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National Repository of Grey Literature 3 records found  Search took 0.01 seconds. 
Emotion Regulation in Relation to Aggressive Behavior at School
 Baumgartner, František ; Vancu, Eva ; Mžyková, K.
Emotion regulation plays the important role in dealing with stressful situations, therefore it can be supposed its positive effect in relation to aggression and bullying. The article is devoted to question, if emotion regulation diminishes the frequency of aggressive behavior in school classes. It was used the questionnaire of aggressive behavior and the questionnaire of cognitive regulation of emotions in research sample of 108 pupils of elementary school. The obtained results reveal that adolescents, which behave aggressively, use more frequently blaming others and less acceptation as the strategies of emotion regulation. The defenders who try to forestall of aggression more frequently use positive reappraisal and putting into perspective.
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Socio-cognitive analysis of school bullying
 Karaffová, Eva ; Štefančíková, Z.
This paper provides findings on the issue of school bullying. The aim of this paper is the identification and description of the different forms of bullying in the classroom. Analysis of bullying process dynamics within individual roles scenarios of participants and their interactions. The theoretical starting point is to examine the issue of socio-cognitive approach. The research was carried out by the following methods – Olweus questionnaire of bullying in school classroom, sociometry a semi-structured interview. The contribution of the paper is a deeper understanding of the bullying as a process and several recommendations related to prevention and intervention.
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Girls and boys in the school class
Janošová, Pavlína
This text is focused on the issue of relationships of girls and boys in classes with regard to their developmental specificities. Gender expectations and motivation have an impact on the class climate and, especially in the early adolescence, increase the incidence of internalized problems (e.g. normative male alexithymia) and externalized problems (e.g. bullying, sexual harassment) of male and female students. Potential benefits and limitations of the specific educational interventions are also discussed.
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