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Jesu li hiperaktivnija djeca i agresivnija

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Polje Vrijednost
 
Naslov Jesu li hiperaktivnija djeca i agresivnija
Are children who are more hyperactive more aggressive
 
Autor Dudaš, Manuela
 
Tema DRUŠTVENE ZNANOSTI. Psihologija. školska psihologija i psihologija obrazovanja.
SOCIAL SCIENCES. Psychology. School Psychology and the Psychology of Education.
ADHD
agresivnost
vršnjaĉko nasilje
vršnjaĉka viktimizacija
osnovnoškolska djeca
ADHD
aggression
peer violence
peer victimization
elementary school children
 
Opis Osnovni je cilj ovoga rada bio provjeriti razlikuju li se djeca koja prema samoprocjeni zadovoljavaju kriterije za dijagnozu jednog od tri tipa deficita paţnje/hiperaktivnog poremećaja (engl. skraćeno ADHD; predominantno hiperaktivno-impulzivni tip, predominantno nepažljivi tip, kombinirani tip) i koja su prema samoprocjeni suspektna na ADHD (imaju 4 ili 5 simptoma ADHD-a) s obzirom na razinu i vrstu vršnjaĉkog nasilja (verbalno, tjelesno, elektroniĉko), agresivnosti (proaktivna, reaktivna) i vršnjaĉke viktimizacije (verbalna, tjelesna, elektroniĉka) u odnosu na djecu koja samoprocjenjuju da nemaju simptome ADHD-a. U istraţivanju je sudjelovalo 501 uĉenika (50,7% djeĉaka i 49,3% djevojĉica) ĉetvrtih, šestih i osmih razreda iz šest osnovnih škola. Raspon dobi bio je od 10-16 godina, a prosjeĉna dob 12,72 godine (sd=1,62). Uĉenici su popunili Upitnik reaktivno-proaktivne agresije (RPQ; Raine i sur., 2006), Upitnik o nasilju meĊu školskom djecom (UNŠD; Velki, 2012) i Skalu hiperaktivnosti-impulzivnosti-paţnje (HIP; Vulić-Prtorić, 2006). UtvrĊeno je da djeca koja prema samoprocjeni zadovoljavaju kriterije za dijagnozu ADHD-a i djeca koja su prema samoprocjeni suspektna za razvoj ADHD-a izraţavaju veću razinu agresivnosti i nasilja u odnosu na djecu koja prema samoprocjeni nemaju ADHD, ali takva su djeca i ţrtve vršnjaĉkog nasilja. Više razine nasilja i agresivnosti pronaĊene su kod djece s kombiniranim tipom i predominantno hiperaktivno-impulzivnim tipom ADHD-a. Moţemo zakljuĉiti kako simptomi hiperaktivnosti i impulzivnosti djetetu predstavljaju veći problem od simptoma nepaţnje, osobito kad je u pitanju agresivnost i vršnjaĉko nasilje.
Basic goal of this study was to determine if children who, according to the self-evaluation meet the criteria for the diagnosis of one of the three types of attention deficit/hyperactivity disorder (ADHD; predominantly hyperactive-impulsive type, predominantly inattentive type, combined type), differ and who are, according to the self-evaluation, suspected of having ADHD (who have 4 or 5 symptoms of ADHD) considering the level and the type of peer violence (verbal, physical, electronic), aggression (proactive, reactive) and peer victimization (verbal, physical, electronic) in regard to children who do not think that they have symptoms of ADHD. The participants were 501 pupils (50.7% boys and 49.3% girls) of forth, sixth and eighth grades from six elementary schools. Age ranged from 10-16 years and mean age of the pupils was 12.72 years (sd=1.62). The children completed the Reactive-Proactive Aggression Questionnaire (RPQ; Raine et al., 2006), the Peer Violence Among School Children Questionnaire (UNŠD; Velki, 2012) and the Hyperactivity-Impulsivity-Attention Scale (HIP; Vulić-Prtorić, 2006). It has been established that children who, according to the self-evaluation, meet criteria of the disorder and children suspected of developing the disorder exhibit higher level of aggression and peer violence in regard to children who feel that they do not have symptoms of ADHD, but such children are also victims of peer violence among children. Higher levels of violence and aggression were found in children with combined type and predominantly hyperactive-impulsive type of ADHD. It can be concluded that symptoms of hyperactivity and impulsivity pose a bigger issue for a child than symptoms of inattention, especially when it comes to peer violence and aggressive behaviour among children.
 
Izdavač Sveučilište Josipa Jurja Strossmayera u Osijeku. Fakultet za odgojne i obrazovne znanosti. Odsjek za društvene znanosti.
Josip Juraj Strossmayer University of Osijek. Faculty of Education. Department of Social Sciences.
 
Suradnik Velki, Tena
 
Datum 2015-09-01
 
Vrsta resursa info:eu-repo/semantics/masterThesis
text
 
Format (na primjer PDF) application/pdf
 
Identifikator https://repozitorij.foozos.hr/islandora/object/foozos:3
https://urn.nsk.hr/urn:nbn:hr:141:541151
 
Jezik hrv
 
Prava http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess