Thesis--University of Florida. / Manuscript copy. Vita. Description based on print version record. Bibliography: leaves 62-64.

This research dealt with attributions of intent to harm, responsibility, justification and affect made by subjects observing role-acted aggressive behaviour toward a victim. The primary question concerned the relationship between the types of attributions made (dependent variables) and the types of cues displayed by the protagonist (independent variables). The independent variables were systematically manipulated by depicting them, in ten different videotaped scenes. One hundred, male, undergraduate psychology students at the University of British Columbia were volunteer subjects. The results were analyzed by grouping the independent variables on two bases: (1) by a priori criteria, and (2) according to the subjects' perceptions. The first analysis used a three-way 2x2x2 ANOVA, where the three fully crossed factors were the presence or absence of implicit or explicit verbal cues, or nonverbal cues. Simple main effects analyses were conducted on significant interactions. Trend analyses established the effects of increasing the number of cues displayed. The second analysis used an eight group one-way ANOVA plus trend analyses. The protagonists' use of nonverbal cues or an increase in the number of cues displayed was found to decrease attributions of responsibility to the victim, increase the victim's likeability, decrease the justification of the protagonist and decrease his likeability. When the protagonist became very aggressive these effects were reversed. Implications for pacificism of this backlash effect against the victim were discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Chlordiazepoxide (CDP), one of a number of drugs in' the class Ijnown as the benzodiazepines, is known to have central muscle relaxant effects , anticonvulsant effects against electroconvulsive shock and chemical agents, depressive effects on the duration of electrical afterdischarges in the limbic system, and attenuation of fear in avoidance and conflict situations • It also has been found to have a suppressive effect on a number of aggressive behavioral responses. CDP was found to depress mouse killing in rats (Loiselle and Caparell, 1966), to have taming effects on vicious cynomolgus monkeys (Heise and Boff, 1961), to produce calming of "septal rats" (Horovitz, Furgiuele, Brannick, Burke and Craver, 1963); to reduce shock-induced fighting of mice (Stille, 1962), and to lessen fighting of previously isolated mice (Cole and Wolf, 1966). Reduction of aggressive behavior, then, would seem to be quite evident

Carl Rogers (1965) stated that "the organism reacts to the field as it is experienced and perceived. This perceptual field is, for the individual, 'reality 1 . 11 Thus, according to phenomenological theory, experience and perception determine reality and consequently behavior. The present study tests the assumption that perception is related to behavior. The validity of the a perception of violence task as a predictor of rated aggressive behavior is tested. Sex is included as an independent variable because no data are available on sex differences for perception of violence.

Adolescent boys can either possess an internal or an external locus of control. An internal locus of control refers to a perception of being in control of one’s own life through own decisions and abilities. An external locus of control refers to the opposite, meaning a belief in luck and fate and also that one is being controlled by powers outside oneself. With these different perceptions, especially with the last perception, the high expectations of society of adolescent boys, can lead to frustrations. This can lead to aggression, consisting of physical, verbal and/or indirect aggression, which might be one of the possible causes of aggression in schools. Consequently a questionnaire consisting of 56 items was compiled by a combination of Julian Rotter’s (www.ballarat.edu.au/ard/bssh/psych/rot.htm) “Locus of control” questionnaire (1966) - and Björkqvist, Lagerspetz and Österman’s (www.vasa.abo.fi/svf/up/dias.htm) DIAS (“Direct and Indirect Aggression Scale) questionnaire (1992). Biographical items, namely language of instruction, age and grade of learners, were included as independent variables in the questionnaire. The questionnaire was completed by 184 boys from School A and 256 boys from School B in Grade 9-11. From the factor analysis, three factors were distinguished consisting of physical, verbal and indirect aggression. All the factors consisted of a high Cronbach Alpha (physical aggression=0.847, verbal aggression=0.820 and indirect aggression=0.845) which reflected a high validity and reliability of the research instrument. According to the relational analysis there was a relationship between external locus of control and especially verbal and indirect aggression, although very slightly. From the differential analysis, it has been judged according to the low averages, that the tendency of the different ways of aggression in language, age and grade are not prominent enough. Yet the following findings were made: • from language of instruction a meaningful difference was found, although with an average of only 0.2, it is not substantial; • age wise it was found that the 15 year old adolescent boys’ indirect aggression was statistically meaningful lower than the 17 year old boys; and lastly • grade in general reflects that the grade 9 learners of specifically School A, were more aggressive (physically, verbally and indirectly) than the grade 10 and 11 learners. From the literature study and empirical search, a definite relationship was found between adolescent boys with an external locus of control and aggression. With the increase of aggressive and violent behaviour in schools, this research topic has relevant and important educational implications for all parties that form part of the educational process.

Thesis (Ph. D.)--Northeastern University, 2008. / Title from title page (viewed April 2, 2009). Graduate School of Arts and Sciences, Dept. of Psychology. Includes bibliographical references (p. 110-114).

Thesis (M.A.)--The University of North Carolina at Greensboro, 2008. / Directed by Jacquelyn White; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Sep. 3, 2009). Includes bibliographical references (p. 23-27).

D.Ed. / The researcher explored and described the teachers’ experience of aggression in a secondary school. In order to assist teachers who experience aggression in a secondary school, she developed, implemented and evaluated a Psycho-Educational Programme to facilitate their mental health. Aggression-related attitudes and behaviour has become part of the learning and teaching process, and directly contributes to the increased levels of stress and frustration for teachers, learners, and non-teaching staff. Despite this stressful environment, teachers are still expected to fulfil their normal duties as teachers. Teachers specifically ascribe disciplinary problems as one of the major reasons why they resign from teaching as profession. The research design was systemised into four sequential research steps. Step 1, the situation analysis, was conducted according to the qualitative research approach by means of individual phenomenological interviews with purposefully selected teachers. Tesch’s descriptive approach to data reduction was applied whereafter a literature control was conducted. Trustworthiness was ensured by adherence to credibility, transferability, dependability and confirmability. Step 2 introduced the development of a Psycho-Educational Programme to facilitate the mental health of teachers who experience aggression in a secondary school. The nature, content and extent of the programme were based on a conceptual framework. Step 3 and step 4 comprised the implementation and evaluation of the Psycho-Educational Programme according to the classical experiment approach. Participants completed the pre-test and post-test questionnaires. Adherence to internal validity, external validity, reliability and objectivity ensured the trustworthiness of the process. The following three themes emerged during the situation analysis: Theme 1: Teachers experienced feelings of anger, hurt, frustration and disappointment. Theme 2: Teachers experienced their locus of control in relation to aggression to be internal as well as external; and, Theme 3: Teachers were aware of barriers in the establishment and maintenance of constructive relationships at school. The evaluation of the data showed that the questionnaires were appropriate and valid. The variables; self-awareness internal locus of control and external locus of control and relationships, was effectively addressed in the Psycho-Educational Programme and also had a positive effect on the experimental group. The implementation of the Placebo Programme, however, had no significant impact on the control group. The public concern regarding aggressive behaviour at secondary schools is escalating, although contextualised research related to this issue is seriously lacking. The development, implementation and evaluation of the Psycho-Educational Programme, indicated that the aggression teachers experience in a secondary school can be managed by facilitating the mental health of the teachers. The study further allowed the researcher to practically demonstrate the value added to the study when both the qualitative and quantitative research approaches are appropriately included in the research design.

文旺輝. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 64-75. / Wen Wanghui [Man Wong Fai]. / 摘要 --- p.1 / 謝言 --- p.2 / 目錄 --- p.3 / 表索引 --- p.5 / 圖索引 --- p.6 / Chapter I. --- 引言 --- p.7 / Chapter A. --- 源起 --- p.7 / Chapter B. --- 研究意義 --- p.8 / Chapter C. --- 研究主題 --- p.9 / Chapter II. --- 文獻回顧 --- p.11 / Chapter A. --- 攻擊行為與攻擊性 --- p.11 / Chapter B. --- 測量攻擊性 --- p.12 / Chapter C. --- 歸因模式與青少年的攻擊性 --- p.16 / Chapter D. --- 父母的攻擊性與青少年的攻擊性 --- p.19 / Chapter E. --- 親子關係與青少年的攻擊性 --- p.21 / Chapter III. --- 研究設計 --- p.24 / Chapter A. --- 研究變項及工具 --- p.24 / Chapter B. --- 研究假設 --- p.31 / Chapter C. --- 樣本 --- p.34 / Chapter D. --- 資料收集 --- p.35 / Chapter IV. --- 資料分析結果及討論 --- p.36 / Chapter A. --- 各量表的内在一致性及單度向性檢驗 --- p.37 / Chapter B. --- 性別、年級與青少年的攻擊性 --- p.39 / Chapter C. --- 攻擊性及敵意歸因偏見與其他變項的關係 --- p.41 / Chapter D. --- 比較及測試不同的因徑模式 --- p.43 / Chapter V. --- 討論_ --- p.59 / Chapter A. --- 分析結果討論 --- p.59 / Chapter B. --- 研究限制 --- p.63 / Chapter VI. --- 參考文獻 --- p.64 / Chapter VII. --- 附錄 --- p.76 / Chapter A. --- 主測用量表 --- p.76 / Chapter B. --- 前測用量表 --- p.77 / Chapter C. --- 「高攻擊性」與「低攻擊性樣本」的比較 --- p.79 / Chapter D. --- 主要變項的相關矩陣 --- p.82 / Chapter E. --- 各量表的相關矩陣 --- p.83

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 53-61). Print copy also available.