Teachers’ understanding of motives for students aggression
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Fractal : Revista de Psicologia |
Texto Completo: | https://periodicos.uff.br/fractal/article/view/38851 |
Resumo: | In the present article it is analyzed issues related to the motives for manifestations of aggressive behavior of students towards teachers, in Russia. We took as starting point for this analysis some news from informative sources about real facts of aggression in the school space. Then, it was conducted an investigation which aimed to identify how teachers understand the most significant reasons pointed by them why students present aggressive behavior towards teachers. The article presents results of answers to questionnaires applied to teachers about the motives that can generate aggressive behaviors, especially highlighting the most significant ones on a scale from 1 to 7. The results allowed us to characterize the age dynamics of the change in the meaning of the various reasons for the aggressive behavior of students directed to the teacher for students in the early years, for students in the threshold between the first and second segment of elementary school, and for those in the transition phase to adolescence |
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Teachers’ understanding of motives for students aggressionCompreensão de professores acerca dos motivos da agressão de estudantesaggressionmotivesteacherstudentagressãomotivosprofessorestudanteIn the present article it is analyzed issues related to the motives for manifestations of aggressive behavior of students towards teachers, in Russia. We took as starting point for this analysis some news from informative sources about real facts of aggression in the school space. Then, it was conducted an investigation which aimed to identify how teachers understand the most significant reasons pointed by them why students present aggressive behavior towards teachers. The article presents results of answers to questionnaires applied to teachers about the motives that can generate aggressive behaviors, especially highlighting the most significant ones on a scale from 1 to 7. The results allowed us to characterize the age dynamics of the change in the meaning of the various reasons for the aggressive behavior of students directed to the teacher for students in the early years, for students in the threshold between the first and second segment of elementary school, and for those in the transition phase to adolescenceNo presente artigo, analisam-se questões relacionadas aos motivos de manifestações de comportamentos agressivos dos estudantes dirigidos a professores, na Rússia. Tendo como ponto de partida notícias de fontes informativas sobre fatos reais de agressões no espaço escolar, o autor realizou uma investigação a respeito de como os professores compreendem os motivos que acreditam ser os mais significativos e que levam ao comportamento agressivo do aluno em relação ao professor. O artigo apresenta resultados de respostas a questionários aplicados a professores sobre os motivos que podem gerar comportamentos agressivos, destacando, especialmente, os mais significativos numa escala de 1 a 7. Os resultados permitiram caracterizar a dinâmica etária da alteração do significado das diversas razões para o comportamento agressivo de alunos dirigido ao professor para escolares dos anos iniciais, para escolares no limiar entre o primeiro e o segundo segmentos do ensino fundamental, para os que se encontram na etapa de transição para a adolescência, os da etapa final do segundo segmento do ensino fundamental (9º ano) e os da etapa final da escola (11º ano).ABEC2020-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uff.br/fractal/article/view/3885110.22409/1984-0292/v32_i-esp/38851Fractal: Journal of Psychology; v. 32, n. esp. (2020): Dossiê O professor sem voz: tensões na escola contemporânea e desafios para a psicologia; 190-198Fractal: Revista de Psicologia; v. 32, n. esp. (2020): Dossiê O professor sem voz: tensões na escola contemporânea e desafios para a psicologia; 190-1981984-029210.22409/1984-0292/v32_i-espreponame:Fractal : Revista de Psicologiainstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://periodicos.uff.br/fractal/article/view/38851/24637Copyright (c) 2020 Copyright © 2020 Sobkin, V., & Fomitchenko, A.info:eu-repo/semantics/openAccessSobkin, VladimirFomitchenko, Anna2020-07-01T03:44:21Zoai:ojs.pkp.sfu.ca:article/38851Revistahttps://periodicos.uff.br/fractalPUBhttps://periodicos.uff.br/fractal/oai||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com1984-02921984-0292opendoar:2020-07-01T03:44:21Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF)false |
dc.title.none.fl_str_mv |
Teachers’ understanding of motives for students aggression Compreensão de professores acerca dos motivos da agressão de estudantes |
title |
Teachers’ understanding of motives for students aggression |
spellingShingle |
Teachers’ understanding of motives for students aggression Sobkin, Vladimir aggression motives teacher student agressão motivos professor estudante |
title_short |
Teachers’ understanding of motives for students aggression |
title_full |
Teachers’ understanding of motives for students aggression |
title_fullStr |
Teachers’ understanding of motives for students aggression |
title_full_unstemmed |
Teachers’ understanding of motives for students aggression |
title_sort |
Teachers’ understanding of motives for students aggression |
author |
Sobkin, Vladimir |
author_facet |
Sobkin, Vladimir Fomitchenko, Anna |
author_role |
author |
author2 |
Fomitchenko, Anna |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sobkin, Vladimir Fomitchenko, Anna |
dc.subject.por.fl_str_mv |
aggression motives teacher student agressão motivos professor estudante |
topic |
aggression motives teacher student agressão motivos professor estudante |
description |
In the present article it is analyzed issues related to the motives for manifestations of aggressive behavior of students towards teachers, in Russia. We took as starting point for this analysis some news from informative sources about real facts of aggression in the school space. Then, it was conducted an investigation which aimed to identify how teachers understand the most significant reasons pointed by them why students present aggressive behavior towards teachers. The article presents results of answers to questionnaires applied to teachers about the motives that can generate aggressive behaviors, especially highlighting the most significant ones on a scale from 1 to 7. The results allowed us to characterize the age dynamics of the change in the meaning of the various reasons for the aggressive behavior of students directed to the teacher for students in the early years, for students in the threshold between the first and second segment of elementary school, and for those in the transition phase to adolescence |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uff.br/fractal/article/view/38851 10.22409/1984-0292/v32_i-esp/38851 |
url |
https://periodicos.uff.br/fractal/article/view/38851 |
identifier_str_mv |
10.22409/1984-0292/v32_i-esp/38851 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uff.br/fractal/article/view/38851/24637 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Copyright © 2020 Sobkin, V., & Fomitchenko, A. info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Copyright © 2020 Sobkin, V., & Fomitchenko, A. |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
ABEC |
publisher.none.fl_str_mv |
ABEC |
dc.source.none.fl_str_mv |
Fractal: Journal of Psychology; v. 32, n. esp. (2020): Dossiê O professor sem voz: tensões na escola contemporânea e desafios para a psicologia; 190-198 Fractal: Revista de Psicologia; v. 32, n. esp. (2020): Dossiê O professor sem voz: tensões na escola contemporânea e desafios para a psicologia; 190-198 1984-0292 10.22409/1984-0292/v32_i-esp reponame:Fractal : Revista de Psicologia instname:Universidade Federal Fluminense (UFF) instacron:UFF |
instname_str |
Universidade Federal Fluminense (UFF) |
instacron_str |
UFF |
institution |
UFF |
reponame_str |
Fractal : Revista de Psicologia |
collection |
Fractal : Revista de Psicologia |
repository.name.fl_str_mv |
Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF) |
repository.mail.fl_str_mv |
||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com |
_version_ |
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