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Die verband tussen aggressie en sosiale vaardighedeStorm, Wiandi 12 1900 (has links)
Thesis (MSc)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Violence and aggression are becoming commonplace occurrences in the South African
society. It has no cultural, age or gender preference and its effects are becoming more
and more visible in the economic, social and interpersonal levels. This assignment
aimed to reflect the relationship between aggression and social skills by means of a
literature survey. Different theories were discussed to explain the development off
aggression and social skills as well as the relationship between these two variables.
The primary focus was on the influence of exposure to aggression and/or social skills in
childhood years. The development of aggression and social skills plays an important
role when it comes to the clarification of the interaction between aggression and social
skills. The focus was on external factors like socio-political and socio-economical
factors, as well as factors on a more interpersonal level like the family and the education
system outside the family. Researchers found that there is an interaction between
aggression and the shortfall off specific social skills like: effective communication skills,
assertiveness, conflict management or problemsolving skills, disclosure and emotional
support. In conclusion, recommendations are made with future research in mind. / AFRIKAANSE OPSOMMING: Geweld en aggressie is besig om 'n allerdaagse verskynsel in die Suid-Afrikaanse
gemeenskap te word. Dié geweld het geen grense ten opsigte van kultuur, ouderdom of
geslag nie en oefen sigbare druk op sosiale, ekonomiese en interpersoonlike vlakke uit.
Die doel van hierdie werkstuk was om die moontlike verband tussen aggressie en
sosiale vaardighede aan die hand van 'n literatuurstudie te bespreek. Verskeie teorieë
is bespreek om die ontwikkeling van aggressie en sosiale vaardighede asook die
verband tussen die twee veranderlikes te ondersoek. Daar is hoofsaaklik gefokus op die
invloed van blootstelling aan aggressie en/of sosiale vaardighede in die kinderjare. Die
ontstaan van aggressie en sosiale vaardighede speel 'n belangrike rol by die verklaring
van die verband tussen aggressie en sosiale vaardighede. Daar is gefokus op eksterne
faktore naamlik sosio-politiese en sosio-ekonomiese faktore asook faktore op 'n meer
interpersoonlike vlak naamlik die gesin en die opvoedingstelsel buite die gesin.
Navorsers het gevind dat daar 'n verband is tussen aggressie en 'n tekort aan spesifieke
sosiale vaardighede naamlik: effektiewe kommunikasievaardighede, selfgelding,
konflikbestuur of probleemoplossingsvaardighede, ontsluiting en emosionele
ondersteuning. Ten slotte is aanbevelings met die oog op toekomstige navorsing
gemaak.
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Selfagting en lokus van kontrole as voorspellers van aggressieFourie, Rene 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Aggression is an everyday occurrence in South Africa. If the detrimental effect of
aggression on the individual, as well as society, is taken into account, it becomes
necessary to conduct more research on the factors that can enhance and lower
aggression.
The main aim of this research was to gain insight into the relationship between level
of self-esteem, stability of self-esteem, locus of control, and aggression. An additional
aim was to establish whether male and female students differed in their level of
aggression towards men and women. In this regard four types of aggression were
distinguished, namely physical and verbal aggression, anger and hostility. The results
of this study can be utilised to combat aggression by limiting the emergence and
execution of aggression.
Male and female first year students attending Stellenbosch University were asked to
participate in this study. Participation was voluntary and anonymous. Altogether 149
people (40 male students and 109 female students) completed the questionnaires. The
study group spoke either Afrikaans or English at horne. The ages of the participants
fell between 17 and 27 years.
Five measuring instruments were used. The researcher compiled a biographical
questionnaire to gain information about the participant's sex, age, horne language and
citizenship. The Rosenberg Self-Esteem Scale (RSE) was used to measure level of
self-esteem. The RSE was also adapted to measure the stability of self-esteem.
Stability of self-esteem was also measured with the Rosenberg Stability of Self Scale
(RSSS). The Aggression Questionnaire (AQ) was used to determine the level of
aggression the individual had towards others. The AQ also distinguished between
four types of aggression, namely physical and verbal aggression, anger and hostility.
The Adult Nowicki-Strickland Internal-External Control Scale (ANSIE) was used to
measure locus of control. Significant relationships were found between the following variables:
• Level of self-esteem, stability of self-esteem, locus of control, and aggression for
female students. Only locus of control was a significant predictor of aggression;
• Level of self-esteem, stability of self-esteem, locus of control, and aggression for
male students. None of the predictor variables were significant.
The following significant differences were found:
• Male students were significantly more physically aggressive towards their own sex
than female students towards their own sex;
• Female students were significantly more physically aggressive towards the opposite
sex than male students towards the opposite sex. / AFRIKAANSE OPSOMMING: Aggressie is 'n alledaagse verskynsel in Suid-Afrika. Indien die nadelige invloed
daarvan op die individu, sowel as die samelewing, in ag geneem word, is dit
noodsaaklik dat meer navorsing gedoen word oor die faktore wat aggressie kan
verhoog en verlaag.
Die hoofdoelstelling van hierdie ondersoek was om die verband tussen vlak van
selfagting, stabiliteit van selfagting en lokus van kontrole, en aggressie te verken.
Verdere spesifieke doelstellings was om te bepaal of mans- en damestudente van
mekaar verskil in die vlak van aggressie wat hulle gebruik teenoor mans en vroue. In
hierdie opsig is daar onderskei tussen vier tipes aggressie, naamlik fisiese en verbale
aggressie, woede en vyandigheid. Die resultate van hierdie ondersoek kan benut word
om aggressie teen te werk deur die ontstaan en uitvoering van aggressie te beperk.
Manlike en vroulike eerstejaarstudente aan die Universiteit van Stellenbosch is by die
ondersoek betrek. Deelname was vrywillig en anoniem. Altesame 149 persone (40
mansstudente en 109 damestudente) het die vraelyste voltooi. Die ondersoekgroep
was Afrikaans of Engels as huistaal magtig. Die ouderdomme van die deelnemers
was tussen 17 en 27 jaar.
Vyfmeetinstrumente is gebruik. 'n Biografiese vraelys is deur die navorser self
opgestel om inligting te verkry oor die deelnemer se geslag, ouderdom, huistaal en
burgerskap. Die Rosenberg Selfagting Skaal (RSAS) is gebruik om vlak van
selfagting te meet. Die RSAS is ook aangepas om die stabiliteit van selfagting te
meet. Stabiliteit van selfagting is ook gemeet deur die Rosenberg Stabiliteit van Self
Skaal (RSSS). Die Aggressie Vraelys (AV) is gebruik om die vlak van aggressie van
die individu teenoor ander te bepaal. Die AVonderskei ook tussen vier tipes
aggressie, naamlik fisiese en verbale aggressie, woede en vyandigheid. Die Nowicki-
Strickland Skaal vir Interne-Eksterne Kontrole vir Volwassenes (N-SIEV) is gebruik
om lokus van kontrole te meet. Daar is beduidende verbande tussen die volgende veranderlikes gevind:
• Vlak van selfagting, stabiliteit van selfagting en lokus van kontrole, en aggressie by
damestudente. Slegs lokus van kontrole was 'n beduidende voorspeller van
aggressie by damestudente;
• Vlak van selfagting, stabiliteit van selfagting, lokus van kontrole, en aggressie by
mansstudente. Geeneen van die voorspellerveranderlikes was beduidend by
mansstudente nie.
Die volgende beduidende verskille is gevind:
• Mansstudente was beduidend meer fisies aggressief teenoor hul eie geslag as
damestudente teenoor hul eie geslag;
• Damestudente was beduidend meer fisies aggressief teenoor die teenoorgestelde
geslag as mansstudente teenoor die teenoorgestelde geslag.
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Learners' experience of other learners' aggression in a secondary school22 June 2011 (has links)
M. Ed. / Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents, educators, learners, the Department of Education, the Department of Correctional Services and the Department of Social Science are concerned about the escalation of aggression in secondary schools. Current research on learners‟ experience of other learners‟ aggression in a secondary school has identified it as a major concern as it interferes with normal schooling. Aggression begets aggression. One of the goals of this research study was to provide guidelines for learners to manage aggression in a constructive manner. The participants in this research study were learners between the age of sixteen years and eighteen years in a secondary school in the Ekurhuleni area. The researcher‟s objectives were as follows: to explore and describe learners‟ experience of other learner‟s aggression in a secondary school; and to describe guidelines for the learners which will assist learners in dealing with learner aggression. The qualitative research approach helps the researcher to understand and interpret the learners‟ aggression. Phenomenological interviews were conducted and naïve sketches were written. The data was analysed by means of open coding. The major themes are set out below. 1. Learners experience other learners‟ aggression as being out of control. 2. Learners experience that cultural differences contribute to other learners‟ aggression. 3. Learners experience inadequate supervision and support of educators. 4. Learners experience other aggressive learners to be challenged in their lives. 5. From the interviews conducted; guidelines were made in line with the findings, to assist learners in dealing with learners‟ aggression.
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Preschoolers' hostile attribution, aggressive behavior and relationships with their mothers' attributional style, parenting behavior and affectKatsurada, Emiko 12 October 1995 (has links)
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
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The correlates of proactive and reactive aggression in early childhoodConaty, Jennifer. January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Terri Shelton; submitted to the Dept. of Psychology. Includes bibliographical references (p. 69-83).
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Naturalistic observations of girls' and boys' playground aggression /Smith, Carla E. January 2004 (has links)
Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 104-113). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99239
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Characteristics of relationally aggressive fifth grade girlsFleetman, Kathy S. January 2005 (has links)
Thesis (M. Ed.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 59-66).
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The effects of an aggression-management training intervention program on controlling ice hockey player penalty minutesMattesi, Mark A. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iv, 107 p. : ill. Includes abstract. Includes bibliographical references.
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Recognizing bullying as aggression a guide for school counselors /Walters, Jenette. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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The influence of birth order on verbal aggressiveness and argumentativenessRodgers, Marissa F. January 2003 (has links)
Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 46 p. Includes abstract. Includes bibliographical references (p. 35-44).
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