Este estudio tuvo como propósito examinar la aceptabilidad a la respuesta agresiva en competencia de un grupo de 192 practicantes de fútbol a nivel universitario de Bogotá (hombres = 141 y mujeres = ...51) desde la Teoría de la Integración de la Información. Se construyó y aplicó un cuestionario con 24 escenarios combinando las variables: importancia del juego, agresión previa y tipo de respuesta agresiva. Los resultados muestran las diferencias respecto al juicio moral de esta conducta en 4 conglomerados a partir de un análisis de K-medias, y Anova. Se identificaron diferencias de acuerdo con el sexo (T = 3.37, p < 0.002) y la posición en el campo de juego (F = 2.83, p <0.05; ƞ²ρ = 0.44); sin embargo, no se encontró que la importancia del juego en disputa sea contexto para la aceptabilidad de la agresión en ningún conglomerado. Finalmente, argumentamos posibles explicaciones sobre el incumplimiento de las leyes algebraicas para el estudio del juicio moral en esta investigación y planteamos sugerencias para mejorar los estudios sobre razonamiento moral en el deporte.
The objective of this research project was to construct a reliable and culturally relevant scale to measure aggressiveness in Mexican adults. A 96-item Likert scale was designed, on the basis of ...indicators drawn from a preliminary study and of theoretical formulations. Participants were volunteers from Mexico City. Five factors were obtained that group together 25 items explaining 61.59 % of the variance, α=0.92. In another study, a confirmatory factor analysis was performed, which showed adequate indexes of adjustment. Subsequently, correlations between personality and aggressiveness were obtained. Results show that the extroversion, affability, responsibility, and openness factors are negatively associated with aggressiveness, while neuroticism is positively associated. With respect to differences by sex, findings indicate that men show higher reactivity levels and women, higher frustration levels. e conclusion is that the scale is a valid and reliable instrument that makes it possible to identify differences among the five big personality traits, as well as between men and women.
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Violent video games are increasingly popular, raising concerns by parents, researchers, policy makers, and informed citizens about potential harmful effects. Chapter 1 describes the history of ...violent games and their explosive growth. Chapter 2 discusses research methodologies, how one establishes causality in science, and prior research on violent television, film, and video games. Chapter 3 presents the General Aggression Model, focusing on how media violence increases aggression and violence in both short and long-term contexts. Important scientific questions are answered by three new studies. Chapter 4 reports findings from a laboratory experiment: even children's games with cartoonish violence increased aggression in children and college students. Chapter 5 reports findings from a survey study of high school students: frequent violent game play leads to an angry and hostile personality and to frequent aggression and violence. Chapter 6 reports findings from the first longitudinal study video game effects: elementary school children who frequently played violent games early in the school year became more verbally and physically aggressive, and less helpful. Chapters 7 and 8 compare a host of risk factors for development of aggression, and find video game effects to be quite important. Chapter 9 describes the role of scientific findings in public policy, industry responses to scientific findings, and public policy options. Chapter 10 recommends that public policy debates acknowledge the harmful effects of violent video games on youth, and urges a more productive debate about whether and how modern societies should act.
Introdução: A agressividade na infância é um traço comportamental que deve ser investigado, sendo preocupante não apenas pelos danos à vítima da agressão, mas também pelas consequências negativas ...provenientes do ato de ser um agressor nessa fase de vida. Objetivo: Comparar a agressividade de crianças inseridas e não inseridas em um projeto de natação. Métodos: Trata-se de uma pesquisa quali-quantitativa, descritiva e de corte transversal, cujo instrumento de avaliação foi a Escala de Agressividade de Sisto e Bazi. A amostra foi selecionada por conveniência, sendo composta por 200 alunos de escolas públicas de Montes Claros (MG) de ambos os sexos, com média de idade de 9,78. Resultados: Verificou-se que as crianças não praticantes da natação manifestaram agressividade com maior severidade nos ambientes escolar e familiar do que as praticantes. Conclusão: A prática da natação está associada a menores níveis de agressividade em crianças de baixa renda.
Behavioral variation among individuals is ascribed to the species' biology and the life history of each one. Many study areas consider individual differences, acknowledging their significant impact ...on fitness. Although boldness remains the most extensively studied behavioral dimension of individual differences in animals, ongoing debates persist regarding the evaluation of behavioral consistency over time and between contexts, as well as the determination of which features are crucial for delineating profiles. In this study, we investigated which behavioral traits explain the profiles of shyness and boldness and assessed their temporal and contextual consistency. For this, we divided zebrafish into bold and shy profiles by applying an emergence test (black-to-white entrance) three consecutive times with the same population of fish. The two groups formed (bold and shy) went through five different behavioural tests: novel tank, open field, black and white preference, aggressiveness, and sociability, which were employed twice, with an interval of 30 days. Bold animals showed less anxiety-like behaviour and higher aggressiveness compared to shy animals, and this pattern remained consistent over time for the two contexts. This suite of related behavious were considered the main factors to classify zebrafish into bold and shy profiles. In addition, the consistency appeared to be context dependent. The differences noted in the behavioural profiles allowed us to understand aspects of behavioural syndromes and how individuals behave when facing environmental challenges in different situations.
•Aggressiveness was a primary factor distinguishing bold from shy profiles.•Anxiety-like behavior was the second predictor used to classify bold and shy profiles.•Bold individuals consistently exhibited behaviors of aggression and risk-taking over time.•Shy individuals consistently exhibited behaviors of anxiety and low aggression over time.
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This research is aimed to understand psychological dynamics ofaggressive behaviors among the social organization’s membersinJogjakarta. This research usedqualitative approach. Respondents were the ...active members of the social organization (ormas) “X” in Jogjakarta. The result shows some factors that influence the aggressive behavior among the members, which are group influence, deindividuation, frustration, drug or alcoholic and physical environmental. The aggressive behaviors were done by the members of ormas “X”are included physical and verbalaggression. Physical aggressionswere done by member of ormas “X”such as destruction of public facilities, injuring another person and inter-group conflict. Verbal aggressionswere done by member of ormas “X”such as harassment, oppression and intimidation to the victims. The aggressive behaviors among the member of ormas X were done spontaneously. On the other hand, aggression done by ormas “X” to other organization or group also includes an invisibility aggression such as refusing to supportother organization, rejection from agreement, and boycott the other’s activities.
The primary objective for this study was to conduct an empirical investigation to gather information in the form of data from adolescent males and females in the Pretoria region of South Africa. ...Information was gathered with respects to their level of physical aggression, verbal aggression, anger, hostility and depression. The information was used to identify whether correlations exist between the three variables anger, aggression and depression for South African adolescents. Auszug aus dem Text Text Sample: What does the literature have to say? Introduction: Anger is the most frequently expressed emotion in childhood; this emotion continues into adolescence. The onset of puberty generates more stimuli that provokes anger in teenagers; whether these stimuli pertain to the thwarting of desires, the interruption of activities in progress, fault-finding or teasing, they have the potential to create feelings of anger (Hurlock: 1987). Dr Saunders is of the opinion that anger stems from adolescent stress and is systemic to being an adolescent (Saunders: 1998). Anger remains an emotion; when the emotion translates into action it manifests as aggression. Mann (2012) adds that chronic anger has the potential to manifest as anxiety and depression. This is supported by the work of Booth (2010) who suggests that the duration of the anger episode has the greatest impact on our health. Anger that lasts longer has the most harmful effect, while anger that dissipates fairly quickly does less harm to our bodies. As feelings of anger spill over into action there are obvious consequences but failing to express anger can also create health problems. If an adolescent feels that they are unable to express their anger appropriately or they feel that they are prevented from expressing their anger; these situations can generate anxiety and ultimately depression. The
research of Chen, Rubin & Li (1997) has indicated that early aggressive behaviour is a predictor for later academic difficulties. In addition, these early signs of aggression include lying, stealing, fighting and resisting authority; while they are rather common to childhood behaviour, in adolescence unusually early or aggressive sexual behaviour, excessive drinking and the use of illicit drugs are frequent (Kellerman: 1999). Violence often occurs in schools because of less opportunity for ist expression outside of the school environment (Guggenbuhl: 1996). It is purported that the tendency towards violence is a basic human instinct. If the school environment is no longer a 'safe' environment for pupils and teachers it is imperative that the potential for aggressive behaviour is sufficiently distributed among the teaching and parental population. Hollin, Browne & Palmer (2004) indicate that family factors are partly responsible for aggressive behaviour in adolescents; sociological and sociodemographic characteristics are crucial to predictive and protective factors. If anger is commonplace in the life of adolescents and a large number of these teenagers resort to violent behaviour while others internalise their frustration; where is the connection between the components of anger, aggression and depression, if indeed there is a connection. Aggressive behaviour takes different forms depending on the situation the adolescent is in but it remains a serious problem in society. Physical, verbal and indirect aggression is a common expression of the teenager's frustration but specific risk factors for aggression are present. The child's character, his home environment, relationships with his peers, his performance at school and social and community factors are instrumental in transforming anger into aggression. Boys tend to use direct physical or verbal
aggression more often than girls, while females use indirect forms of aggression predominantly (Hess & Hagen: 2005). Girls also have a tendency towards more intimate peer relations and more positive interactions with their teachers than their male counterparts (Bearman, Wheldall & Kemp: 2006). It would be prudent here to emphasize that not all aggression is bad. Reactive aggression is associated with negative emotionality, specifically anxiety and is related to frustration, while proactive aggression is associated with obtaining a desired goal (Card & Little: 2007). Anger: Children and adolescents with very poor social skills, in particular the angry, aggressive style have difficult imagining the thoughts and feelings of others. They often mistreat adults and peers without experiencing the guilt and remorse prompted by awareness of another's point of view (Chandler: 1973). Anger needs to be dealt with constructively to prevent it from manifesting as aggression (Saunders: 1998). Proposed methods for dealing with anger include waiting for the anger to subside before responding to the stimulus, attempts to identify the cause of the anger, trying to allow the anger to manifest in a calm manner and count to ten. Adolescence is a period in the child's life when dramatic changes are occurring; these changes result in altered perception of the world around them. The emotional peaks and troughs in an adolescent's life are well documented (Adams: 1995). Adolescents feel angry when their physical or social activities are prevented or in the case of an attack on their personalities, positions or status in society. An adolescent may display anger when he or she is criticised, embarrassed, underestimated, or ignored and perceive such situations as threats to his already extremely sensitive personality (Yazgan-Inanc, Bilgin & Atici: 2007). According to Eisenberg
and Delaney (1998), anger is a result of a person's personal appreciations and frustrations. Anger has three dimensions: physiological, social and cognitive, and behavioural and reaction. The physiological dimension of anger is related to a physiological change occurring in the body when an individual is exposed to a frustration or situation that increases anger (Kisac: 1997). The social and cognitive dimension explains the interpretation of perceived anger within an individual. The reasons for anger, fear and uneasiness are not related to the event itself, but rather to individual's perception and how they interpret the symbols in their minds: their cliché beliefs, comments and evaluations (Ozer: 2000). The behaviour and reaction dimension of anger is an expression of whether anger is expressed or not, and if it is how it is expressed (Kisac: 1997). Each of us experiences anger differently and expresses our anger in different manners, these can be defined as externalization, internalization or controlling (Spielberger: 1991). The adolescent experiences his anger as a social stimulus but others' personalities and behaviour may be triggers for anger in young people (Yazgan-Inanc et al: 1997). The problem with anger is, too many of us experience too much anger for too much time in our lives; this is when anger becomes a problem for us (Dahlen & Deffenbacher: 2001). Anger essentially comprises four key components; these components may occur separately but when they exist in conjunction the emotion of anger can become a real problem: The feeling of being angry - this feeling can range in intensity from mild annoyance to overpowering rage or fury. A bodily change - this physiological arousal is often caused by the release of adrenalin, which causes a range of reactions in our body (such as increased heart rate and blood pressure). A mental or cognitive
awareness - this sense that an event has occurred that threatens us is crucial in anger development. An effect on our behaviour - to feel real anger we need to express it in some manner, whether this is in an appropriate or inappropriate manner (Mann: 2012). It is common to confuse the idea of anger and aggression; anger remains an emotion while aggression is the action that can result from being very angry. The aggression is intended to cause physical or emotional harm, perhaps with verbal insults, threats, sarcasm or raised voices. When aggression becomes so extreme that we lose self-control, it is said that we are in a rage. The emotions connected to anger are not the problem; if we experience too much anger or express it in an inappropriate manner we can create problems for ourselves and for others. We experience anger for a number of reasons; anger in and of itself is not harmful and can be seen as a protective factor in cases. We feel anger when we need or want something outside of our reach. Researchers have suggested that anger is behaviour-regulating programmes that will help us acquire what we want or need in order to survive; our expression of anger can encourage the target of our anger to offer something that might reduce the likelihood of them suffering in any way from the angry outburst. This type of anger would probably not be tolerated with adolescents due to the inappropriate nature of ist use. Anger may also assist in preparing us for action. In a similar fashion to stress, anger sends signals throughout the body in preparation for the fight or flight response. Anger in this sense is essential to prepare us to take action against the perceived injustice against us. While our anger may prepare us to fight, this form of aggression is not socially acceptable. Anger also informs us when our rights have been violated; this heightened
awareness.
Taxes represent a significant cost to the firm and shareholders, and it is generally expected that shareholders prefer tax aggressiveness. However, this argument ignores potential non-tax costs that ...can accompany tax aggressiveness, especially those arising from agency problems. Firms owned/run by founding family members are characterized by a unique agency conflict between dominant and small shareholders. Using multiple measures to capture tax aggressiveness and founding family presence, we find that family firms are less tax aggressive than their non-family counterparts, ceteris paribus. This result suggests that family owners are willing to forgo tax benefits to avoid the non-tax cost of a potential price discount, which can arise from minority shareholders’ concern with family rent-seeking masked by tax avoidance activities Desai and Dharmapala, 2006. Corporate tax avoidance and high-powered incentives. Journal of Financial Economics 79, 145–179. Our result is also consistent with family owners being more concerned with the potential penalty and reputation damage from an IRS audit than non-family firms. We obtain similar inferences when using a small sample of tax shelter cases.
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We examine how the interplay between executive temporal depth (time horizons that executives consider when contemplating past and future events) and industry velocity (the rate at which new ...opportunities emerge and disappear in an industry) shapes competitive aggressiveness (a firm's propensity to challenge rivals directly and intensely in order to maintain or improve its market position) and firm performance. Based on panel data (from 1995 to 2000) from 258 firms in 23 industries, we found that executive temporal depth exhibited different patterns of relationships with competitive aggressiveness in low-and high-velocity industries. Moreover, competitive aggressiveness had a positive main effect on firm performance, but this effect was stronger in high-velocity industries than in low-velocity industries.
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