جستجوی مقالات مرتبط با کلیدواژه « پرخاشگری » در نشریات گروه « روانشناسی »

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.

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.

The aim of the present study was to investigate the mediating role of anger rumination in the relationship between trait anger and aggression and the moderating role of moral disengagement. This research is in the form of correlational path analysis and more precisely modeling the moderating mediator. The statistical population of this research was all the twelfth grade students of the second period of high school in the academic year of 2021-2022 in Ahvaz city, from which 200 students were selected using a multi-stage random sampling method. The instruments used in this research included the Aggression Questionnaire (Buss & Perry, 1992); Trait-State Anger Expression Inventory– 2 (Spielberger, 1999); Anger Rumination Scale (Sukhodolsky, Golub & Cromwell, 2001); and Civic Moral Disengagement Scale (Caprara, Fida, Vecchione, Tramontano & Barbaranelli, 2009). The evaluation of the proposed model was done through the Software SPSS 22 and PROCESS method, model No. 15. Results showed that trait anger had a positive and significant relationship with aggression and anger rumination was the mediator of this relationship. Moral disengagement moderated the conditional direct relationship between anger rumination and aggression and the relationship between trait anger and aggression at two levels (out of three levels). Regarding the conditional indirect results between trait anger and aggression through anger rumination, moral disengagement moderated this relationship only at two levels (at the mean and one standard deviation above the mean). Overall, by incorporating moral disengagement as a moderator into the model, the current study detected effects that would have been neglected without the moderation analysis.

This study aimed to predict aggression in adolescents based on the quality of interpersonal relationships and cognitive regulation of emotion. This research was basic research and regarding procedure, it was a descriptive-correlation study. The statistical population of the current study was teenagers aged 15 to 18 in Tehran in 2023 from the north, northwest, west, and southwest regions of Tehran. The sampling method was available and a sample of 220 people was considered for the present study. The tools of this research included an aggression questionnaire (AQ, Buss and Perry, 1992), a relationship quality inventory (QRI, Peirce et al., 1991), and a cognitive emotion regulation strategies questionnaire (CERQ, Garnefski and Kraaij, 2006). Data were analyzed using Pearson's correlation test and multiple regression. The results of the research showed that there was a significant negative relationship between aggression with social support, depth of relationships (parents and friends), aggression with interpersonal conflict (parents and friends), and cognitive regulation of uncompromised emotion (p<0.01). Predictor variables explained a total of 30% of aggression changes. It can be concluded that the quality of interpersonal relationships and cognitive regulation of emotion play a key role in aggression in adolescents.

Aggression and vandalistic behaviors are among the most common behaviors caused by psychological trauma in teenagers, and it is necessary to use psychological interventions to reduce the tendency to aggression and vandalistic behaviors. One of these interventions that has not been investigated in this field so far is the training of spiritual intelligence.

The aim of the present study was to determine the effectiveness of spiritual intelligence training on school vandalism and student aggression.

The research design was a semi-experimental type of pre-test, post-test with control group. The statistical population included all 2195 10th grade female students who were studying in the secondary schools of Birjand city in the academic year of 2021-2022. The sample of the research was considered to be 25 people for each group, who were selected using direct sampling and then assigned to two groups, the test and the control, by a simple random method. The experimental group underwent spiritual intelligence training for 8 sessions (Mansoori & Hosseini, 2019). Aggression questionnaire (Zahdifar et al., 2000) and school vandalism questionnaire (SalesMoayyed, 2017) were used in the pre-test and post-test stages and multivariate covariance analysis test in SPSS-26 software was used for data analysis.

The findings show that spiritual intelligence training on all components of aggression including anger and rage (F= 198.844; P< 0.001), aggression and insult (F= 96.515; P< 0.001) and stubbornness and resentment Tuzi (F= 146.664; P> 0.001) and intra-school vandalism (F= 156.430; P> 0.001) and extra-school vandalism (F= 151.162; P> 0.001) Adolescent girls are affected.

The results, while explaining the effectiveness of spiritual intelligence training on reducing aggression and vandalistic behaviors of teenagers, contain practical psychological-educational implications with the aim of reducing aggressive, destructive and harmful behaviors in students using intervention based on spiritual intelligence.

The aim of this study was to examine the effectiveness of music therapy on the executive functions of aggressive female students. This quasi-experimental research had a pretest-posttest control group design. Random cluster sampling method was utilized and 30 aggressive students were selected from among female elementary school students in District 4 of Karaj in 2020-2021 school year. The drawn sample was randomly assigned to the experimental and control groups. The research instruments included the Aggression of Elementary School Children Questionnaire (Shahim, 2006), The Wisconsin Card Sorting Test (Grant & Berg, 1948), the Continuous Performance Test (Rosvold et al., 1956), and the Stroop test (1935). The experimental group underwent music therapy in 8 sessions. Data were analyzed via multivariate analysis of covariance. Results showed that in the experimental group, cognitive flexibility increased significantly compared to the control group (p<0.001). On the continuous performance test, a significant effect was observed on improved sustained attention in the experimental group (p<0.001) because the number of errors in the experimental group decreased compared to the control group. On the Stroop test, a significant effect was observed on improving inhibition in the experimental group (p<0.001). Thus, it can be concluded that music therapy significantly improves the aggressive female students’ executive functions (cognitive flexibility, sustained attention, and inhibition). Therefore, it is suggested that music therapists utilize this treatment to help aggressive students in educational and therapeutic settings. The findings of this research can have many educational implications.

The aim of the present study was to investigate the effect of parent-child conflict on symptoms of depression, internalizing problems, and aggression with regard to the mediator role of emotional security. The research method is descriptive of structural equations through path analysis. The statistical population of the research included all first and second grade students of Ahvaz city, of which 240 students were selected as a sample through multi-stage cluster sampling. The research tools included parent-child conflict questionnaire, emotional security scale, children's depression questionnaire, internalizing problems questionnaire and aggression questionnaire. The research data was checked to evaluate the conceptual model by the method of structural equations and the fit of the model was confirmed. The results of path analysis indicated the direct effect of parent-child conflict on emotional security, depression symptoms, internalizing problems, and aggression, and the direct effect of emotional security on depression symptoms, internalizing problems, and aggression. Also, the results showed that parent-child conflict had an indirect effect on symptoms of depression, internalizing problems, and aggression through emotional security. It was also suggested that parenting training courses be held by relevant authorities in order to create emotional security in the family.

The present study aimed to assess the effectiveness of cognitive emotion regulation training on students' aggression and academic self-disability. The research followed a semi-experimental design with a pre-test-post-test and a control group. The statistical population included all 2195 female 10th-grade students in secondary schools in Birjand city during the academic year 2021-2022. Random cluster sampling selected 50 individuals, who were then randomly assigned to experimental and control groups. The experimental group underwent cognitive emotion regulation training once a week for a total of 8 sessions, each lasting 90 minutes. Data collection utilized Zahedifar et al.'s (2000) Aggression Questionnaire (AAI) and Jones and Rudwalt's (1982) Academic Self-Handicapping Scale (SHS). Multivariate covariance analysis was employed for data analysis. The findings, after controlling for the pre-test effect, revealed a significant difference in post-test average aggression and academic self-handicapping between the experimental and control groups. In conclusion, the research indicates that cognitive emotion regulation training is effective in reducing aggression and alleviating academic self-disability among adolescent students.

Having a healthy society depends on the prosocial behavior of its people, so it is important to understand the factors that affect these behaviors. The aim of this study was to investigate the variance-based model of the mediating role of aggression in the relationship between narcissism and prosociality in university students.

The research design is descriptive-correlational. The statistical population of the study included 7589 students of Islamic Azad University in 2023, and 341 people participated in the research using combined sampling method (The first stage is cluster random and the second stage is available). The questionnaires of narcissism (Raskin and Terry, 1988), aggression (Zahedifar, 2000), and prosocial personality battery (penner, 2002) were used to collect data. Data analysis in the framework of structural equation modeling using Smart P. L. S 3.2.8 software was done.

The results showed that the general research model fits well with the data. The findings showed that the direct effect of narcissism on aggression and the direct effect of aggression on the prosocial personality (P<0.01) and the indirect effect of narcissism on prosociality is significant (P <0.05).

The results have implications for the conceptualization of narcissism, the importance of the mediating role of aggression, and improving the understanding of prosocial personality. Therefore, considering the confirmation of the mediating role of aggression in the relationship between narcissism and prosocial, programs for training and reducing their aggression can be considered to reduce narcissism and increase prosocial in students.

According to general aggression model, it is expected that antisocial and prosocial tendencies can be affected by family-related variables. The present study sought to predict aggression and moral identity based on family cohesion, family communication patterns and family social support. The research design was correlational and the population of the study was comprised of male high school students in Estahban in 2018-19 school year. The sample consisted of 253 individuals who were selected through cluster sampling method. The research instruments included Aggression Questionnaire (Buss & Perry, 1992), Self-Importance of Moral Identity Scale (Aquino & Reed, 2002), Social Support Questionnaire (Vaux et al., 1986), Revised Family Communication Patterns Scale (Koerner et al., 2002), Family Cohesion Questionnaire (Samani, 2002) and Crowne & Marlowe Social Desirability Scale (1982). Data were analyzed via Pearson correlation, partial correlation and multiple regression by SPSS22. Results revealed that conversation orientation as a communication pattern and family cohesion correlated to aggression negatively and to moral identity positively. Furthermore, conformity orientation as another communication pattern and family social support correlated to aggression positively and to moral identity negatively. Family social support, conformity orientation and conversation orientation could account for 71% of variance in aggression. In addition, conversation orientation and family cohesion could account for 13% percent of variance in moral identity. The positive relationship between social support and aggression and its negative association with moral identity was contrary to expectations. Nevertheless, this study has confirmed the role of family variables in aggression and moral identity.

Hilm is one of the important concepts in Islamic culture, which is closely related to the wide-ranging topic of "regulation of emotion", especially "regulation of anger" in psychology. This research was conducted with the aim of discovering the conceptual model of Hilm based on Islamic sources with an emphasis on anger control. In the process of this research, after collecting related verses and narrations, using the method of "conventional qualitative content analysis", 4 main categories of "nature of Hilm", "contextual conditions", "causal conditions" and "consequences" were extracted and a conceptual model of Hilm was presented. "Hilm's nature", in turn, includes 3 middle categories of "components", "social features" and "characteristics". The central core of this model is made up of components of Hilm, which include: "tendency to apathy", "high self-control threshold", "use of emotion regulation strategies", "situation processing" and "wise social reaction". Hilm's contextual conditions are also included in the 3 middle categories of "psychological structure forming factors", "psychological strength" and "emotional contexts". The causal conditions of Hilm include a set of cognitions and attentions of Hilm, which include recognition and attention to: "God, the perfection and virtue of Hilm, the benefits and positive consequences of Hilm, the dangers and unfortunate consequences of anger, human, (religious and family) bonds, one's goals and important tasks, one's value and things attributed to one's self, one's capabilities, the other party's positive characteristics, the other party's intentions and mental conditions. Hilm's consequences also include two middle categories of "social consequences" and "individual consequences".

The purpose of this study was to determine the effectiveness of Yoga training on aggression of students with attention deficit/hyperactivity disorder.

The research method was semi-experimental, pre-test/post-test and two-month follow-up with the control groups. Statistical population of 60 male students 7-12 years old in Zahedan, who were referred to Counseling Centers in 2018-19 academic years and using the questionnaire of Children Symptom Inventory, Gado and Sprafkin1994؛ were screened. 40students with attention deficit/hyperactivity disorder who had high levels of aggression at the same time, after reviewing clinical interviews, selected by purposive sampling method  and randomly replaced into two experimental groups (20 students) and control group (20 students). The Bass & Perry Aggression Questionnaire (1992) and Yoga Training Program were taught to the experimental group for 16 sessions of 45 minutes in 8 weeks. Data were analyzed using mixed variance analysis with repeated measurements.

Results indicated that the effect of yoga training on general aggression (F = 21/24, P = 0.001), physical aggression (F = 13/70, P = 0.001), verbal aggression (F = 10.41, P = 0.001), Anger (F = 7.86, P = 0.008), and hostility (F = 5.43, P = 0.026) at the posttest stage, and this effect was sustained at follow-up.

The results showed the effect of yoga education on reducing aggression in patients with attention deficit/hyperactivity disorder. As a result, planning  to use yoga is essential in children, and therapists can use yoga to reduce aggression in children.

This research was conducted to determine the effectiveness of group cognitive behavioral therapy of anger management on aggression and self-esteem of women affected by substance abuse. The method of the current research was semi-experimental with a pre-test-post-test design and a control group. The statistical population was all the en affected by substance abuse in the center of injured women welfare of Shemiranat in 2022. 24 people were selected as a sample using the available sampling method and were randomly divided into 2 groups of 12 people (experimental and control group). The Aggression Questionnaire (BPAQ) (Bass and Perry, 1992) and the Self-Esteem Questionnaire (RSE) (Rosenberg, 1965) as well as from the 12-session protocol (one session per week and each session between 90 and 120 minutes) of group cognitive behavioral therapy Anger management was used for intervention. Data were analyzed using multivariate analysis of covariance test. The results showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of aggression and self-esteem in the two experimental and control groups (p<0.001). It can be concluded that the group cognitive behavioral therapy approach of anger management has been effective in the process of aggression and self-esteem in affected women.

This study was conducted to investigate the mediating role of mentalization in the relationship between traumatic childhood experiences and aggression in adolescents. This descriptive-correlation study was based on structural equation modeling. The statistical population of this research was the female students of second secondary level in Rasht city in the second half of 2022. 250 people participated in a multi-stage cluster method from three public high schools for girls. For data collection, the Childhood Trauma Questionnaire (CTQ; Bernstein et al., 2003), Aggression Questionnaire (AQ; Buss and Perry, 1992), and Reflective Performance Questionnaire (RFQ; Ha et al., 2013) were used. The results showed that the proposed model is a good fit. The results showed that the direct effect of traumatic childhood experiences with aggression, uncertainty, and certainty mentalization was significant, and the direct effect of uncertainty and certainty mentalization on aggression was significant (P<0.05). Other results showed that certainty and uncertainty mentalization play a mediating role between traumatic childhood experiences and aggression (P<0.05). In general, it can be concluded that traumatic childhood experiences directly and indirectly with the mediation of mentalization can affect the level of aggression in adolescence.

This research was conducted with the aim of comparing the effectiveness of dialectical behavior therapy and mutual behavior analysis on interpersonal reactivity, self-control, and cognitive discipline of aggressive teenagers. The research design was semi-experimental in the pre-test-post-test manner with two experimental groups and one control group. The statistical population was the aggressive students of second secondary school for boys in Gorgan city in the academic year 2022-2023, using the cluster method, 45 students were randomly selected in three groups of 15 (dialectical behavior therapy experiment 1, interaction behavior analysis experiment 2 and the control group) were replaced. The research tools were the interpersonal reactivity questionnaires of Davis (1983), Tanji's self-control (2004), Granofsky and Kraij's (2001) emotion regulation, and Bass Perry's aggression (1992). Research data were analyzed by multivariate analysis of covariance and SPSS version 22 software. The findings showed that the effectiveness of the dialectical behavior therapy group was more than the mutual behavior analysis group. Based on the findings of the research, it can be concluded that dialectical behavior therapy by identifying the previous defective patterns of thoughts and feelings, accepting and validating emotions leads to the improvement of interpersonal reactivity, self-control and cognitive regulation of aggressive teenagers' emotions.

Today, emotional intelligence is one of the important subjects in the education of students to increase various skills throughout their life. Also, aggression is one of the significant issues of the experts that paying attention to these two issues in the course of students' curriculum can have positive effects. Based on this, the main goal of the present study was to investigate the effect of educational and moral orientations (components) of Nahj al-Balagha on reducing students' aggression.

The current research method was quasi-experimental with pre-test and post-test and with a control group. The project was implemented in the framework of a quasi-experimental method with a pre-test and post-test and with a control group. The target population is all the male students of the first year of high school in one district of Tabriz in the academic year 2016-2017, who were selected by cluster sampling method and 30 students were randomly divided into two experimental (15) and control (15) groups. were replaced and the aggression questionnaire of Bass and Perry (1992) was obtained from both groups. Then, the experimental group was subjected to the intervention of the independent variable "educational and moral components" for 10 sessions, and the control group did not receive any intervention. After the end of the intervention, a post-test of aggression was performed in both groups to determine the effect of the independent variable on the dependent variables of "emotional intelligence, aggression". Data were described and analyzed using standard deviation, mean and covariance analysis.

The findings showed that teaching the educational and moral components of Nahj al-Balagha has an effect on reducing students' aggression and the level of aggression decreases significantly. The calculated F was (72.47) and the significance level was p<0.05. Also, the applicability of using Nahj al-Balagha concepts in schools and other educational centers in order to reduce the aggression of secondary school students had a significant effect. The calculated F was (38.45) and the significance level was p<0.05.

Based on the findings, it can be concluded that using the educational and moral orientations of Nahj al-Balagha is effective on the emotional intelligence and aggression of students, and therefore lesson planners and schools can use these orientations in their education.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness of theater therapy on aggression in children with attention deficit hyperactivity disorder was investigated. A quasi-experimental design of pre-test-post-test with control group and follow-up test was used. The statistical population included all children with attention deficit hyperactivity disorder in Rafsanjan City, which 16 children were selected by using available sampling method and were randomly dividedin experimental and control groups. The experimental group participated in theater therapy group sessions, while the control group received no intervention. Data gathered by using Shahim Elementary School Aggression Questionnaire, at three phases: pre-test, post-test and follow-up. Analysis of variance with repeated measurment was used to analyze the data. The results showed that the aggression of the experimental group had decreased compared to the control group after the intervention and also after one month (follow-up stage). Therefore, it can be concluded that theater therapy reduces the rate of aggression in children with attention deficit hyperactivity disorder.

The present study was conducted with the aim of investigating cognitive-behavioral game therapy on alexithymia and reducing aggression in students with attention-deficit/hyperactivity disorder. The current study was experimental with a pre-test-post-test design with a control group. The statistical population included all students with hyperactive/inattentive disorder in Kermanshah city, from which a sample of 30 people was selected using convenience sampling and randomly assigned to two experimental and control groups. The tools of this research included cognitive behavioral game therapy protocol, Eysenck's Aggression Questionnaire (1975) and Toronto Alexithymia Questionnaire (1994). The treatment program was implemented for eight sessions of 30-45 minutes duration twice a week. The findings of covariance analysis showed that the cognitive-behavioral game therapy program significantly reduced emotional problems, alexithymia and aggression in children with hyperactivity/inattention disorder. Finally, the results showed that play therapy can be used as a suitable method to reduce children's emotional and behavioral problems.