جستجوی مقالات مرتبط با کلیدواژه "aggression" در نشریات گروه "علوم انسانی"

The purpose of this research was to predict aggression based on positive parenting with the mediating role of executive functions. The research was fundamental in terms of purpose and correlational in terms of method. The statistical population of this research consisted of all the students of the first secondary school in the 15th district of Tehran, and a sample of 261 students selected in an accessible way. Also, to collect data, the executive function deficit questionnaire (Sultani et al., 2017), the aggression questionnaire (Akbari Belotabangan et al., 2015) and the positive parenting scale (Naji et al., 2019) were used. Pearson correlation and structural equations were used to test the hypotheses. The results of the research showed that positive parenting has a negative relationship with relational aggression and executive functions play a mediating role. As a result, it can say that positive parenting helps parents to react calmly and skillfully to their children in times of tension and stress. Furthermore, executive functions can consider important prerequisites for effective parenting and for reducing aggression in families. These positive and effective relationships can ultimately help to reduce aggression in families and increase the quality of family life, because understanding and addressing the role of executive functions in this relationship may have implications for the development of targeted interventions to strengthen parenting practices and promote adaptive behaviors in adolescent

The category of aggression in personal and social relationships is an important issue that requires more and more research and knowledge. In this regard, the present study was conducted with the aim of predicting aggression based on communication skills and self-compassion, considering the mediating role of cognitive distortions. The current research was a type of correlation study with path analysis method. The statistical population of this research was all students of Shahid Madani University of Azerbaijan in the academic year of 2022-2023. The selected sample consisted of 253 people from among the target statistical population, who were selected by available sampling method. To collect data from the Communication Skills Questionnaire (CSTR) (Quindam, 2004), the Self-Compassion Questionnaire (SCS) (Neff, 2003), the Aggression Questionnaire (EAI) (Eysenck and Glen Wilson, 1975) and the Cognitive Distortions Questionnaire (Abdollahzadeh and Salar, 2009) was used. The resulting data were analyzed in SPSS 26 and AMOS 23 software and with statistical tests of Pearson's correlation coefficient and path analysis. Data analysis showed a good fit of the model after modification. The direct effect of communication skills (0.20), self-compassion (-0.61) and cognitive distortions (0.19) on aggression was significant (p<0.05). Also, the indirect results of the paths showed that only the relationship between communication skills and the mediating role of cognitive distortions on aggression (-0.14) was significant (p<0.05). Based on the findings of this research, it can be concluded that communication skills, self-compassion and cognitive distortions have a significant role in aggression, and considering the high personal and social importance of the phenomenon of aggression and the various consequences it can have for society and individuals, attention Its predictive factors are important.

Preschool children's hostility in comparison to family-centered play therapy and parent-centered meta-emotional training. The control group underwent a pre-test, post-test, and follow-up as part of the semi-experimental design. The statistical population consisted of 45 preschool children from Tehran in 2021-2022, who were selected through targeted sampling. The parents of the first and second experimental groups were treated with parent-centered meta-emotional training and family-centered play therapy, respectively. The research tool was aggression questionnaire of preschool children (APC). The data were analyzed using SPSS 22 software for repeated measure analysis of variance. In the post-test and follow-up phase, both parent-centered meta-emotional training and family-centered play therapy significantly reduced the aggression of children (P>0.001) However, there was no significant difference in the effectiveness of the two groups (P<0.05). In parent-centered meta-emotional training, the child’s capacity to express his emotions was enhanced, thereby reducing the likelihood of aggressive behavior. This was achieved by assisting parents in emphasizing the child's emotions and feelings and adopting a receptive perspective toward them. In the family-centered approach, the child’s more adaptive behaviors were significantly altered, and the family’s understanding of how to interact with the child was further enhanced through the use of the game. This allowed the child to express his desires without being compelled to demonstrate aggression. No funding has been allocated to this investigation.

This research studied the effectiveness of group story therapy on the externalizing behaviors of female students with oppositional defiant disorder. The research method was semi-experimental (pre-test-post-test with a control group design). The sample includes 32 people (16 people in each group). They were selected through the screening of 400 female students in first and second grades of primary schools in the first district of Tabriz, by clustered sampling, implementing the Child and Adolescents Behavior Inventory (CABI, Achenbach & Rescorla, 2007). They were randomly assigned to the groups. After the implementation of the pre-test, the experimental intervention, and the post-test, the data were analyzed using multivariate covariance analysis. The findings showed that story therapy reduced the externalizing behaviors and the components of hyperactivity/impulsivity, law-breaking, and aggressive behavior among female students with oppositional defiant disorder(P<0.05). It was concluded that story therapy could be used to treat the externalizing behaviors of female students and its effectiveness could be studied among male students and on other disorders.

Considering the detrimental effects of adolescent aggression on their development, the present study was undertaken to investigate the relationship between family functioning, the quality of interpersonal relationships, and socio-economic status with the level of aggression among high school students. The research method was descriptive and correlational. The participants were 316 high school students from Tabriz during the first semester of the 2015-2016 academic year, selected through multi-stage cluster sampling. They completed the Buss and Perry Aggression Questionnaire (1992), the McMaster Family Assessment Device (1983), the Quality of Relationship Inventory by Pierce et al. (1991), and a researcher-made socio-economic status tool. The data were analyzed using SPSS-23 software. The results demonstrated a significant relationship between the components of family functioning, interpersonal relationships, and the level of adolescent aggression. Family functioning and interpersonal relationship dimensions could predict changes in the level of aggression. However, no significant relationship was found between socio-economic status and the dimensions of adolescent aggression. Since family functioning and interpersonal relationship dimensions can explain the level of adolescent aggression, improving these variables can reduce adolescent aggression.

The purpose of this research is to investigate the relationship between irritability and aggression in students from divorced families with the mediating role of the motivation to participate in sports in Abhar 1402-1403. The current research is of applied research and correlation type using structural equation method, the statistical population of second secondary schools of girls in Abhar city, who were from divorced families and unmotivated in activities and motor skills (moving and manipulation) and among them A sample of 250 people was selected in a targeted manner. The research was carried out in a library and field form using questionnaires, motivation to participate in sports, irritability and aggression. SPSS version 23 and Amose version 23 software were used for data analysis, and correlation coefficient, regression and path analysis were used using the maximum likelihood method. The results of the research showed the correlation between the motivation to participate in sports with aggression, irritability, respectively; 0.713 is 0.878.(P<0.001) Performing the test using the maximum likelihood method showed that: with the increase in the motivation to participate in sports (aggression and irritability) among these students decreases. The calculated CMIN/DF value is equal to 1.296. The value of RMSEA is equal to 0.023. There is a direct relationship between irritability and aggression among these students with the mediating role of motivation to participate in sports. and increases people's participation in sports. According to the results of the research, it can be said that the motivation to participate in sports can partially compensate for the existing gap of such teenagers and empower them in their movement ability and participation in movement skills.

Depressed mood is an important factor in the decline in academic performance among students. The aim of this study was to determine the mediating role of positive thinking skills in the relationship between students' feelings of loneliness, aggression and depressed mood.

The present study is a descriptive correlational study. Statistical population of all male and female students of 8 to 12 years of primary school in Rasht who were studying in 1400-1399 who were selected by two-stage cluster sampling method and according to the Ingram and Wisnicki (1988) Positive Thinking Questionnaire, Pediatric Symptoms Questionnaire (CSI-4), Child Depression Inventory (CDI), Usher and Wheeler (1985) Loneliness Questionnaire. Data were analyzed using structural equation modeling and SPSS and AMOS software version 22. In order to analyze mediation relationships, the bootstrap method was used in Macro, Preacher and Hayes (2008) program.

The improved structural model of loneliness and aggression has a favorable fit with depressed mood through the mediation of positive thinking (χ2/df= 1.011, RMSEA= 0.005). Loneliness and aggression had a negative and significant relationship with depression (p<0.001). Bootstrap analysis revealed that positive thinking could not mediate the path of aggression to depressed mood but could mediate the relationship between loneliness and depressed mood (p <0.001).

The results showed that the relationship between aggression and depressed mood is so strong that positive thinking is not able to reduce the relationship between the two. However, positive thinking can reduce the destructive effects of loneliness on depressed mood.

The aim of this study was to investigate the prediction of adolescent aggression based on personality factors (adolescent personality factors) and parental behavioral patterns in Sarjahan region. The statistical population in this study included all high school adolescents in 2019-20. From the statistical population, 150 adolescents (85 male adolescents and 65 female adolescents) were selected as a sample using multi-stage cluster sampling method, then the sample individuals were questionnaires of personality traits and behavioral patterns of parents and Aggression was complemented by adolescents. In the analysis process, the data obtained from Pearson correlation test to analyze the relationship between variables and multivariate regression test simultaneously to predict the criterion variable by predictor variables were analyzed using SPSS software version 24. The results showed that personality factors in terms of components (neuroticism positively at the level of significance 0.05, agreement at the level of significance 0.01 and responsibility at the level of significance 0.05 were negatively able to predict adolescent aggression variable Parents' behavioral patterns in terms of components (negative dialogue orientation at a significance level of 0.01, positive compliance orientation at a significance level of 0.01, were able to predict adolescent aggression variables.

The purpose of this research is to compare the effectiveness of positive parenting group training for parents and behavioral management group training for mothers on the level of anxiety, aggression and depression of mothers with 4-7-year-old children. The research was also conducted in a semi-experimental way with a research design of 3 groups (one control group and two experimental groups) with pre-test and post-test. The statistical population included mothers of children aged 4 to 7 years in Tabriz who had referred to Shahriar Hospital and two private clinics to solve their children's problems, among which mothers from three medical centers and 20 parents from each center were selected purposefully. Before the implementation of the educational programs, three groups were tested by Bass and Perry aggression questionnaire (1992), Beck anxiety (1967) and Beck depression (1964). It was carried out in 8 sessions of 90 minutes and the control group did not receive any training. Finally, the post-test was done by answering the aggression, anxiety and depression questionnaire again. The data of this research was done using SPSS software and at two levels of descriptive and inferential statistics with ANCOVA and independent t analysis. Research findings indicate that positive parenting group training for parents and behavioral management group training for mothers have an effect on the level of aggression, anxiety and depression of mothers with 4-7 years old children, and both trainings are more effective than the control group, but group training for children Positive parenting is more powerful than behavioral management group training for mothers.

The present study was conducted with the aim of predicting aggressive behaviors in men with self-injury experience based on family affective climate and parental religiousness. The research method used was a descriptive correlational type and the statistical population of this research included all the men who had self-injury experience in West Azerbaijan province in 2023, from which 190 people were selected by Convenience Sampling and answered the Parental Religiousness questionnaire (1998), Family affective climate questionnaire (1964), and Buss Perry Aggression questionnaire (1992). The results showed parental religiousness predicts aggressive behaviors (R2=0.469, P>0/001) and mother’s religious leaning has a negative relation with aggressive behaviors (β=-0.528, P>0/001) and father’s religious leaning also has a negative relation with aggressive behaviors (β=-0.222, P>0/001). Family affective climate was also found to predict aggressive behaviors (except father-son relationship) (R2=0.196, P>0/001) and mother-son relationship had a negative relationship with aggressive behaviors (β=-0.421, P=0/001). In conclusion, this study sheds light on the significant relationship between family affective climate, parental religiousness, and aggressive behavior in men who engage in self-mutilation. These findings call for early intervention and therapeutic methods that address both religious experiences and families' emotional climate to prevent aggressive actions.

The purpose of this study was to determine the mediating role of rejection concern in the relationship between the experience of neglect in childhood and aggressive behaviors in adolescents. The present research method was the descriptive-correlation type of structural equation modeling. The statistical population of the research was made up of all female students of the first secondary school in the city of Soumesara in the academic year 2023-2024. 260 female students participated in the multi-stage cluster sampling method. To collect information from the Aggression Questionnaire (AQ) by Bass and Perry (1992), Rejection Sensitivity Questionnaire (RSQ) by Downey and Feldman (1996), and Childhood Trauma Questionnaire (CTQ) by Bernstein et al. (2003). used. To analyze the data, the method of structural equation modeling and bootstrap was used. The results of the path coefficients indicated that the proposed model predicted a total of 40% of the variance of aggression in the participants and had a good fit. The results showed that the direct effect of neglect experience and rejection concern on aggression was significant, and the direct effect of neglect experience on concern of rejection was significant (P<0.05). The results of this study indicated that the experience of neglect in childhood can increase aggressive behaviors in adolescents; Also, this relationship can be mediated by increased rejection concern.

This study aimed to determine the effectiveness of mentalization therapy on the difficulty in emotion regulation and self-control in adolescents with high aggression. The research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the research included boys and girls between the ages of 12 and 18 who were referred to the Development Counseling Center in Rasht in the first half of 2023, and 30 people were selected based on the inclusion criteria using a purposive sampling method and were randomly divided into two experimental (15) and control groups. (15). The experimental group received mentalization therapy during 20 75-minute training sessions, once a week. The data collection tool was Bass and Perry's Aggression Questionnaire (AQ, 1992), Gertz and Romer's Difficulty in Emotion Regulation Scale (DERS, 2004), and Tanjani et al.'s Self-Control Scale (SCQ, 2004). The results were analyzed using the repeated measurement variance method. The results showed that the effectiveness of mentalization therapy on the variables of difficulty in emotion regulation and self-control is significant (p<0.05). And this effect was permanent in the follow-up phase (p<0.05). Therefore, it is concluded that mentalization therapy can be effective in reducing the difficulty in regulating emotions and increasing self-control in adolescents with high aggression.

This research was conducted with the aim of investigating the relationship between mother-child interaction, mother's anxiety and depression with aggression of elementary school boy students in District 1 of Rasht city. The type of descriptive research and its method was also correlational. The statistical population included all the male students of the 6th grade of elementary education schools in the 1st district of Rasht in the academic year of 2023-2024 along with their mothers (870), of which a sample of 205 students and 205 mothers was selected by sampling method. Clusters were randomly selected. Aggression questionnaires by Eyseng and Glenn Wilson (1975), assessment of mother-child relationship by Russ (1980) and hospital anxiety and depression by Sigmon and Snaith (1983) were used to collect the required data. Parametric statistical tests of Pearson's correlation coefficient and multiple regression were used to analyze the data. The findings showed that there is a relationship between mother-child interaction and aggression of male students (P<0.05 and r=0.16), between mother's anxiety and students' aggression (P<0.05 and r=0.24) and between mother's depression and Aggression of male students (P˂0.05 and r=0.19) has a significant relationship, and a total of 14.6 percent of the changes in male students' aggression is explained by the three mentioned variables. Based on the mentioned findings, it can be concluded that the improvement of mother-child interaction and the reduction of mother's anxiety and depression lead to the reduction of male children's aggression.

The present study was conducted with the aim of investigating the effectiveness of teaching methods of behavior change and modification to mothers on the level of aggression in hyperactive children, with the role of modulating mothers' anxiety.

In this research, a semi-experimental method of pre-test-post-test and follow-up with heterogeneous control group was used. The statistical population included mothers with hyperactive children who referred to psychology and psychiatry clinics in Qom between the ages of 7 and 12 and in the academic year of 2023-2022, and 60 of them were selected as the research sample using available sampling. Among them, 30 people were randomly assigned as anxious mothers (15 experimental group and 15 control group) and 30 non-anxious mothers (15 experimental group and 15 control group). In order to collect data, the child's behavior list and Beck's anxiety questionnaire were used. In order to analyze the data, analysis of variance with repeated measurements and the analysis of variance were used.

The findings of the research data showed that teaching methods to change and modify behavior to mothers was effective in reducing aggression of hyperactive children (p<0.05) and mothers' anxiety in the relationship between teaching methods to change and modify behavior to mothers and aggression of hyperactive children. had a moderating role (F=9.520 and P<0.05).

The results showed that after teaching mothers, children's aggression was significantly reduced, and in addition, mothers' anxiety had a moderating role in the relationship between teaching methods of behavior change and modification to mothers and aggression of hyperactive children.

The present study was conducted with the aim of investigating the effect of parent-child conflict and the original family function on aggression with the mediation of identity styles in female students. The statistical population of the study was comprised of senior high school students in Kermanshah city. In order to draw the sample, cluster random sampling method was utilized and 384 students were selected. The research instruments included Eysenck & Glyn Wilson’s Aggression Questionnaire (1975), Parent-Child Relationship Scale (Fine et al., 1983), the Family-of-Origin Scale (Hovestadt et al., 1985) and Identity Style Inventory (Berzonsky et al., 2013). The reliability and validity of the research tools was confirmed through content validity, confirmatory factor analysis and calculation of Cronbach's alpha coefficient. Data analysis was done using structural equation modeling (SEM) and partial least squares (PLS) using SPSS25 and Smartpls3 software. The results of the research indicated that the parent-child conflict and original family function directly and indirectly had an impact on the aggression of female students of senior high school students through identity styles. Accordingly, it can be concluded that it is possible to reduce students’ aggression by diminishing the parent-child conflicts, strengthening the family function and also directing identity styles in a proper way.