The relationship between locus of control and type of aggression in middle-class and culturally deprived children

Romi, Shlomo; Itskowitz, Rivka

doi:10.1016/0191-8869(90)90214-c

Cited by 12 publications

(6 citation statements)

References 24 publications

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“…Research has shown that externals are less likely than internals to engage in behavior that attempts to effectively resolve threatening situations and, instead, are more likely to behave destructively (Fox & Spector, 1999; Marcus & Schuler, 2004; Österman et al, 1999; Romi & Itskowitz, 1990; Storms & Spector, 1987; Zainuddin & Taluja, 1990). For example, Fox and Spector (1999) found externals are more likely than internals to engage in behavior that is counterproductive.…”

Section: Theoretical Overviewmentioning

confidence: 99%

Employees' behavioral reactions to supervisor aggression: An examination of individual and situational factors.

Mitchell¹,

Ambrose²

2012

Journal of Applied Psychology

124

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This research examines employees' behavioral reactions to perceived supervisor aggression. The goal is to understand what makes employees react constructively or destructively to aggression. Three types of behavioral reactions are investigated: retaliation, coworker displaced aggression, and problem solving. We suggest employee reactions are influenced by individual and situational characteristics. We test these ideas by examining the moderating effects of 1 individual factor (locus of control) and 2 situational factors (fear of retaliation and behavioral modeling) on the relationships between perceived supervisor aggression and employee behaviors. The results of an experiment and 2 field studies provide support for the predictions and some unexpected findings. Implications for understanding reactions to perceived supervisor aggression are presented.

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Section: Theoretical Overviewmentioning

confidence: 99%

Employees' behavioral reactions to supervisor aggression: An examination of individual and situational factors.

Mitchell¹,

Ambrose²

2012

Journal of Applied Psychology

124

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“…Aggression can be broadly divided into two factors, including positive aggression and negative aggression [30][31][32][33]. First, negative aggression can be explained as the attitude or behavior that is reflected in acts either physically, verbally, or gesturally that causes injury [31].…”

Section: Aggressionmentioning

confidence: 99%

Role of the Flow In Physical Education Class Between School Life Stress and Aggressiveness Among Adolescents

Han

Park

2020

Sustainability

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This study examines the relationships between the flow in physical education (P.E.) class, school life stress, and aggression in adolescents. A total of 470 surveys collected from five different high schools in Daejeon, South Korea, were analyzed using structural equation modeling. Study results indicated that the flow in P.E. class had a significant negative direct effect on school life stress, but did not have a significant direct effect on aggression. Furthermore, school life stress had a significant positive direct effect on aggression. Finally, flow in P.E. class had a significant negative indirect effect on aggression mediated by school life stress. The findings of this study are valuable for education experts to establish more effective P.E. curriculums in reducing school life stress and aggression.

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“…La primera, a diferencia de la segunda, permitiría construir la autonomía y la identidad (Gupta, 1983;Romi y Itskowitz, 1990) y ayudaría a los individuos a implicarse en actividades cooperativas y competitivas con los compañeros. Así mismo, canalizada en la dirección adecuada, fomentaría la asertividad, la dominancia y la independencia y posibilitaría alcanzar conocimientos acerca del ambiente y de uno mismo, así como defenderse contra amenazas externas (Jack, 1999).…”

Section: Tabla 2 Clasificaciones De Las Conductas Agresivas (Continuunclassified

Aspectos conceptuales de la agresión: definición y modelos explicativos [Theoretical issues on aggression: concept and models]

2006

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ResumenEl presente artículo aporta una revisión histórica del estudio de la agresión. En lo referente a su definición, se revisa su concepto y la delimitación del mismo respecto de otros términos, tales como agresividad, ira, hostilidad, violencia, delito o crimen. Así mismo, se resumen una selección de las principales tipologías de la agresión. Por último, se presentan los distintos modelos explicativos de la conducta agresiva: instintivos, biológicos, del drive, conductuales, cognitivos, aquellos centrados en la dinámica familiar y en los hábitos de crianza, así como las aproximaciones evolutivas y, finalmente, los modelos integradores. Palabras ClaveAgresión, concepto, tipología, modelos explicativos AbstractThe present paper provides a historical review of the study of aggression. As far as its definition, its concept is revised and so is its delimitatión with regard to other terms such as aggressiveness, anger, hostility, violence or crime. Likewise, a selection of the main typologies is also summarized. Lastly, several explicative models of aggression are presented: instinctive, biological, drive models, behavioral, cognitive, those related to family dynamics or rearing patterns, as well as the developing approaches and the integrative theories.

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The relationship between locus of control and type of aggression in middle-class and culturally deprived children

Cited by 12 publications

References 24 publications

Employees' behavioral reactions to supervisor aggression: An examination of individual and situational factors.

Employees' behavioral reactions to supervisor aggression: An examination of individual and situational factors.

Role of the Flow In Physical Education Class Between School Life Stress and Aggressiveness Among Adolescents

Aspectos conceptuales de la agresión: definición y modelos explicativos [Theoretical issues on aggression: concept and models]

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