SavedAdd your journal

Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi / 2013 / Cilt: 46 - Sayı: 1

Akran saldırganlığı ve mağduriyetinin psiko-sosyal değişkenler açısından incelenmesi

An examination of peer aggression and victimization in relation to psycho-social variables

Emine Gül KAPÇI
Arzu KURNAZ
Pages
317–342
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings were discussed in relation to social-emotional variables and negative cognitions in our understanding of the aggression and victimization.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study aimed to identify the variables in relation to overt and relational aggression and victimization.
📊
Key Findings & Data:The study group consisted of children (n=384) attending 6th, 7th and 8th grades of elementary schools in Ankara.
💡
Conclusion & Impact:Findings were discussed in relation to social-emotional variables and negative cognitions in our understanding of the aggression and victimization.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The present study aimed to identify the variables in relation to overt and relational aggression and victimization. The study group consisted of children (n=384) attending 6th, 7th and 8th grades of elementary schools in Ankara. Children completed negative cognitive errors, aggression, victimization and perceived parenting scales while their parents filled in emotion regulation and behavior problems scales. A negative relationship was found between age and overt and relational aggresion. Regression analyses demonstrated that ADHD and social problems subscales, cognitive errors and perceived father attitudes predicted overt and relational aggression and victimization. Findings were discussed in relation to social-emotional variables and negative cognitions in our understanding of the aggression and victimization.

Özet

Araştırmanın amacı, saldırganlık ve mağduriyetin gözlenen ve ilişkisel boyutlarını yordayan değişkenlerin belirlenmesidir. Ankara ilinde 6.-8. sınıflara devam eden 384 öğrenci araştırma grubunu oluşturmuştur. Öğrenciler olumsuz bilişsel hatalar, saldırganlık, mağduriyet ve algılanan anababa tutumu ölçeklerini, anababaları ise davranış sorunları ve duygu ayarlama ölçeklerini doldurmuşlardır. Öğrencinin yaşı ile gözlenen ve ilişkisel saldırganlık arasında negatif bir ilişki olduğu bulunmuştur. Regresyon analizleri, davranış sorunları ölçeğinin dikkat eksikliği hiperaktivite ve sosyal problemler gibi bazı alt ölçeklerinin, bilişsel hataların ve algılanan baba tutumunun gözlenen ve ilişkisel saldırganlık ile gözlenen ve ilişkisel mağduriyeti yordadığını göstermiştir. Bulgular, sosyal-duygusal değişkenlerle, olumsuz bilişsel hatalar gibi bilgi işleme süreçlerinin saldırganlık ve mağduriyetle ilişkisi bağlamında tartışılmıştır.

🔖

Cite This Article

KAPÇI, E. G., KURNAZ, A. (2022). Akran saldırganlığı ve mağduriyetinin psiko-sosyal değişkenler açısından incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt: 46 - Sayı: 1, 317–342. https://ajindex.com/articles/442619

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Abikoff, H.B., Jensen, P.S., Arnold, L.L. E.A., Hoza, B., Hechtman, L., Pollack, S., Martin, D., Alvir, J., March, J. S., Hinshaw, S. et al. (2002). Observed classroom behavior of children with ADHD: relationship to gender and comorbidity. Journal of Abnormal Child Psychology, 30 (4), 349-59.
  2. Alink, L., Mesman, J., van Zeijl, J., Stolk, M., Juffer, F., Bakermans-Kranenburg, M., et al. (2009). Maternal sensitivity moderates the relation between negative discipline and aggression in early childhood. Social Development, 18(1), 99- 120. Archer, J. (2004). Sex differences in aggression in real-world settings: a meta- analytic review. Review of General Psychology, 8, 291–322.
  3. Arrindell, W. A., Sanavio, E., Aguilar, G., Sica, C., Hatzichristou, C., Eisemann, M., Recinos, L. A., Gazsner, P., Meter, M.,Battagliese, J., Kállai, J. & Van der Ende, J. (1999). The development of a short form of the EMBU: Its appraisal with students in Greece, Guatemala, Hungary and Italy. Personality and Individual Differences, 27, 613–628.
  4. Asarnow, J. R., Callon, J. W. (1985). Boys with peer adjustment problems: social cognitive processes. Journal of Consulting and Clinical Psychology, 53, 80-87.
  5. Balkaya, A. ve Ceyhan, E. (2007), Lise Öğrencilerinin Suç Davranışı Düzeylerinin Bazı Kişisel ve Ailesel Nitelikler Bakımından Đncelenmesi. Aile ve Toplum Dergisi, 3, 11, 13-27.
  6. Bandura, A., Barbaranelli, C., Caprara, G. V., Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71, 364-374.
  7. Bayer, C. L., Cegala, D. J. (1992). Trait verbal aggressiveness and argumentativeness: relations with parenting style. Western Journal of Communication, 56, 301 – 310. Burnette, M., & Reppucci, N. (2009). Childhood abuse and aggression in girls: the contribution of borderline personality disorder. Development and Psychopathology, 21(1), 309- 317. Camodeca, M., Goossens, F.A. (2004). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46(2), 186-197.
  8. Cheng, C.L. (2009). No blood means less harm?: relational aggression and peer rejection in adolescence. Bulletin of Educational Psychology, 40 (3), 511-528.
  9. Cicchetti, D., Ackerman, B. P., Izard, C. E. (1995). Emotions and emotion regulation in developmental psychopathology [Special Issue]. Development and Psychopathology, 7, 1-10.
  10. Cillessen, A. H. N., Mayeux, L. (2004). From censure to reinforcement: developmental c