The development of aggressive behavior from the perspective of a developing behaviorism.

Eron, Leonard D.

doi:10.1037/0003-066x.42.5.435

Cited by 164 publications

(112 citation statements)

References 24 publications

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“…A ideia geral é agora de que, assistindo a muita violência na televisão, as pessoas reduzem a sua sensibilidade à violência, dor e sofrimento, tornando-se, por conseguinte, mais tolerantes à violência social, que se banaliza, por assim dizer (ver Eron, 1987).…”

Section: Televisão E Desenvolvimentounclassified

Valores morais em Televisão: Análise de uma série televisiva de grande audiência

Silva

Fonseca

Lourenço

2012

Análise Psicológica

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Dado que a qualidade da programação televisiva e o seu impacte no desenvolvimento das crianças e dos jovens é, em toda a parte, um tema controverso (Abrantes, 1995), importa que a psicologia, nomeadamente a psicologia do desenvolvimento e, mais ainda, a psicologia do desenvolvimento sócio-moral, tomem este tema como um tema importante de pesquisa empírica e reflexão teórica.Este artigo, exploratório na sua natureza, insere-se nesta linha de preocupações. O seu objectivo central é mostrar que, tomadas algumas cautelas, é possível analisar programas televisivos que envolvem conteúdos morais, à luz da teoria de desenvolvimento moral de Kohlberg (1981Kohlberg ( , 1984, nomeadamente em função dos seus está-dios de raciocínio moral, estádios que referiremos mais à frente. Neste estudo, esta possibilidade é ilustrada através da análise de um programa televisivo de grande audiência, em especial entre crianças e jovens, em função dessa mesma teoria. O programa em causa é a série Super Pai. A ideia é sugerir que as questões controversas em torno da ética e da televisão podem ser mais fa-

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Section: Televisão E Desenvolvimentounclassified

Valores morais em Televisão: Análise de uma série televisiva de grande audiência

Silva

Fonseca

Lourenço

2012

Análise Psicológica

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“…Although it is not central to the thesis, based on past research (Brooks-Gunn & Duncan, 1997) we also expected that factors related to socioeconomic status (e.g., parental education, family income) would account for a significant portion of the variance in boys' school aggression. Further, due to findings regarding the stability and perseveration of aggression into adolescence (Eron, 1987;Eron & Huesmann, 1990;Huesmann et al, 1984;Huesmann et al, in press;Loeber & Hay, 1997;Séguin et al, 2002), we expected that a minority of boys would account for a majority of aggressive incidents. Thus, in addition to fleshing out our understanding of dispositional aggression, these data add to our knowledge of school aggression, in terms of both the factors related to school aggression and descriptive data regarding the incidence of school aggression.…”

Section: Statement Of Problem and Hypothesesmentioning

confidence: 99%

“…Individual differences in behavioral aggression manifest in early childhood and predict the likelihood of aggression more than 40 years later (Eron, 1987;Eron & Huesmann, 1990;Huesmann, Eron, Lefkowitz, & Walder, 1984;Huesmann, Moise-Titus, Podolski, & Eron, in press;Loeber & Hay, 1997). Dispositional aggression, or the individual's daily experience of aggressive and hostile cognitions and feelings, is viewed as a relatively constant individual difference that affects behavioral aggression across contexts (Anderson & Dill, 2000;Canary et al, 1998;Dula & Ballard, 2003;Eron & Huesmann, 1990;Huesmann et al, in press).…”

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confidence: 99%

School Aggression and Dispositional Aggression among Middle School Boys

et al. 2004

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We examined the relationship between dispositional (trait) aggression and administrative reports of school aggression among 100 adolescent male participants from an urban middle school. Aggression was fairly common among the sample; 58 boys had a record of school aggression, and many of those were repeat offenders. Our hypothesis that those higher in dispositional aggression would have more records of aggression at school was supported. Dispositional aggression was significantly, positively correlated with verbal and physical aggression at school. Regression analyses indicated that dispositional aggression accounted for a substantial amount of the variance in administrative reports of school aggression. Two other factors, family income and age, accounted for a minimal amount of the variance in school aggression.

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“…Whitney (1993) (Freud, 1998(Freud, ,2008) diğer bir gurup şiddetin öğrenildiğini savunmaktadır (Eron, 1989;Feist, 2006;Horney, 1999). Bununla beraber her iki yaklaşım da eğitimle şiddet içerikli davranışların önüne geçilebileceği konusunda uzlaşmaktadır.…”

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İlk Ve Orta Öğreti̇m Öğrenci̇leri̇ni̇n Zorba Davranişlara Başvurma Düzeyleri̇ Ve Bu Davranişlari Öğrenme Ortamlari Üzeri̇ne Bi̇r Araştirma

Başar¹,

Çetin²

2013

NWSA

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ÖZETBu çalışmada ilk ve orta öğretim öğrencilerin başa çıkma yöntemi olarak zorba davranışlara başvurma düzeyleri ve zorba davranışları öğrenme ortamları incelenmiştir. Araştırma 2012Araştırma -2013 A STUDY ON ANALIYZING THE ELEMANTARY AND MIDDLE SCHOOL STUDENTS' LEVEL OF SHOWING BULLYING BEHAVIORS AND THEIR ENVIRONMENTS OF LEARNING BULLYING BEHAVIORS ABSRACTIn this research, it is aimed to identify the level of bullying behaviors and students' environment of learning such behaviors. The study was conducted within Uşak city center and some of its provinces and villages. The universe of the research includes students from primary schools, general high schools, Anatolian High Schools, vocational schools, religious vocational high schools, and science high schools in Uşak in 2012-2013academicyear. Total number of the students is 1132. 723 of them are from primary schools and 409 of them are from high schools. 566 of them are girls and the other 566 students are boys.Concerning to the bullying concept, there was defined three aspects: direct bullying, indirect bullying and predomination. The collected data showed that primary school students showed more bullying behaviors than high school students. It is also concluded that the bullying behavior having the highest frequency was the oppression for watching the program they want; and students learned bullying behaviors mostly at school.

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The development of aggressive behavior from the perspective of a developing behaviorism.

Cited by 164 publications

References 24 publications

Valores morais em Televisão: Análise de uma série televisiva de grande audiência

Valores morais em Televisão: Análise de uma série televisiva de grande audiência

School Aggression and Dispositional Aggression among Middle School Boys

İlk Ve Orta Öğreti̇m Öğrenci̇leri̇ni̇n Zorba Davranişlara Başvurma Düzeyleri̇ Ve Bu Davranişlari Öğrenme Ortamlari Üzeri̇ne Bi̇r Araştirma

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