Aggression and Emotional Intelligence as Predictors of Phubbing (original) (raw)
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In this study, it was aimed to examine whether or not adolescents' assertiveness and passiveness characteristics predicted their phubbing behavior. This study was carried out with 9th, 10th, 11th and 12th grade students in three different high schools in a city in Central Anatolia during the first semester of 2018-2019 academic year. A total of 634 students,430 females and 204 males, participated in the study. The data were collected by the Phubbing Scale, the Assertiveness Scale and Personal Information Form, developed by the researcher. For the data analysis, t-test was used for binary variables and one-way analysis of variance for multiple variables were used. In the study, hierarchical regression analysis was used to determine whether students' assertiveness predicted phubbing or not. According to the study findings, sex and type of school did not have an effect on phubbing, whereas the fact that the cell phone used was a smart phone or not was effective on phubbing. While phubbing had a significant negative relationship with assertiveness, it had a significant positive relationship with passiveness. The study determined that both assertiveness and passiveness were significant predictors of phubbing. Assertiveness, passiveness and the cell phone used are effective in explaining the phubbing behavior.
International Journal of Psychology and Educational Studies
This research examines the relationship between phubbing (sociotelism) and continuous anger and anger expression styles. In addition, it aims to search whether there is a significant difference between phubbing and continuous anger and anger expression styles according to some demographic information of the sample. This research is a quantitative study and a relational survey model was used. This study was conducted on an online platform on 303 people, 188 female and 115 male men, between the ages of 18-64 living in Turkey. Demographic information form, phubbing scale, continuous anger and anger expression scales were used in this study. In the data analysis, Pearson correlation coefficient, independent groups t-test, Anova and post-hoc test were used. According to the findings, it is seen that there is a significant correlation between phubbing and continuous anger and anger expression styles. At the same time, analyzes were made with the demographic information obtained from the s...
Relationship between Aggression and Interpersonal Communication
The International Journal of Indian Psychology, 2017
The research investigated the relationship among Aggression and Interpersonal Communication in young adults. Aggression is any form of behavior directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment. Baron & Byrne (2010). Communication is a process of exchange of information between two or more than two individuals. Since Interpersonal Communication plays a significant role in our lives, the way it is carried on may have its effect on the way we behave. This may be linked with our level of aggression experiences and displayed as our understanding of a situation and our consequent behaviour is linked with what is communicated and understood by us and how. With this rationale, the study was planned for young adults. Participants in the study were 100 young adults aged 18-21 years drawn from a private university from Lucknow, Uttar Pradesh. The results obtained pointed a significant negative correlation between the dimensions of interpersonal communication and aggression.
From anger to verbal aggression: Inhibition at different levels
Personality and Individual Differences, 2007
A factor-analytic-based method to measure the inhibition of three verbally aggressive behaviours was investigated in two studies on self-report data. Inhibition was subdivided into two types: inhibition of the tendency to become verbally aggressive and inhibition of the verbally aggressive behaviour. In Study 1, it was investigated whether both kinds can be separated and measured by using a factor-analytic model. In Study 2, the approach was validated by relating both types of inhibition to broad and specific trait measures, either related to behaviour regulation or not. Inhibition of the tendency to become verbally aggressive was negatively related to Extraversion and Anger Out, and positively to hostility and a general inhibition measure. The inhibition of verbally aggressive behaviour was positively related to Agreeableness, Anger In (keeping anger inside) and anger out control (control of outward expression of anger), and negatively to Verbal Aggression and Anger Out.
The Aggression Questionnaire: A Validation Study in Student Samples
The goal of tbk study was lo examine the psychometric properties of thc Aggression Questionnaire (AQ) in Spain. Tbe AQ is a 29-item instrument designed to measure <be different dimensions of tbe hostility/anger/aggression constn.ict. It consists of 4 subseales that assess: (a) anger, (b) hostility. (c) verbal aggression, and (d) physical aggression. ¡fi Study 1. reliability, construel validity, and convergení validiry were evaluated in a group of 384 mate and female university grudenis, Testretesí rcliability 'vas evaluated using a group of 154 mate and female univer.sity students. Ihe resr~lts of [be factor analysis were similar lo tUte seale srrucrure claimed for <bis instrument. Tbe st'bscales aÑo sbowed internal consistency and stability over time. Ibe AQ and lis subscales were also compared witb the scales and subseales of <be Spielberger State-Trait Anger Expression lnventory (STAXJ), <he Cook-Medley I-{ostility Seale (Ho), the l3uss-ljurkee Hostility Inventory (BIDHI). and Ihe Jenkins Activity Survey-Form H (JASE-H). fle results show thai (he AQ evaluates some aspecis of anger. such as Anger-Trail and Anger-Out, rather <han other elements, such as Anger-In or Anger-Siate. In Srudy 2, two new male groups were used lo evaluate Ibe criterion volidity of ihe AQ: 57 prison inmates and 93 university students, finding thai <his instrument discriminated beíween <he scores oblained by common oftenders and university students.
2014
The study explored the relationship between undergraduate students’ emotional intelligence and aggression. It considered three hypotheses 1) There is no significant relationship between Emotional Intelligence and aggression of undergraduate students; 2) There is no significant difference between emotional intelligence of males and female undergraduate students; and 3) There is no significant difference between the aggression of male and female undergraduate student. Seventy five male and seventy five female, with a total of one hundred and fifty, undergraduate students participated in the study. The students ranged in age from 18 to 24 years. Two questionnaires were administered to gather data. All participants completed i) Wong and Law Emotional Intelligence Scale as a measure of emotional intelligence, (Wong & Law, 2002), and ii) Buss and Perry Aggression Questionnaire (Buss & Perry, 1992), as a measure of aggression. Pearson product-moment correlations were examined indicating an...
Personality and Aggressive Behavior Under Provoking and Neutral Conditions: A Meta-Analytic Review
Psychological Bulletin, 2006
The authors conducted a comprehensive review to understand the relation between personality and aggressive behavior, under provoking and nonprovoking conditions. The qualitative review revealed that some personality variables influenced aggressive behavior under both neutral and provocation conditions, whereas others influenced aggressive behavior only under provocation. Studies that assessed personality variables and that directly measured aggressive behavior were included in the quantitative review. Analyses revealed that trait aggressiveness and trait irritability influenced aggressive behavior under both provoking and neutral conditions but that other personality variables (e.g., trait anger, Type A personality, dissipation-rumination) influenced aggressive behavior only under provoking conditions. The authors discuss possible relations between these patterns of aggressive behavior and the personality dimensions of Agreeableness and Neuroticism and consider implications for theories of aggression.
The Role of Personality Traits and Situational Factors as Determinants of Aggression
The Open Psychology Journal
Background: Over the years, different explanations have been given for the difference between personality traits and situational factors regarding how they affect our behavior. The present study investigates the role of personality traits versus situational factors in aggressive behavior. Objective: The purpose of this research was to examine whether situations in which participants are made to feel angry are more powerful than personality traits in determining aggressive behavior. Methods: Forty-eight women students from Qatar University (M= 21.73, SD=4.43) completed the 200-item ZKA Personality Questionnaire, which measures aggressiveness, neuroticism, activity, extraversion and sensation-seeking, and the 7-item trait anger scale from the Buss-Perry Aggression Questionnaire (BPAQ). Following an experimental situation that triggered anger by an interpersonal insult, the participants were randomly assigned to an anger-induced group (experimental condition) or a nonanger-induced grou...
European Journal of Investigation in Health, Psychology and Education, 2020
An analysis of secondary students’ personality traits, along with a description of their emotional intelligence levels and their anger control, could be decisive when educating students to prevent anti-social behavior in academia. Very few studies on personality, emotional intelligence, and aggressive conduct exist in Spain. Some of the studies that do exist, however, only explore the relationship between emotional intelligence, personality, and prosocial behavior in secondary education students. Likewise, there are few studies focusing on personality and aggression control. In this study, using the Big Five personality models as predictors of aggressiveness in subjects and of emotional intelligence, we sought to contribute to the improvement of the education of students on aggressive behavior in education centers. To do this, we conducted a study using the Big Five Personality Questionnaire (BFQ) for Children and Adults (BFQ-NA), the Trait Meta-Mood Scale (TMMS-24) emotional intell...