential improvement in aggressive student behaviors when a block schedule is implemented in a rural, low socio-economic and multi-cultural middle school. The number of incidents of physical aggression and harassment were obtained from official school records for the years 1992-1996. Interviews were also conducted with staff members who had long term tenure in the school and who had a clear vision of student behaviors both pre and post-block schedule implementation. The face value of the school record data suggest a dramatic improvement in student behaviors. These data corroborate very closely with interview information. Teachers believe behaviors have substantially improved. In 1992-1993 there were 30 assaults in the school. In 1993-1994 there were 15, in 1994-1995 there were 0, in and in 1995-1996 there were 4. The substantive conclusion is the development and implementation of a block schedule in this particular middle school was highly successful in helping alter the aggressive behaviors of students. / Graduation date: 1997

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T20:23:08Z (GMT). No. of bitstreams: 1 Carina_SandraCristina_D.pdf: 883383 bytes, checksum: 03d3d88c1e105e3e3b78767b3dab991e (MD5) Previous issue date: 2009 / Resumo: O cotidiano escolar é permeado por inúmeros conflitos interpessoais entre crianças e adolescentes. São situações muitas vezes julgadas como negativas pelos educadores, como algo a ser evitado. Não raro, os educadores distanciam-se de entender que suas formas de intervenção são geradoras de comportamentos submissos por parte de seus alunos. Tais comportamentos são oriundos de um ambiente em que o professor normalmente utiliza formas autoritárias para resolver os problemas que enfrenta no cotidiano escolar, colocando, muitas vezes, seus alunos em situações de humilhação, exposição, ou pura obediência a uma autoridade, sem que esses sejam convidados a pensar nas soluções que levem em conta as necessidades dos envolvidos, ou seja, em estilos assertivos de resolução de conflitos. Diante de tal justificativa, a presente pesquisa buscou investigar quais formas de resolução de conflito são comumente utilizadas pelos adolescentes, ainda que a partir de dilemas hipotéticos, e confrontá-las às formas que os professores apontaram como as que esses mesmos adolescentes utilizavam quando envolvidos em situações de conflitos. A amostra foi constituída por um total de trinta e nove participantes, préadolescentes entre onze e treze anos, estudantes do sexto ano de uma escola pública da região de Campinas, interior de São Paulo, e por cinco professores desses mesmos adolescentes. O instrumento utilizado consistiu numa entrevista semi-estruturada com professores e um instrumento criado por Robert Deluty e adaptado por Maria Isabel Leme que avalia simultânea e comparativamente três tipos de tendências de resolução de conflitos interpessoais - agressivo, assertivo e submisso - nas respostas dos pré-adolescentes a conflitos interpessoais hipotéticos cujos conteúdos sejam de provocações, perdas, frustrações etc. Os resultados obtidos nos permitem comprovar nossa hipótese de que a forma pela qual os adolescentes nas situações hipotéticas resolvem seus conflitos não coincide às formas apontadas previamente pelos professores das tendências de resolução de conflitos utilizadas por esses mesmos adolescentes quando envolvidos em situação de conflito no cotidiano escolar. Esses adolescentes estão mais propensos a estilos submissos de resolução de conflito do que a formas assertivas ou agressivas. / Abstract: The daily school life is permeated by a lot of interpersonal conflicts among children and adolescents. These situations are often judged as negative by educators, like something to be avoided. Sometimes educators don't make an effort to understand that their forms of intervention are generating submissive behaviors from their students. Such behaviors are derived from na environment where the teacher usually uses authoritari/an ways to solve the problems faced in the daily school life, putting their students in situations of humiliation, exposure or pure obedience to the authority, without letting them think about the solutions that take into account their needs, I.e., in assertive styles of conflict resolution. From such reason, this research tried to investigate what forms of conflict resolution are commonly used by adolescents, even from hypothetical dilemmas, and face them to the ways that teachers identified as being the ones that adolescents used in conflict situations. The sample consisted in a total of thirty-nine participants, preadolescents from eleven to thirteen years old, students in the sixth year of a public school in Campinas, countryside of São Paulo, and five teachers of these adolescents. The instrument used was a semi-structured interview with teachers and an instrument created by Robert Deluty and adapted by Maria Isabel Leme that evaluates simultaneously and comparatively three types of trends of interpersonal conflicts resolution - aggressive, assertive and submissive - in the responses of pre-adolescents to hypothetical interpersonal conflicts whose contents are of provocations, losses, frustrations etc. The results allow us to prove our hypothesis that the way adolescents in hypothetical situations solve their conflicts does not coincide with those pointed out by the teachers. These adolescents are more prone to submissive styles of conflict resolution that assertive or aggressive ways. / Doutorado / Psicologia Educacional / Doutor em Educação