Psychosocial factors as predictors of aggressive behaviors among primary school learners

Osiesi, Mensah P.; Sanni, Kamorudeen T.; Blignaut, Sylvan; Adeniran, Sunday A.; Dikko, Basirat O.; Fajobi, Olutoyin O.; Adekoya, Adebolu F.; Udemba, Esther C.; Adegboyega, Sikeade M.

doi:10.1002/ab.22098

Cited by 2 publications

(1 citation statement)

References 72 publications

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“…This makes it possible to collect accurate and relevant data, decide on the sampling techniques, minimise bias, and maximise response rates-all of which enhance the validity and quality of the results (Groves et al, 2009). The design does not allow the manipulation of variables since it does not try to add to or remove from the existing facts (Osiesi et al, 2023). Therefore, the survey design is appropriate for gathering data pertinent to this study's purpose of understanding the impact of AI anxiety on the adoption of AI tools among mathematics preservice teachers.…”

Section: Methodsmentioning

confidence: 99%

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Falebita

2024

IJER

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Many revelations have been made about the revolution that artificial intelligence (AI) has brought to the education sector, including the opening of opportunities for personalised instruction, boosting the quality of content developed by teachers while preparing for lessons, and improving the quality of classroom evaluations. Despite the many benefits of AI adoption, there have been concerns and apprehensions about its use in the educational sector. A survey was conducted to investigate the relationship between AI anxiety and the adoption of artificial intelligence tools among mathematics preservice teachers who are university undergraduates studying mathematics education in Ekiti State, Nigeria. The study sample consisted of 129 mathematics preservice teachers selected through purposive sampling. The AI anxiety scale and AI adoption scale were used for data collection after being tested for reliability. The data collected through the scales were analysed using descriptive and inferential statistics. The findings of the study revealed that the mathematics preservice teachers had a high level of AI anxiety and adopted AI at a moderate level. The study further showed that there is a significant weak relationship between mathematics preservice teachers' AI-Anxiety and AI adoption. Also, there is no significant gender difference in mathematics preservice teachers' AI anxiety and AI adoption. Based on the findings of the study, it was recommended that teacher education programs include AI and digital literacy in the curriculum to prepare students for the seamless integration of AI. Additionally, targeted interventions should be implemented to reduce the anxiety exhibited by preservice teachers.

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Section: Methodsmentioning

confidence: 99%

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Falebita

2024

IJER

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Joint Trajectories of Peer Aggression and Peer Victimization in Chinese Early Adolescents: Relations to Internalization Problems and Suicidal Ideation

Dang,

Zou,

Zheng

et al. 2024

Preprint

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This study examined heterogeneous co-developmental trajectories of physical and relational aggression and victimization during early adolescence, as well as the relations between these identifiably distinct trajectories and adolescent internalizing problems and suicidal ideation. Using an accelerated longitudinal design, 4731 Chinese early adolescents (44.9% girls; Mage = 10.91 years, SD = 0.72) in two cohorts (grades 4 and 5) were included, and four measures were completed over a 2-year period. Parallel process latent category growth models revealed four distinct groups: low aggression-high victimization (9.6%); High drop relational aggression and victimization but recovering physical aggression (5.0%); low aggression-low victimization (79.9%); stabilizing aggression-victimization (5.5%); all of which were associated with indicators of children's internalization problems and suicidal ideation. Adolescents with low aggression-high victimization and stabilizing aggression-victimization were more likely to experience more internalizing problems and suicidal ideation. Understanding these dynamics can aid in designing targeted interventions to address both relational and physical aggression and victimization, thereby promoting healthier social interactions and mental well-being among adolescents.

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Psychosocial factors as predictors of aggressive behaviors among primary school learners

Cited by 2 publications

References 72 publications

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Joint Trajectories of Peer Aggression and Peer Victimization in Chinese Early Adolescents: Relations to Internalization Problems and Suicidal Ideation

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