From a neuropsychological perspective, impulsive aggression and its treatment are usually conceptualized in most research as a closed executive functioning system, as though the behavior was the product of the person's cerebral functioning only. However, recent studies in social cognitive neuroscience have emphasized the influence of social factors on cognitive processes and cerebral functioning for the development and maintenance of impulsive aggression. This chapter will review studies that highlight the relevance of initiating a shift of paradigm from a one-person-cerebral functioning model to a social interactive-cerebral functioning model of impulsive aggression. First, the influences of an aversive environment on a child's cognitive processes and executive functioning will be discussed with the aim of explaining the development of impulsive aggressive behaviors in early childhood. Second, we will review studies that have shown how the link between social information processes and executive/inhibitory functioning serve to maintain behaviors. Finally, strengths and weaknesses of existing inhibitory control strategies will be discussed with the intention of proposing some novel ideas that incorporate a twoperson neuropsychological approach.
This study aimed to verify the independent and sequential mediating effect of dispositional self-focused attention and maladaptive cognitive emotion regulation strategies in the relationship between self-discrepancy and trait-anxiety in college students. For this, data was collected about Self-Questionnaire, State Trait Anxiety Inventory-Y(STAI-Y), Scale for Dispositional Self-focused Attention in Social situation(SDSAS) and Cognitive Emotion Regulation Questionnaire(K-CERQ) from 400 college students, and the Structural Equation Model analysis was conducted on the collected data using SPSS 22.0 and AMOS 22.0. As a result of this analysis, it was confirmed that dispositional self-focused attention and maladaptive cognitive emotion regulation strategies had significant independent and sequential mediating effects in the relationship between self-discrepancy and trait-anxiety. This study is significant in that it comprehensively confirmed the role of emotion regulation, which mediates the process of self-discrepancy leading to trait-anxiety, by dividing it into the dimension of emotional recognition and correction.
The purpose of this study is to overall analyze domestic research trends on fathers with children in middle and high school. Analysis data were selected from 42 theses and 30 journal articles published from 2001 to 2020. These papers have been researched since 1990, and have increased since 2015. Most of the research methods were correlation studies which is quantitative research methods. The main variables were father role performance, parenting attitude, involvement in parenting, communication, etc. This study was to confirm the relationship between fathers and children, and will be used as basic data for developing father education programs. Follow-up research suggested various studies to understand fathers with middle and high school students applying various research methods.
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