This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners. Their input assisted the researcher to understand the various discipline structures within the school and also, how parents and educators manage the aggressive behaviour of learners. The study sought to identify whether primary and secondary socialisation, and the influence of the media are related to learners behaving aggressively. The information collected confirmed that children model the behaviour of adults and of their peers. The principals and the educators were of the opinion that positive primary socialisation is of the utmost importance, as it lays the foundation for future socialisation. / Educational Studies / M. Ed. (Socio-Education)

近年來校園暴力日趨嚴重，許多研究者對此問題欲深入探討及分析。學者Dodge & Coie(1987)提出自發式攻擊及反應式攻擊作為瞭解攻擊行為的向度，且理論成因跟社會適應的表現有所不同，然而國內缺乏針對攻擊類型的研究與中文攻擊行為評估量表。因此本研究試圖透過翻譯及驗證Little & Jones等人(2003)所發展之模型與攻擊行為評估量表，以期使國內引入攻擊類型分類的模型，並使評估少年攻擊行為時能夠更精準。 / 翻譯的攻擊行為評估量表，將攻擊行為依照攻擊形式與攻擊功能分成六個分量表，分別是：純粹的外顯攻擊、反應式外顯攻擊、工具式外顯攻擊、純粹的關係攻擊、反應式關係攻擊、工具式關係攻擊；因此本量表既能夠評估外顯與關係攻擊，亦能夠評估工具式與反應式攻擊。 / 研究者以361名國中學生作為受試者，以自陳問卷蒐集所需資訊，效度驗證除了以SEM進行模型適配度分析之外，另以人際互動、負向情緒、敵意歸因與結果預期作為效標變項，進行效標關連效度之考驗。研究結果顯示此中文攻擊行為評估量表具有良好的效度。 / 在效度驗證之外，本研究尚進一步討論攻擊形式與功能對於上述四個效標變項的解釋力，結果發現在工具性挑釁情境中，只有攻擊功能對效標具有顯著的解釋力；而在關係挑釁情境中，攻擊形式與功能均對效標有顯著解釋力。 / Because violence in the campus becomes more and more serious in recent years, many reserachers want to study and analyse this probem. Dodge & Coie(1987) found theoretical and social adaptive distinction by dividing aggression into proactive aggression and reactive aggression. However, there are few studies in Taiwan and there is no the Chinese aggressive scale which is divided aggression into proactive(instrumental) aggression and reactive aggression. This research attempts to use Little et al.’s (2003) Model and to translate their aggressive scale into Chinese. With Little et al.’s Model and Chinese aggressive scale , it will be more accurate in assessing adolescent aggressive behavior. / According to form and function, the translated aggressive scale divides aggression into six subscales, which including: pure overt aggression, instrumental overt aggression, reactive overt aggression, pure relational aggression, instrumental relational aggression, reactive relational aggression. The aggressive scale not only can assess overt and relational aggression, but also can assess instrumental and reactive aggression. / The 361 research subjects were junior high school students. Necessary information was collected by using self- rated questionnaire. In order to examine the validity of the aggressive scale, this research not only evaluated model fit with SEM but also examined criterion-related validity of aggressive scale and the criterion are interpersonal index, negative emotion, hostility, and outcome expectance. The results showed the aggressive scale have appropriate validity. / Besides testing validity, this research further discussed if the four criterion could be explained by the form and function of aggression .The results showed the criterions in the instrumental provocative situation can be explained only by the function of aggression. However, the criterions in the relational provocative situation can be explanted by both the form and function of aggression.

Identification of aggression in Junior Primary school learners often becomes a difficult task due to the lack of appropriate measuring instruments. The assessment instruments used presently are unable to identify the subtypes of aggression. In order to address this limitation in the field of aggression, the present investigation was undertaken. A literature study was done where the concept aggression was defined and the relationship and differences between the subtypes of aggression (physical, verbal, reactive and proactive aggression) were examined. The factors that relate to aggression, namely, biological, personality, environmental and social, parental influence, frustration and media influences were identified. A reliable measuring instrument was developed to identify the four main subtypes of aggression in junior primary learners. The results of the empirical investigation indicated that there were significant positive correlations between the subtypes of aggression. Gender and intellectual potential do not appear to have a significant bearing on childhood aggression. The educational implications of the findings are discussed and guidelines regarding treatment of childhood aggression are given for both educators and parents. / Education Studies / M.Ed.

Text in Afrikaans / The Gestalt Play Therapeutic approach is used as contextual frame in this research where-in music is applied as an aid for the aggressive emotions of the primary learner. Emotional and behavioral problems in children in primary and secondary schools and even in pre-primary schools, are assuming alarming proportions. From the holistic approach of the Gestalt theory, it has an influence on the development of areas such as the emotional, physical, cognitive and social in the phase of middle childhood. There is a lack of research findings on the effect of music during support to the aggressive primary learner within a Gestalt Play Therapeutic frame. The experimental single system design was used as research method as part of the quantitative investigation. The conclusion is that music was used successfully in the handling of rage and aggressive emotions in the group of child respondents within the context of the Gestalt approach. / Social Work / M.Diac. (Play Therapy)

Contexte. La croissance du temps d'écran dans notre société, plus spécifiquement l’attrait grandissant à l’endroit des jeux vidéo est fulgurant. Ce passe-temps peut-il avoir des conséquences négatives sur l’ajustement psychosocial des enfants un an plus tard ?Objectif. Identifier les associations prospectives entre l’engagement dans les jeux vidéo à 12 anset le bien-être psychosocial à l’âge de 13 ans.Méthode. Cette étude comprend 1344 sujets dont 702 filles et 642 garçons provenant de l’ÉtudeLongitudinale du Développement des Enfants du Québec (ÉLDEQ). À 12 ans, l’enfant a rapporté le nombre d’heures par semaine durant lesquelles il s’engageait dans les jeux vidéo. Puis, à l’aide d’échelles fidèles et valides, celui-ci a rapporté ses comportements d’agressivité réactive, d’inattention et d’impulsivité ainsi que sa détresse émotionnelle à 13 ans. Pour mesurer les associations prospectives entre les jeux vidéo et le bien-être à 13 ans, des régressions multiples ont été effectuées tout en contrôlant les variables confondantes et concurrentes pertinentes.Résultats. L’engagement dans les jeux vidéo à 12 ans est associé à une augmentation des comportements d’agressivité réactive (β= 0,13), des symptômes de détresse émotionnelle (β = 0,10) ainsi que des comportements d’inattention et d’impulsivité (β = 0,15) à 13 ans chez les garçons. Quant aux filles, l’engagement dans les jeux vidéo à 12 ans est associé à une augmentation des comportements d’agressivité réactive (β= 0,16) ainsi que des comportements d’inattention et d’impulsivité (β = 0,09) à 13 ans. Aucune association entre les jeux vidéo et la détresse émotionnelle ne fut avérée pour cette population.Conclusion. Les jeux vidéo peuvent présenter un facteur de risque quant au développement ultérieur de difficultés, soit plus de comportements d’agression réactive, d’inattention et d’impulsivité, ainsi que davantage de détresse émotionnelle. Il est important d’agir de manière préventive quant à la quantité de temps alloué à ce passe-temps. / Context. The growth of screen time in our society, as well as the growing appeal for video games is dazzling. However, can this hobby have negative consequences on the psychosocial adjustment of children a year later? Objective. Identify the prospective associations between engagement in video games at age 12 and psychosocial well-being at age 13. Method. This study includes 1344 subjects including 702 girls and 642 boys from the Longitudinal Study of the Development of Children in Quebec (ÉLDEQ). At 12 years old, the child selfreported the number of hours he engaged in video games per week. Then, using loyal and valid scales, he reported reactive aggression, inattention and impulsivity and emotional distress at 13 years of age. To measure the prospective associations between video games and well-being at 13, multiple regressions were studied while controlling for the relevant confounding and competing variables. Results. Engaging in video games at 12 is associated with an increase in reactive aggression (β=0.13), symptoms of emotional distress (β = 0.10), and inattentiveness and impulsivity (β = 0.15) at 13 for boys. Engaging in video games at 12 is associated with an increase in reactive aggression (β=0.16) and inattentiveness and impulsivity (β = 0.09) at 13 for girls. They were no association between video games and emotional distress for this population. Conclusion. Video games can be a risk factor for developing difficulties later, more reactive aggression, more attention and impulsiveness, and more emotional distress. In this sense, it is important to act in prevention as to the number of times allocated to this hobby.

This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners. Their input assisted the researcher to understand the various discipline structures within the school and also, how parents and educators manage the aggressive behaviour of learners. The study sought to identify whether primary and secondary socialisation, and the influence of the media are related to learners behaving aggressively. The information collected confirmed that children model the behaviour of adults and of their peers. The principals and the educators were of the opinion that positive primary socialisation is of the utmost importance, as it lays the foundation for future socialisation. / Educational Studies / M. Ed. (Socio-Education)

No description available.

No description available.