Temporal relationship between perceptions of educational situations and aggressiveness among juveniles

IF 2.6 2区心理学 Q2 PSYCHOLOGY, SOCIAL

Journal of Research in Personality Pub Date : 2025-03-06 DOI:10.1016/j.jrp.2025.104599

Karol Konaszewski , Radosław Rogoza , Seweryn Nogalski , Maciej Karwowski

引用次数: 0

Abstract

The aim of the study was to analyze the temporal relationship between psychological perceptions (i.e., situational DIAMONDS) of educational situations and aggressiveness among juveniles (N = 726) referred by the courts to educational and probation centers. Our two-wave analyses suggested that the relationships between aggressiveness and perceptions of the educational situation were not reciprocal. Specifically, we found that aggressiveness measured at Time 1 was positively related to perceptions of the situation as negative and deceiving at Time 2. In contrast, none of the eight DIAMONDS situation dimensions at T1 were related to aggressiveness at T2. The results show that aggressiveness can explain how juveniles define educational situations.

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青少年教育情境感知与攻击性的时间关系

本研究的目的是分析由法院转介到教育和缓刑中心的青少年（N = 726）对教育情境的心理知觉（即情境diamond）与攻击性之间的时间关系。我们的两波分析表明，攻击性和对教育状况的看法之间的关系并不是相互的。具体来说，我们发现在时间1中测量的攻击性与在时间2中对消极和欺骗的情况的感知呈正相关。相比之下，T1时的8个DIAMONDS情境维度均与T2时的攻击性无关。结果表明，攻击性可以解释青少年如何定义教育情境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in Personality PSYCHOLOGY, SOCIAL-

CiteScore

5.40

自引率

6.10%

发文量

102

审稿时长

67 days

期刊介绍： Emphasizing experimental and descriptive research, the Journal of Research in Personality presents articles that examine important issues in the field of personality and in related fields basic to the understanding of personality. The subject matter includes treatments of genetic, physiological, motivational, learning, perceptual, cognitive, and social processes of both normal and abnormal kinds in human and animal subjects. Features: • Papers that present integrated sets of studies that address significant theoretical issues relating to personality. • Theoretical papers and critical reviews of current experimental and methodological interest. • Single, well-designed studies of an innovative nature. • Brief reports, including replication or null result studies of previously reported findings, or a well-designed studies addressing questions of limited scope.