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Title:Vrstniška agresivnost v povezavi s sposobnostjo emocionalne regulacije v adolescenci
Authors:Škof, Manja (Author)
Bakračevič, Karin (Mentor) More about this mentor... New window
Files:.pdf MAG_Skof_Manja_2016.pdf (1,43 MB)
MD5: DA836C0A9533D65BF99F1480F84FA9FE
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Agresivnost je vedenjska značilnost, ki se kaže v gospodovalnosti ter nasilnih ali napadalnih besedah in dejanjih proti drugim ljudem. Na agresivnost ima med ostalimi dejavniki velik vpliv tudi čustvena inteligentnost in ena izmed komponent čustvene inteligentnosti – čustvena regulacija, ki pomeni sposobnost obvladovanja in nadzorovanja lastnega čustvenega stanja. Da lahko namreč v družbi sodelujemo z drugimi ljudmi, je potreben čustveni nadzor. S pomočjo vprašalnika o nasilju in čustveni regulaciji smo v empiričnem delu želeli ugotoviti, kako je čustvena inteligentnost (natančneje čustvena regulacija) povezana z nasilnim vedenjem v adolescenci. Ugotoviti želimo, ali so tisti, ki imajo boljše sposobnosti emocionalne regulacije, v večji ali manjši meri žrtve ali storilci agresivnega vedenja in kaj si le-ti mislijo o nasilju. Razlike želimo poiskati tudi med spoloma, v starosti in med učnim uspehom učencev. S pomočjo raziskave smo ugotovili, da so adolescenti, ki imajo manj razvito sposobnost čustvene regulacije, v večji meri deležni agresivnih dejanj kot tisti, ki imajo bolj razvito sposobnost čustvene regulacije. Prav tako so adolescenti, ki imajo manj razvito sposobnost čustvene regulacije, v večji meri storilci agresivnih dejanj kot tisti, ki imajo bolj razvito sposobnost čustvene regulacije. Pri primerjavi žrtev agresivnih dejanj obstajajo statistično značilne razlike glede na spol in starost, ni pa statistično značilnih razlik glede na učni uspeh. Med storilci agresivnih dejanj so statistično značilne razlike glede na spol, ni pa statistično značilnih razlik glede na starost in učni uspeh.
Keywords:Nasilje, agresivnost, ustrahovanje, žrtve, storilci, adolescenti, nasilje v šoli, »bullying«, čustva, čustvena inteligentnost, čustvena regulacija.
Year of publishing:2016
Publisher:[M. Škof]
Source:Maribor
UDC:159.922.7/.8-056.49(043.2)
COBISS_ID:22317064 New window
NUK URN:URN:SI:UM:DK:IK1ZUJQF
Views:1099
Downloads:159
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:Aggression between peers in correlation with the capability of emotional regulation in adolescence
Abstract:Aggresion is a behavioural characteristic that shows in domineering behaviour and violent or offensive words and acts towards other people. Emotional intelligence among other factors has great influence on aggression, especially one specific component of the emotional intelligence - emotional regulation. Emotional regulation is persons capabilty to control his own emotional state. Emotional regulation is vital to cooperate with other people in society. In empirical part we used a questionnaire to find out how is emotional intelligence (more specifically emotional regulation) linked with violent behaviour in adolescence. We wanted to find out whether those with better developed capability of emotional regulation are more often or less often victims or perpetrators of aggressive behaviour and what is their opionion on violence. We also tried to find the differences in gender, age and school success of pupils. Research showed that adolescents with less developed capability of emotional regulation are more often victims of aggressive behaviour than those with better developed capability of emotional regulation and that adolescents with less developed capability of emotional regulation are more often perpetrators of aggressive behaviour than those with better developed capability of emotional regulation. There are statistically significant differences based on age and gender among victims of aggressive behaviour, but there are no statistically significant differences based on school success. Among perpetrators of aggressive behaviour there are statistically significant differences based on gender and no significant differences based on age or school success.
Keywords:Violence, aggression, intimidation, victims, perpetrators, adolescents, school violence, bullying, emotions, emotional intelligence, emotional regulation.


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