The effect of training in social information processing on reactive and proactive aggression in grade 4 and 5 elementary school students (Record no. 20456)

MARC details
000 -LEADER
fixed length control field 03391nam a2200253Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Mukallid, Sara Tamer.
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of training in social information processing on reactive and proactive aggression in grade 4 and 5 elementary school students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2011
300 ## - PHYSICAL DESCRIPTION
Extent 149 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to investigate the effect of training in social information processing on reactive and proactive aggression in Grade 4 and 5 elementary school students. More specifically the study explored the impact of social information processing intervention on participants’ perceptions of reactive and proactive aggression and on frequency of behaviors related to each form of aggression. Students’ perceptions were measured by the Self Report on Aggression and Social Behavior Measure (SRASBM), and behavior frequencies were recorded over two weeks of systematic behavioral observation before and after the implementation of training. The experimental group in Grade 4 (n=24) and in Grade 5 (n=22) received training in social information processing skills through 12 lessons selected from the Making Choices program. The program was developed based on the social-cognition model, and targets key skills and concepts of social information processing. The control group in Grade 4 (n=24) and in Grade 5 (n=21) was given two oral fluency English sessions per week, in which oral discussions regarding aggression and acceptable versus unacceptable social behavior were conducted. Multivariate analysis of covariance on SRASBM post-training scores showed no statistically significant difference in students’ perceptions of reactive and proactive aggression between the control and experimental group in Grades 4 and 5 combined and in Grade 4 separately. Results, however, showed a statistically significant difference in perceptions between the two groups in Grade 5. In terms of frequency of behaviors, a comparison of overall frequencies between the two groups in Grades 4 and 5 showed higher frequencies of reactive and proactive aggressive behaviors in the control group as compared to the experimental group. Results also indicated a decrease in the overall frequencies of proactive and reactive aggressive behaviors in the experimental group after the implementation of social information processing intervention, however, the frequency of proactive aggression behaviors was lower than that of reactive aggression. Results of the study were discussed and recommendations for further research were proposed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Aggressiveness
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Agressivité
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Formation continue des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers in-service training
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element العدوانية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تدريب المعلمين
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/101%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/101%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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