• Title, Summary, Keyword: Aggression

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The influence of gratitude enhancement program on preschoolers' aggression perceived by their teacher and mother (감사 증진 프로그램이 교사와 어머니가 인식한 유아의 공격성에 미치는 영향)

  • Kim, Mi Kyoung;Kwon, Ki Nam
    • Korean Journal of Human Ecology
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    • v.23 no.2
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    • pp.281-292
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    • 2014
  • This study was designed to examine the influence of gratitude enhancement program on preschoolers' aggression perceived by their teacher and mother. The subjects in this study were 40 four-year-old children in kindergarten in U city. This study employed a pre/post-test control group design, and so all subjects were assigned to an experimental group(gratitude enhancement program) or comparative group(general education program according to the year curriculum). Preschoolers' aggression was measured by the teacher and mother of the subjects and the collected data were analyzed by independent and paired t-test. This study also computed Cohen's d to estimate effect size of gratitude enhancement program on preschoolers' aggression. The findings of this study were as follows. Firstly, gratitude enhancement program and general education program were all effective in reducing preschoolers' aggression(aggression against things, verbal aggression and total aggression) perceived by their teacher except of aggression against others. But gratitude enhancement program was more effective than general education program in reducing these sort of aggression. Meanwhile, only gratitude enhancement program was effective in reducing preschoolers' aggression against others. Secondly, gratitude enhancement program was effective in reducing preschoolers' aggression(aggression against things, aggression against others, verbal aggression and total aggression).

Neurobiology of Aggression (공격성의 신경생물학)

  • Kim, Ki Won;An, Eun-Soog;Lee, Yu-Sang;Park, Seon-Cheol
    • Korean Journal of Biological Psychiatry
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    • v.20 no.4
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    • pp.129-135
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    • 2013
  • Aggression can be defined as 'behavior intended to harm another' which can be seen both from humans and animals. However, trying to understand aggression in a simplistic view may make it difficult to develop an integrated approach. So, we tried to explain aggression in a multidisciplinary approach, affected by various factors such as neuroanatomical structures, neurotransmitter, genes, and sex hormone. Parallel with animal models, human aggression can be understood with two phenomena, offensive aggression and defensive aggression. Neurobiological model of aggression give a chance to explain aggression with an imbalance between prefrontal regulatory influences and hyper-reactivity of the subcortical areas involved in affective evaluation, finally in an aspect of brain organization. Serotonin and GABA usually inhibit aggression and norepinephrine while glutamate and dopamine precipitate aggressive behavior. As there is no one gene which has been identified as a cause of aggression, functions between gene to gene interaction and gene to environment interaction are being magnified. Contributions of sex hormone to aggression, especially molecular biologic interaction of testosterone and regulation of estrogen receptor have been emphasized during the research on aggression. This multidisciplinary approach on aggression with types, neurochemical bases, and animal models can bring integrated interpretation on aggression.

Effects of Preschool Children's Gender, Temperament, Emotional Regulation and Maternal Parenting Stress on Children's Overt Aggression and Relational Aggression (유아의 외현적 공격성 및 관계적 공격성에 대한 유아의 성, 기질, 정서조절능력, 어머니의 양육 스트레스의 영향)

  • Han, Jun Ah;Cho, Yoonjoo;Kim, Jihyun
    • Korean Journal of Human Ecology
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    • v.23 no.4
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    • pp.599-611
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    • 2014
  • The purposes of this study were (1) to explore the gender differences in children's overt aggression and relational aggression and (2) to investigate the effects of preschool children's gender, temperament, emotional regulation, and maternal parenting stress on overt aggression and relational aggression. The participants were 173 preschool children and their mothers from three day care center and two kindergarten in Seoul and Gyeong-gi province. The data were analyzed using descriptive statistics, t-test, correlations, and multiple regressions. The results were as follows: (1) There was statistically significant gender difference in preschool children's overt aggression, but there was statistically no significant gender difference in preschool children's relational aggression. Boys displayed more overt aggression than girls. (2) Preschool children's emotional regulation and activity explained children's overt aggression and relational aggression. When preschool children expressed more emotional regulation, they showed less overt aggression and relational aggression. Preschool children, who perceived having more activity from mothers, diaplayed more overt aggression and relational aggression. Gender was found to affect preschool children's overt aggression.

The Influences of Sex and Social Information Interpretation on Children's Aggression (아동의 성(性)과 사회정보처리 해석과정이 공격성의 형태 및 기능에 미치는 영향)

  • Yoon, Eun-Jung;Jung, Hye-Young;Lee, Kyeong-Hwa
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.3
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    • pp.424-435
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    • 2012
  • This study aimed to examine the influences of children's sex and the social information interpretation(intentional/incidental) on aggressions (form/function). The subjects were 363 fifth and sixth graders from 6 elementary schools in Busan and the data were analyzed with two-way ANOVA. The research findings were as follows: First, children's sex had significant influence upon their overt aggression, and children's interpretation of social information had significant influences upon their overt aggression and relational aggression alike. Second, children's sex and interpretation of social information had significant influences upon their proactive aggression and reactive aggression. Finally, children's sex had significant influences upon proactive-overt aggression, reactive-overt aggression and proactive-relational aggression.

The Effect of Children's Perceived Parenting Behaviors on Their Aggression (아동이 지각한 부모의 양육행동이 아동의 공격성에 미치는 영향)

  • Oh, Chae-Mi;Kong, In-Sook
    • Journal of Korean Home Management Association
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    • v.25 no.4
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    • pp.139-149
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    • 2007
  • This study investigated the effect of the children's perceived parenting behaviors on their aggression. Subjects were 309 (156 boys and 153 girls) 5th and 6th grade elementary school children living in Jellanamdo. The questionnaire for the children's parenting behavior evaluation and their aggression was used. The data were analyzed by frequencies, Cronbach' ${\alpha}$, t-test and multiple regression. Results showed that the children perceived their parents affectionately and rationally and especially, they perceived their mother affectionately and rationally than their father. Meantime, the children perceived their aggression at a low level on the whole. Parenting behavior and children's aggression differed according to the gender. Fathers' coercive and mothers' permissive parenting predicted the children's proactive aggression. Fathers' coercive, affective and mother's aggression-compensatory parenting predicted children's reactive aggression. Fathers' coercive parenting was only significant predictor for the children's relational aggression and fathers' coercive, aggression- compensatory parenting predicted children's total aggression. Fathers' participation for reducing children's aggression was discussed.

The Effects of Individual Characteristics and Teacher-Child Conflictual Relationships on Young Children's Aggression (유아의 개인내적요인과 교사-유아 갈등 관계가 유아의 공격성에 미치는 영향)

  • Lee, Kyung Nim
    • Family and Environment Research
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    • v.52 no.3
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    • pp.229-241
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    • 2014
  • This study examined the effects of young children's effortful control and emotional regulation, teacher-child conflictual relationships on young children's overt and relational aggression. The subjects of this study were 372, 3-5 years old children and their teachers. Young children's aggression, effortful control, emotional regulation, and teacher-child relationships were assessed by a teacher's report. The collected data were analyzed by t -test, Pearson correlations, and pathway analysis. The results were as follows: first, the boys' overt aggression was found to be greater than that of the girls,' while, there was no difference in relational aggression between boys and girls. Second, the boys' and girls' effortful control was found to affect the young children's overt and relational aggression indirectly through emotional regulation, and teacher-child conflictual relationships. For the girls, effortful control was found to affect overt aggression directly. Third, teacher-child conflictual relationships and emotional regulation were found to affect boys' and girls' overt and relational aggression directly and to mediate between boys' and girls' effortful control and overt and relational aggression. Further, for girls, emotional regulation was found to mediate between teacher-child conflictual relationships and overt and relational aggression. Additionally, effortful control was found to be the most important variable predicting boys' and girls' overt aggression, while a teacher-child conflictual relationship was the most important variable for boys' and girls' relational aggression.

Types of Changes in Overt Aggression and Their Predictors in Early Adolescents : Growth Mixture Modeling (초기 청소년의 외현적 공격성 변화유형과 예측요인 : 성장혼합모형의 적용)

  • Seo, Mi-Jung;Kim, Kyong-Yeon
    • Korean Journal of Child Studies
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    • v.31 no.3
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    • pp.83-97
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    • 2010
  • Growth mixture modeling was used to identify types of changes in overt aggression from Grades 4 to 7 among a sample from the Korean Youth Panel Survey. Three discrete patterns were found to adequately explain changes of overt aggression in both boys and girls : Persistent intermediate aggression; Increasing aggression; and Decreasing aggression. Most boys (93%) fell into the Persistent intermediate aggression group and 49% of girls were found to fall into the Increasing aggression group. This suggests that prevention programs should recognize that girls are at risk of increasing aggression in their early adolescence. Multinomial logistic regression analysis shows that self-control, child abuse, peer support, and involvement with deviant peers at Grades 4 were all strongly associated with trajectory class membership. These associations did not differ by gender. These findings suggest that prevention programs should focus on the multiple risk factors of both boys and girls.

Relations between Mothers' Responses about Their Preschoolers' Overt and Relational Aggression by Preschoolers' Aggressive Behaviors (유아의 외현적.관계적 공격성에 대한 어머니의 반응과 유아의 공격적 행동 간의 관계)

  • Kim, Ji-Hyun;Chung, Jee-Nha;Kwon, Yeon-Hee;Min, Sung-Hye
    • Korean Journal of Child Studies
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    • v.30 no.2
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    • pp.145-159
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    • 2009
  • In this study, mothers of 205 4- to 5-year-old preschoolers responded to aggression episodes of Werner et al. (2006); preschoolers' teachers responded to the Preschool Social Behavior Scale (Crick et al., 1997). Results showed, (1) boys exhibited more overt and relational aggression. (2) In overt aggression episodes, mothers used encouragement to boys and rule violation responses to girls; in relational aggression episodes, mothers used encouragement and power assertion responses to girls. (3) Mothers' power assertion about overt aggression related negatively with preschoolers' overt aggressive behaviors; mothers' discussion about relational aggression related positively with preschoolers' overt aggressive behaviors. Implications of these findings for the mothers' responses by aggression types were discussed in order in better understand preschooler's aggressive behaviors.

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A Meta-analysis of the Gender Differences and Variables Related to Overt and Relational Aggression in Children and Adolescents (아동과 청소년의 외현적, 관계적 공격성의 성별 차이 및 관련변인에 대한 메타분석)

  • Seo, Mi-Jung
    • Korean Journal of Child Studies
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    • v.32 no.3
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    • pp.143-162
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    • 2011
  • This study presents a meta-anlalytic review of 119 studies, published between 1990 and 2009, of gender differences and variables associated with overt and relational aggression during childhood and adolescence. Gender differences in overt aggression were found to be significantly higher in boys than girls, but significant gender differences in relational aggression were not found. Gender differences of only overt aggression are moderated by age and the reporter type. In general, both overt and relational aggression are more strongly related to maladjustment than adjustment. In addition to this, overt and relational aggression has both common and differential associations with relative levels of maladjustment and adjustment. The moderation of these effect sizes of both overt and relational aggression by age and the reporter type was found.

The Influences of Meditation Program Using Picture Books on Reduction of Young Children's Aggression (그림책을 활용한 명상 프로그램이 유아의 공격성 감소에 미치는 영향)

  • Park, Mi-Jeong;Gwon, Gi-Nam
    • The Korean Journal of Community Living Science
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    • v.21 no.1
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    • pp.125-138
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    • 2010
  • This study examined the effects of a meditation program using picture books as a method of reducing young children's aggression. Data was taken from a sample of 60 four-to five-year-old children in daycare centers. This study employed a pre/post-test controlgroup design. All children of each daycare center were assigned to an experimental group(meditation program using picture books) or control group(general music meditation program). All variables were measured by the mothers and teachers of the observed children and the collected data were analyzed by independent and paired t-test. The main results of this study are as follows. Firstly, the meditation program using picture books and general music meditation program were all effective in reducing young children's aggression (aggression against things, aggression against others, verbal aggressin and total aggression) perceived by their teachers, that is, aggression against things, aggression against others and verbal aggression. Secondly, the meditation program using picture books was more effective than general music meditation program in reducing young children's aggression perceived by teachers. Thirdly, the meditation program using picture books was effective in reducing only young children's verbal aggression perceived by their mothers.