Hubungan Kebiasaan Menonton Tayangan Action Di Televisi Terhadap Perilaku Agresif Dan Prestasi Belajar Pada Anak Laki-Laki Usia Sekolah Di Sukodadi Palembang

Background: Aggressive behavior is the behavior of the individual with the aim of injuring or injuring other individuals both physically and verbally, while the learning achievement is the result of interaction in the individual against various factors that affect both internal and external. Based on the preliminary results of 5 children expressed likes a kind of action film and 3 of them perform aggressive actions such as fighting, shouting and talking roughly and found 3 children who have less report cards. Purpose: This study aims to determine the relationship between watching action habits on television to aggressive behavior and learning achievement in school-age boys in Sukodadi. Method: This research method used analytic survey design with cross sectional approach. Sample study of all school age boys in Sukodadi as many as 45 people. Sampling using total sampling. Result: Positive aggressive behavior (55,6%), negative aggressive behavior (44,4%), learning achievement less (55,6%), learning achievement less (44,4%). The result of chi square statistic shows that there is a relationship between television action on aggressive behavior (p = 0,001) and learning achievement (p = 0,001). Conclusion: There is a relationship between the habit of watching action impressions against aggressive behavior, there is a relationship between the action and the learning achievement. Suggestion: Based on the results of the research, it is expected that parents can supervise, assist, and limit the hours of children watching and selecting the appropriate impressions with the age of the child, the next researcher in order to add other variables besides action such as child abuse, bulliying

Music and Aggression: The Impact of Sexual-Aggressive Song Lyrics on Aggression-Related Thoughts, Emotions, and Behavior Toward the Same and the Opposite Sex

Three studies examined the impact of sexual-aggressive song lyrics on aggressive thoughts, emotions, and behavior toward the same and the opposite sex. In Study 1, the authors directly manipulated whether male or female participants listened to misogynous or neutral song lyrics and measured actual aggressive behavior. Male participants who were exposed to misogynous song lyrics administered more hot chili sauce to a female than to a male confederate. Study 2 shed some light on the underlying psychological processes: Male participants who heard misogynous song lyrics recalled more negative attributes of women and reported more feelings of vengeance than when they heard neutral song lyrics. In addition, men-hating song lyrics had a similar effect on aggression-related responses of female participants toward men. Finally, Study 3 replicated the findings of the previous two studies with an alternative measure of aggressive behavior as well as a more subtle measure of aggressive cognitions. The results are discussed in the framework of the General Aggression Model

TERAPI BERMAIN KELOMPOK UNTUK MENINGKATKAN REGULASI EMOSI PADA ANAK DENGAN PERILAKU AGRESI

Childhood is the most vulnerable period of physical and mental development. The emotional development that occurs during this period will play a very important role in the future of children. Children who suppress their emotions too often will affect their mental health conditions. Low emotional regulation and anger management will have an impact on high levels of aggressive behavior. Aggressive behavior appears as a form of expression of suppressed emotions, where children show aggression in response to feelings of fear, frustration or sadness that cannot be resolved in a healthy way. This research aims to improve children's emotional regulation abilities through play therapy in reducing aggressive behavior in children at the Islamic boarding school. This type of research is a quasi-experiment with a non-randomized pretest-posttest control group design approach. There were 12 subjects in this study who met the criteria for aggression. Subjects were also given the aggression questionnaire and emotion regulation questionnaire. Subjects were divided into two groups, namely the experimental group and the control group. Analysis uses the Wilcoxon test and Mann-Whitney test. The research results show that group play therapy can improve emotional regulation abilities in children with aggressive behavior, as shown by the Wilcoxon test results with a Z value of -2.201 and p 0.028

Genetic Influences on Brain Gene Expression in Rats Selected for Tameness and Aggression

Inter-individual differences in many behaviors are partly due to genetic differences, but the identification of the genes and variants that influence behavior remains challenging. Here, we studied an F2 intercross of two outbred lines of rats selected for tame and aggressive behavior towards humans for more than 64 generations. By using a mapping approach that is able to identify genetic loci segregating within the lines, we identified four times more loci influencing tameness and aggression than by an approach that assumes fixation of causative alleles, suggesting that many causative loci were not driven to fixation by the selection. We used RNA sequencing in 150 F2 animals to identify hundreds of loci that influence brain gene expression. Several of these loci colocalize with tameness loci and may reflect the same genetic variants. Through analyses of correlations between allele effects on behavior and gene expression, differential expression between the tame and aggressive rat selection lines, and correlations between gene expression and tameness in F2 animals, we identify the genes Gltscr2, Lgi4, Zfp40 and Slc17a7 as candidate contributors to the strikingly different behavior of the tame and aggressive animals

The interaction between monoamine oxidase A and punitive discipline in the development of antisocial behavior: Mediation by maladaptive social information processing.

Previous studies demonstrate that boys' monoamine oxidase A (MAOA) genotype interacts with adverse rearing environments in early childhood, including punitive discipline, to predict later antisocial behavior. Yet the mechanisms by which MAOA and punitive parenting interact during childhood to amplify risk for antisocial behavior are not well understood. In the present study, hostile attributional bias and aggressive response generation during middle childhood, salient aspects of maladaptive social information processing, were tested as possible mediators of this relation in a sample of 187 low-income men followed prospectively from infancy into early adulthood. Given racial-ethnic variation in MAOA allele frequencies, analyses were conducted separately by race. In both African American and Caucasian men, those with the low-activity MAOA allele who experienced more punitive discipline at age 1.5 generated more aggressive responses to perceived threat at age 10 relative to men with the high-activity variant. In the African American subsample only, formal mediation analyses indicated a marginally significant indirect effect of maternal punitiveness on adult arrest records via aggressive response generation in middle childhood. The findings suggest that maladaptive social information processing may be an important mechanism underlying the association between MAOA × Parenting interactions and antisocial behavior in early adulthood. The present study extends previous work in the field by demonstrating that MAOA and harsh parenting assessed in early childhood interact to not only predict antisocial behavior in early adulthood, but also predict social information processing, a well-established social-cognitive correlate of antisocial behavior

KECENDERUNGANKEYAKINAN NORMATIFPERILAKU AGRESIFSISWA SEKOLAH DASAR

Penelitian bertujuan untuk mendeskripsikan keyakinan normatif perilaku agresif siswa kelas atas Sekolah Dasar Negeri Kudanguyah Tasikmalaya (N=63; Laki-laki=30, Perempuan=33). Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif dengan metode survei (cross-sectional design). Instrumen perilaku agresif yang digunakan mengacu kepada indikator perilaku agresif Scheneiders. Adapun instrumen keyakinan normatif perilaku agresif mengacu kepada lima dimensi pengukuran keyakinan normatif perilaku agresif Huesmann & Guerra. Analisis data menggunakan statistik deskriptif untuk melihat skor perilaku agresif pada tiga kategori (tinggi, sedang dan rendah), skor perilaku agresif berdasarkan gender, skor keyakinan normatif perilaku agresif pada kategori perilaku agresif tinggi, perilaku agresif sedang, perilaku agresif rendah dan pada kategori berdasarkan gender. Hasil penelitian menunjukkan bahwa perilaku agresif siswa kelas atas Sekolah Dasar Negeri Kudanguyah tahun ajaran 2015/2016 berada pada kategori perilaku agresif rendah. Adapun siswa dengan kategori perilaku agresif rendah menunjukkan dominasi pada rentang perilaku agresif ringan. Siswa dengan kategori perilaku agresif sedang menunjukkan dominasi pada rentang perilaku agresif ringan menuju rentang perilaku agresif ekstrim. Siswa dengan kategori perilaku agresif tinggi menunjukkan dominasi pada rentang perilaku agresif ekstrim. Sementara skor keyakinan normatif perilaku agresif menunjukkan bahwa keyakinan normatif perilaku agresif pada siswa dengan kategori perilaku agresif sedang lebih tinggi dibandingkan dengan dua kategori lainnya. Selain itu, keyakinan normatif perilaku agresif siswa perempuan lebih tinggi dibandingkan dengan siswa laki-laki. Kata kunci: Perilaku Agresif, Keyakinan Normatif, Siswa sekolah dasar.   The research aims to describe the normative beliefs about aggressive behavior of the students of State Primary School Kudanguyah Tasikmalaya (N=63; Male=30, Female=33). It adopted quantitative approach with survey method (cross-sectional design). The instrument to assess aggressive behavior references Schneider’s’ indicators of aggressive behavior. Meanwhile, the instrument for measuring normative beliefs about aggressive behavior draws upon Huesmann & Guerra’s five dimensions of normative beliefs about aggressive measure. Data were analyzed descriptive-statistically to find the scores of aggressive behavior in high, moderate, and low categories; the scores of aggressive behavior based on gender; the scores of normative beliefs about aggressive behavior at high, moderate, and low aggressive behaviors; and the scores of normative beliefs about aggressive behavior based on gender. Research results show that the aggressive behavior of the students of State Primary School Kudanguyah, academic year 2015/2016, was at low category. Students in this category demonstrate dominance in the range of mild aggressive behavior. On the other hand, students in the category of moderate aggressive behavior show dominance in the range of mild to extreme aggressive behavior. Finally, students in the category of high aggressive behavior are dominant in the range of extreme aggressive behavior. Meanwhile, the scores for normative beliefs about aggressive behavior show that students in the category of moderate aggressive behavior had higher normative beliefs about aggressive behavior than those in the two other categories. In addition, female students showed greater normative beliefs about aggressive behavior than the male students. Keywords: Aggressive behavior, normative beliefs, primary school students

Hürthle cell carcinoma: current perspectives.

Hürthle cell carcinoma (HCC) can present either as a minimally invasive or as a widely invasive tumor. HCC generally has a more aggressive clinical behavior compared with the other differentiated thyroid cancers, and it is associated with a higher rate of distant metastases. Minimally invasive HCC demonstrates much less aggressive behavior; lesions <4 cm can be treated with thyroid lobectomy alone, and without radioactive iodine (RAI). HCC has been observed to be less iodine-avid compared with other differentiated thyroid cancers; however, recent data have demonstrated improved survival with RAI use in patients with HCC >2 cm and those with nodal and distant metastases. Patients with localized iodine-resistant disease who are not candidates for a wait-and-watch approach can be treated with localized therapies. Systemic therapy is reserved for patients with progressive, widely metastatic HCC

Executive functions in preschool children with aggressive behavior: impairments in inhibitory control

The question whether executive function (EF) deficits in children are associated with conduct problems remains controversial. Although the origins of aggressive behavior are to be found in early childhood, findings from EF studies in preschool children with aggressive behavior are inconsistent. The current study aimed to investigate whether preschool children with aggressive behavior show impairments in EF. From a population-based sample, 82 preschool children who were showing aggressive behavior as indicated by scores at or above the 93rd percentile on the Aggressive Behavior Scale of the CBCL 1 1/2-5 were selected. These children with aggressive behavior were matched on IQ to a group of typically developing control children (N=99). Six neuropsychological tasks were administered to assess set shifting, inhibition, working memory and verbal fluency. A factor analysis was conducted which yielded one clear factor: inhibition. Aggressive preschool children showed poorer performance on this inhibition factor than control children and boys performed worse on this factor than girls. This association between aggressive behavior and inhibition deficits was maintained after controlling for attention problems. In addition, gender differences in all EFs measured were found with boys exhibiting more impairment in EF than girls. These findings demonstrate that preschool children with aggressive behavior show impairments in inhibition, irrespective of attention problems