Several studies have been conducted to determine implicit perceptions of race. The purpose of this study was to determine whether or not individuals, when provided with a limited amount of time and limited information, would rate a borderline aggressive play in an athletic setting as being more severe based on the race of the aggressor. Participants (N = 16) were from one mid-sized, Midwestern University. Data were analyzed using an Three-way mixed effects ANOVA with the level of significance set at .05. Results indicated there was no significant difference between race and perceptions of athlete aggression. Furthermore, no significant relationship was found between the race of the individual being aggressed against and the rating of the aggressiveness of the play. Possible limitations along with recommendations for the future are discussed. / School of Physical Education, Sport, and Exercise Science

The purpose of this study was to construct a theory of sports competitiveness which would (1) contribute to a greater understanding of competitiveness as an aspect of human behavior affecting sports performance, and (2) serve as a source of hypotheses for experimental research and as a framework for interpretation of the results of experimental studies of competitiveness.

The Schedule for Affective Disorders and Schizophrenia-Change Version (SADS-C), the Social Adjustment Scale-Patient Version II (SAS-PATII) and the Command Hallucination Questionnaire (CAQ) were administered to 86 psychotic inpatients to investigate the relationship between command hallucinations, aggressive behavior, and compliance. Two SADS-C items ("severity of hallucinations" and "depersonalization") were useful as indicators of command hallucinations. Ninety-two percent had complied with their command at least once in the past month. Three SADS-C variables related to compliance with command hallucinations were identified: middle insomnia, the belief that the voice was acting in your best interest, and overt irritability. The patients' level of distortion of reality did not appear to influence compliance rates. Results also indicated that patients who experience command hallucinations were not significantly more or less dangerous than other psychotic inpatients.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.A. (Clinical Psychology) / Please refer to full text to view abstract

Lo Emily Hoi Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 49-58). / Abstracts in English and Chinese. / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Figure 1 --- p.3 / Direct Aggression and Indirect Aggression --- p.4 / Emotion Regulation --- p.6 / Empathy --- p.10 / Social intelligence --- p.14 / The Present Study --- p.21 / Chapter CHAPTER 2. --- METHOD --- p.23 / Participants and Procedures --- p.23 / Instruments --- p.23 / Chapter CHAPTER 3. --- RESULTS --- p.28 / Descriptive Statistics --- p.28 / Table 1 --- p.29 / Correlations and Partial Correlations --- p.29 / Table 2 --- p.31 / Table 3 --- p.32 / Path analysis --- p.32 / Figure 2 --- p.34 / Figure 3 --- p.35 / Chapter CHAPTER 4. --- DISCUSSION --- p.37 / The Hypotheses --- p.37 / Gender --- p.40 / Culture --- p.42 / Limitations --- p.43 / Developmental Implications --- p.45 / Clinical Implications --- p.46 / Future Direction --- p.47 / REFERENCES --- p.49

Thesis. 1978. Ph.D.--Massachusetts Institute of Technology. Dept. of Linguistics and Philosophy. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES. / Includes bibliographical references. / Ph.D.

Aggressive students often struggle in multiple domains of their school functioning and are at increased risk for high school dropout. Research has identified a variety of warning flags which are strong predictors of high school dropout. While it is known that aggressive students exhibit many of these warning flags, there is little research which identifies the paths aggressive students take towards high school dropout. This study attempts to better characterize the relationship between aggression and dropout using a sample of students (N=685) from two middle schools in an urban, low income school district in the Northeastern United States. This study utilizes survival analysis, a longitudinal data analysis strategy for examining event occurrence. The sample was followed over a course of seven years, spanning from when students start middle school in the sixth grade through their expected on time-graduation year in the twelfth grade. In this study, hazard and survivor functions, key components of survival analysis, were utilized to examine the timing of high school dropout and compare timing of dropout for students characterized as aggressive vs. not aggressive. Discrete time hazard models using logistic regression were analyzed to determine how well aggression as rated by teachers and peers as well as a variety of educational and demographic variables predict high school dropout. Hazard and survivor functions showed that for this sample, aggressive students were at increased risk of dropout through the course of their educational careers. Their pattern of risk, i.e. grades in which they were at a lower or higher risk for dropout, however, was similar to that of non-aggressive students. Peer-rated aggression was related to each of the dropout warning variables as aggressive students were absent more often, had lower GPA’s, accumulated more suspensions and were more likely to be retained at some point during their educational careers. Results of discrete time hazard models showed that aggression was no longer a significant predictor of dropout when other educational “warning flag” variables were included in models. A discrete time hazard model including the effects of time, Age for Grade status and Retention status produced the best goodness of fit measures amongst a host of models that were analyzed. In all models that were analyzed, time was a significant predictor, indicating that dropout is not time invariant and a student’s grade must be considered when determining the effect of any of the hypothesized predictors on dropout. Implications of these results for schools, specifically regarding effective management of aggressive behavior in schools, are discussed.

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