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首页> 外文期刊>Aggressive behavior: A multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals >Relationship between bullying and scores on the Buss-Perry Aggression Questionnaire among imprisoned male offenders
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Relationship between bullying and scores on the Buss-Perry Aggression Questionnaire among imprisoned male offenders

机译:被监禁男性罪犯中霸凌行为与侵略行为评分之间的关​​系

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摘要

This study investigated the relationship between bullying and aggression among imprisoned male adult offenders. The participants were 70 imprisoned male offenders, who were classified using the Direct and Indirect Prisoner Behaviour Checklist (DIPC) as one of four `bully' groups: pure bully, pure victim, bully/victim, or not involved. Participants also completed the Buss-Perry Aggression Questionnaire (AQ), a measure of aggression and hostility. The majority of the prisoners reported behaviors indicative of bullying, with 42.9 percent classified in the bully/victim group and 12.9 percent as pure bullies. 15.7 percent of participants were classified as pure victims, while 28.6 percent did not report any involvement in bullying. Bully/victims scored higher than participants who were not involved in bullying on the Hostility scale and Total score of the AQ. A number of correlations were found between the AQ scores and number of bully behaviors perpetrated. These suggested there is an overlap between the constructs measured by the AQ and type of bullying behaviors perpetrated. The number of bullying behaviors experienced was only correlated with the Hostility scale. The results are discussed in terms of previous research and their implications for theory and practice. (C) 2005 Wiley-Liss, Inc.
机译:这项研究调查了被监禁的成年男性罪犯中欺凌与侵略之间的关系。参与者是70名被监禁的男性罪犯,他们使用直接和间接囚犯行为清单(DIPC)分为四个“欺负”群体之一:纯欺负,纯受害者,欺负/受害者或不涉及。参与者还完成了“巴斯·佩里侵略问卷”(AQ),该问卷是对侵略和敌对行为的一种衡量。大多数囚犯报告有欺凌行为,其中42.9%归为欺负/受害者组,12.9%为纯欺凌。 15.7%的参与者被归类为纯受害者,而28.6%的参与者没有举报参与欺凌行为。欺凌/受害人的得分高于没有参与敌对行为量表和AQ总分的参与者。在AQ得分和恶霸行为数量之间发现了许多相关性。这些表明,由AQ衡量的结构与实施的欺凌行为类型之间存在重叠。经历的欺凌行为的数量仅与敌对程度相关。根据先前的研究及其对理论和实践的意义对结果进行了讨论。 (C)2005 Wiley-Liss,Inc.

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