Longitudinal study of children’s aggressive behavior, and it’s relations to individual and contextual factors

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-07-20 DOI:10.1080/21683603.2021.1934207
Õnne Uus, Eve Kikas
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引用次数: 0

Abstract

ABSTRACT Self-regulation forms the rudiments for children’s academic achievement and socialization. Although one’s executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one’s own learning and behavior, young students’ cognitive capacity for that is still immature influencing the “right response” execution. This longitudinal study investigates children’s deviant self-regulation, aggression, in two reciprocal relations: (1) individual cognitive factors (2) classroom-contextual factors. Results show the persistence of aggression over time; in aggressive students also lower verbal and executive function skills in Grade 6, while no classroom-contextual relations were detected. This indicates the need to identify as early as possible the pupils performing poorly in cognitive tasks in order to implement specific scaffold-interventions to enhance their processing skills – fundamental for efficient executive control. By doing so, we can prevent possible later complications and improve those pupils’ basic functions early on to regulate their learning and execute appropriate behavior. Human cognition is an entire and interdependent system enabled by our undivided mental mechanism needed for making relevant conclusions as well as shaping appropriate behavior to become a responsibly thinking and dignified member of society.
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儿童攻击行为的纵向研究及其与个体因素和环境因素的关系
自我调节是儿童学业成就和社会化的基础。虽然在学业成绩的处理这两个核心方面都需要一个人的执行控制和语言能力来调节自己的学习和行为,但青年学生在这方面的认知能力还不成熟,影响着“正确反应”的执行。本纵向研究考察了儿童越轨自我调节、攻击行为在两种相互关系中的表现:(1)个体认知因素(2)课堂情境因素。结果显示攻击性会随着时间的推移而持续存在;在六年级时,攻击性学生的语言和执行功能技能也较低,但没有发现课堂情境关系。这表明有必要尽早发现在认知任务中表现不佳的学生,以便实施特定的支架干预来提高他们的处理技能——这是有效执行控制的基础。通过这样做,我们可以预防可能的并发症,并在早期改善这些学生的基本功能,以调节他们的学习和执行适当的行为。人类的认知是一个完整的、相互依赖的系统,它是由我们的不可分割的心理机制所支持的,我们需要做出相关的结论,塑造适当的行为,成为一个负责任的思考和有尊严的社会成员。
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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