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100	1		_aMukallid, Sara Tamer. _gMaster
245	1	4	_aThe effect of training in social information processing on reactive and proactive aggression in grade 4 and 5 elementary school students
260			_aBeirut _bAmerican University of Beirut - Faculty of Arts and Sciences - Department of Education _c2011
300			_a149 pages
500			_aالنوع : Mémoire
520	3		_aThe 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	_aAggressiveness
650		4	_aAgressivité
650		4	_aCycle primaire
650		4	_aElementary Education
650		4	_aFormation continue des enseignants
650		4	_aTeachers in-service training
650		4	_aالعدوانية
650		4	_aالمرحلة الابتدائية
650		4	_aتدريب المعلمين
856			_uhttp://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
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