Document Type : Research Paper
Authors
1 Master of clinical Psychology of Payam Noor university of south Tehran, Tehran, Iran.
2 Associate Professor of Educational Psychology of Payam Noor university, Tehran, Iran.
Abstract
The aim of this study was to compare the implicit and explicit associations of aggression and anxiety in boy adolescents with and without bullying behavior. The research method was descriptive correlational and its statistical population included 12 to 19 year old male students in Tehran in the first and second secondary school that 113 students were selected by cluster sampling method in the academic year of 2019-2020 In order to identify students with and without bullying, the Peer Bullying Nomination Form (Pekarik et al. 1976) was used. To collect research data, the Illinois Bullying Questionnaire (Espelage, Holt.2001), the Sc-l90 Clinical Symptoms checklist (Derogatis & lipman, Covi.1973), and Implicit Association Test (IAT) (Greenwald et al. 1998) were used. Data were analyzed by using average comparison test and multiple regression analysis. The results showed that the difference in implicit association scores of aggression and anxiety in two groups with and without bullying was significant; But only the explicit association scores of aggression were significant in two groups and the explicit association of anxiety was not different in two groups. Results also showed that explicit and implicit associations of aggression, and implicit association of anxiety can predict bullying behavior with confidence (p≥ 0.0001). These results confirm the role of implicit and explicit associations in the clinical field; and helps to better understand bullying behavior, to be considered in the development of educational programs and psychological interventions.
Keywords
بیرامی، منصور؛ علائی، پروانه؛ حسنوند، باقر. (۱۳۹۸). روان‌شناسی قلدری. تهران: انتشارات آوای نور (چاپ اول).
ﭼﺎﻟﻤﻪ، رضا. (١٣٩٢). ﻛﻔﺎﻳﺖ روان‌سنجی ﻣﻘﻴﺎس ﻗﻠﺪرى اﻳﻠﻴﻨﻮﻳﺰ در داﻧﺶ آﻣﻮزان اﻳﺮاﻧﻰ: ﺑﺮرﺳﻰ رواﻳﻰ، ﭘﺎﻳﺎﻳﻰ و ﺳﺎﺧﺘﺎر ﻋﺎﻣﻠﻰ. ﻣﺠﻠﻪ روش‌ها و مدل‌های روان‌شناختی، ١١، ٥٢-٣٩.
حاج حسینی، منصوره؛ خورسندی شیرغان، محمد؛ زندی، سعید. (۱۳۹۶). آموزش مهارت‌های زندگی در هنرستان‌ها: راهبردی ضروری و مؤثر جهت کاهش پرخاشگری و قلدری. آموزش و ارزشیابی، 10 (40)، ۱۶۹-۱۵۱.
زالی زاده، مریم (1399). مقایسه تداعیهای ضمنی و آشکار مربوط به افسردگی و اضطراب در افراد مبتلا به اختلال خوردن و افراد سالم. پایان‌نامه کارشناسی ارشد روان‌شناسی بالینی، گروه روان‌شناسی دانشگاه پیام نور.
سلیمی، اسامه؛ جمشید، فتحی. (۱۳۹۴). قلدری و خشونت در مدارس. اولین همایش علمی و پژوهشی روان‌شناسی، علوم تربیتی و آسیب‌شناسی جامعه.
فراهانی، حجت اله؛ عریضی، حمیدرضا. (۱۳۸۸). روشهای پیشرفته پژوهش در علوم انسانی. اصفهان: جهاد دانشگاهی واحد اصفهان
محبی، مینا؛ میرنسب، میر محمود؛ فتحی آذر، اسکندر؛ هاشمی، تورج. (۱۳۹۸). طراحی و ارزیابی اثربخشی مداخله رفتاری بر کاهش قلدری جسمانی و بهبود پیوند با مدرسه در دانشآموزان: روی آورد مدرسه محور. فصلنامه سلامت روان کودک، 6(3)، ۱۴-۱.
محمدی، نادر، بلوتک، حسین، پاآهو، افشین. (۱۳۹۴). مقایسه سلامت روانی دانشآموزان عادی و قلدر دوره اول متوسطه، کنفرانس بین‌المللی پژوهش‌های نوین در علوم انسانی.
ﻧﺠﺎت، ﭘﮕﺎه؛ ﺣﺎﺗﻤﻰ، ﺟﻮاد. (١٣٩١). ﺑﺮرﺳﻰ آزﻣﻮن ﺗﺪاﻋﻰ ﺿﻤﻨﻰ: (IAT) ﻣﻘﺎﻳﺴﻪ ﺑﻴﻦ سازه‌ای و راﻫﺒﺮدﻫﺎى پاسخ‌دهی آزمودنی‌ها. ﻓﺼﻠﻨﺎﻣﻪ تازه‌های ﻋﻠﻮم ﺷﻨﺎﺧﺘﻰ، 14 (1)، ٣٤-٢٤.
Albayrak, S., Yildiz, A., & Erol, S. (2016). Assesssing the effect of school bulling prevention programs on reducing bulling. Children and Youth Services Review, 63, 1-9.
Alexandra J., Werntz, A. J., Steinman, A.S., Glenna, J. J., Nockc, K. M &.Teachman, B. A. (2016). Characterizing Implicit Mental Health Associations across Clinical Domains. Journal of Behavior Therapy and Experimental, 52, 17-28.
Banse, R., Messer, M., fischer, I. (2015). Predicting aggressive behavior with the aggressiveness-IAT. Journal of Aggressive Behavior, 41(1), 65-83.
Beevers, C. G. (2005). Cognitive vulnerability to depression: A dual process model. Clinical Psychology Review, 25(7), 975–1002.
Bjorkviste, K., Ekman, K., & Lagerspetz, K. (1982). Bullies and victims: Their ego picture, ideal ego picyure and normative ego picture. Scandinavian Journal of Psychology, 23, 307-313.
Bohn, C. M. (2011). Predicting bullying among high school students using and school factors. Analysis of a national survey. Thesis of Master of Science in Psychology, University of Utah.
Bondu, R., & Richter, P. (2016). Interrelations of justice, rejection, provocation, and moral disgust sensitivity and their links with the hostile attribution bias, trait anger, and aggression. Frontiers in psychology, 7, 1-15.
Bluemke, M., Zumbach, J. (2007). Implicit and explicit measures for analyzing the aggregation of computer gamers. Emotion and aggressive behavior, 38-57.
Brian, C. Frost., Chia-Huei, E. K. o., Lawrence, R. James. (2007). Implicit and Explicit Personality: A test of a channeling hypothesis for aggressive behavior. Journal of Applied Psychology, 92(5), 1299.
Brooks, F. M., Klemera, E., Magnusson, J. Chester, K., Spencer, N. H. & Smeeton, N. C. (2015). HBSC England National Report: Health Behavior in School-aged Children (HBSC): World Health Organization Collaborative Cross National Study. University of Hertfordshire.
Chung, J., Song, G., Kim, K., Yee, J., Kim, J.H., Lee, K.E., & Gwak, H. (2019). Association between anxiety and aggression in adolescents: a cross-sectional study. BMC Pediatrics, 19, 115.
De jong, P. j. (2002). Implicit self-esteem and social anxiety: differential self-favoring effects in high and low anxious individuals. Behavior research and therapy, 40, 5, 501-508.
De rogatis, L. R., Lipman, R. S., Covi, L. (1973). SCL-90; an outpatient psychiatric rating scale preliminary report. Psychopharmacology Bulletin, 9, 13-28.
Espelage, D. L., & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142.
Farrell, A. D., Bettencourt, A., Mays, S., Kramer, A., Sullivan, T., & Kliewer, W. (2012). Patterns of adolescents’ beliefs about fighting and their relation to behavior and risk factors for aggression. Journal of Abnormal Child Psychology, 40, 787-802.
Fazio, R. H. (1990). Multiple processes by which attitudes guide behavior: The MODE model as an integrative framework. Advances in experimental social psychology, 23, 75-109.
Fazio, R. H., & Olson, M. A. (2003). Implicit measures in social cognition research: Their meaning and use. Annual Review of Psychology, 54, 327-297.
Garcia, A. I. S., and Margallo, E. M. (2014). Bullying: what’s going on? A bibliographic review of last twelve months. Social and Behavior Sciences, 132, 269-276
Gail, H. (2018). Bullying: What the PNP needs to know. Journal of Pediatric Health Care, 32, 408-399.
Gawronski, B., & Bodenhausen, G. V. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132, 692-731.
Gawronski, B., Strack, F., & Bodenhausen, G. V. (2009). The Attitudes and Cognitive Consistency: The Role of Associative and Propositional Processes). In R. E. Petty, R. H. Fazio, & P. Briñol (Eds.), Attitudes: Insights from the new implicit measures (pp. 85–117). New York: Psychology Press.
Gawronski, B., Payne, B. K. (2010). Handbook of Implicit Social Cognition: Measurement, Theory, and Applications. New York: The Guilford Press.
Glashouwer, K., de Jong, P., Penninx B. J. H., Kerkhof, A. F. M., van Dyck, R., Ormel, J. (2010). Do automatic self-associations relate to suicidal ideation? Journal of Psychopathology and Behavioral Assessment, 32, 3, 428–437.
Glashouwer, K. A., de Jong, P. J. (2010). Disorder-specific automatic self-associations in depression and anxiety: Results of the Netherlands study of depression and anxiety. Psychological Medicine.40, 7, 1101–1111.
Glashouwer, K. A., de Jong, P. J., Penninx, B. W. J. H. (2012). Prognostic value of implicit and explicit self-associations for the course of depressive and anxiety disorders. Behavior Research and Therapy, 50(7-8), 479–486.
Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4-27.
Greenwald, A. G., McGhee, D. E., & Schwartz, J. K. L. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 1464-1480.
Greenwald, A. G., Banaji, M. R., Rudman, L. A., Farnham, S. D., Nosek, B. A., & Mellott, D. S. (2002). A unified theory of attitudes, stereotypes, and self-concept. Psychological Review, 109, 3-25
Grumm,M., Hein,S., & Fingerle, M. (2001). Predicting aggressive behavior in children with the help of measures of implicit and explicit aggression. International Journal of Behavioral Deveiopment, 35(4), 352-357.
Hoffman, W., Gawronski, B., Gschwendner, T., Le, H., & Schmitt, M. (2005). A meta-analysis the correlation between the Implicit Association Test and explicit self-report measures. Personality and Social Psychology Bulletin, 31, 1369 1385
Ireland, J.L., and Adams, C. (2015). Implicit cognitive aggression among young male prisoners: association with dispositional and current aggression. Int. J. law Psychiatry, 41, 89-94.
Karnani, H., Pomm, H. A. (2006). Screening for adolescent depression and anxiety in the primary care environment: calming the storm within. Northeast Florida Medicine, 57, 4, 41-46.
Kim, M. J., Catalano, R. F., Haggerty, K. P. And Abbott, R.D. (2011).”Bullying at elementary school and problem behavior in young adulthood: A study of bullying, violence, and substance use from age 11 to age 21”. Criminal Behavior and Mental Health, 21, 2,136-144.
Lindgren, K. P., Neighbors, C., Teachman, B. A., Wiers, R. W., Westgate, E., Greenwald, A. G. (2013). I drink therefore I am: Validating alcohol-related implicit association tests. Psychology of Addictive Behaviors, 27, 1, 1–13.
Maunder, R. E., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38, 13-20.
Nock, M. K., Banaji, M. R. (2007). Prediction of suicide ideation and attempts among adolescents using a brief performance-based test. Journal of Consulting and Clinical Psychology, 75, 5,707–715.
Nosek, B. A., Greenwald, A. G., Banaji, M. R. (2005). Understanding and using the implicit association test: Ii. Method variables and construct validity. Personality and Social Psychology Bulletin, 31, 2, 166–180.
Olweus, D. (1995). Bullying or peer abuse at school: Facts and interventions. Current Directions in Psychological Science, 4, 6, 196-200.
Olweus, D. (1984). Aggressors and Their Victims: Bullying at School. In N. Frude, & H. Gault (Eds.), Disruptive Behavior in Schools, 57-76.
Olweus, D. (1981). Bullying among school- boys. In N. Cantwell(Ed). Children and violence, 97-131.
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere.
Payne, B. K. & Gawronski, B. (2010). A History of Implicit Social Cognition (Where is it coming from? Where is it now? Where is it going?). In Gawronski, B., Payne, B. K. (2010). Handbook of Implicit Social Cognition: Measurement, Theory, and Applications. New York: The Guilford Press: 1-17.
Pekarik, E., Lrinz, R, Leibert, C., Weintraub, S., & Neale, J. (1976). The pupil evaluation inventory: A sociometric technique for assessing children`s social behavior. Journal of Abnormal Child Psychology, 4, 1, 83-97.
Priest, N., King, T., Bécares, L., & Kavanagh, A. M. (2016). Bullying Victimization and Racial Discrimination among Australian Children. American Journal of Public Health, 106, 10, 1882-1884.
Plake, K.M. (2006). Bullying in school. Thesis of Master in Art, Honros college.
Roefs, A., Huijding, J., Smulders, F. T. Y., MacLeod, C. M., de Jong, P. J., Wiers, R. W., Jansen, A. T. M. (2011). Implicit measures of association in psychopathology research. Psychological Bulletin, 137, 1, 149–193.
Roland, E. (2001). Aggression and Bullying. Aggressive Behavior, 27, 6.
Teachman, B. A., Gregg, A. P., Woody, S. R. (2001). Implicit associations for fear-relevant stimuli among individuals with snake and spider fears. Journal of Abnormal Psychology, 110(2), 226–235.
Uhlmann, E., Swanson, J. (2004). Exposure to violent video games increases automatic aggressiveness. Journal of Adolescents, 27, 41-52.
Undheim, A. M., & Sund, A. M. (2010). Prevalence of bullying and aggressive behavior and their relationship to mental health problems among 12-to 15-year-old Norwegian adolescents. European child & adolescent psychiatry, 19, 11, 803-811.
Wang, X., Zhang, Y., Hui, Z., Bai, W., Terry, P. D., Ma, M. & et al. (2018). The mediating effect of regulatory emotional self-efficacy on the association between self-esteem and school bullying in middle school student: A cross –sectional study. International journal of Environmental research and public Health, 15, 950-991.
Webster-Doyle, T. (1991). Why is everybody always picking on me: A guide to handling bullies? New York: Weather hell.
Wiers, R. W., Gladwin, T. E., Hofmann, W., Salemink, E., Ridderinkhof, K. R. (2013). Cognitive bias modification and cognitive control training in addiction and related psychopathology: Mechanisms, clinical perspectives, and ways forward. Clinical Psychological Science, 1, 2,192–212.
Wong J, M. A., Amanda, S., Morrison, M. A., James, J., Gross, D. (2014). Implicit Associations in Social Anxiety Disorder: The Effects of Comorbid Depression. Journal of anxiety disorders, 28(6): 537-546.
Yen, Ch., Yang, P., Wang, P., &, Tang, Ch. (2014). Association between school bullying levels/types and mental health problems among Taiwanese adolescents. Comprehensive Psychiatry, 55,405–413
Zuckerman, D. (2016). Bullying harms victims and perpetrators of all ages. Health Progress, 97, 66-63.
استناد به این مقاله: رسول، سهیلا سادات.، علیزاده فرد، سوسن. (1400). مقایسه تداعیهای ضمنی و آشکار پرخاشگری و اضطراب در نوجوانان پسر دارای رفتار قلدری و بدون رفتار قلدری، مطالعات روان شناسی بالینی، 12(45)، 165-193.
DOI: 10.22054/JCPS.2022.59925.2553
Clinical Psychology Studies is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
)