Media violence exposure and executive functioning in aggressive and control adolescents

2005 ◽  
Vol 61 (6) ◽  
pp. 725-737 ◽  
Author(s):  
William G. Kronenberger ◽  
Vincent P. Mathews ◽  
David W. Dunn ◽  
Yang Wang ◽  
Elisabeth A. Wood ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Violence Exposure ◽  
Media Violence ◽  
And Control

Media violence exposure in aggressive and control adolescents: differences in self- and parent-reported exposure to violence on television and in video games

2005 ◽  
Vol 31 (3) ◽  
pp. 201-216 ◽  
Author(s):  
William G. Kronenberger ◽  
Vincent P. Mathews ◽  
David W. Dunn ◽  
Yang Wang ◽  
Elisabeth A. Wood ◽  
...  
Keyword(s):  
Video Games ◽  
Violence Exposure ◽  
Exposure To Violence ◽  
Media Violence ◽  
And Control

Substance abuse and media violence exposure as factors in acceptance of dating violence among in-school adolescents

2021 ◽  
pp. 1-14
Author(s):  
Juliet Ifeoma Nwufo ◽  
Tochukwu Nweze ◽  
Ebere Ugwoke ◽  
Victor Okechukwu Odo ◽  
JohnBosco Chika Chukwuorji
Keyword(s):  
Substance Abuse ◽  
Dating Violence ◽  
Violence Exposure ◽  
Media Violence

scholarly journals The Relationship Between Exposure to Media Violence and School Bullying in Jordan

2018 ◽  
Vol 10 (5) ◽  
pp. 154 ◽  
Author(s):  
Nesrin N. Abu Baker ◽  
Saleh Nasser Ayyd
Keyword(s):  
Violence Exposure ◽  
Demographic Data ◽  
School Bullying ◽  
Media Violence ◽  
Viewing Time ◽  
School Students ◽  
Cross Sectional ◽  
Correlational Design ◽  
Physical Bullying ◽  
The Relationship

PURPOSE: To examine the relationship between exposure to media violence and bullying among school students in Jordan.METHOD: A cross-sectional, correlational design and a self-reported questionnaire were used to answer research questions. A multistage, stratified random sampling was utilized to recruit a sample of 550 students from eight governmental educational directorates in a large governorate in Jordan. A self-reported questionnaire included demographic data, Media Violence Exposure scale, and School Bullying scale was distributed.RESULTS: Prevalence of school bullying was 47%. There was a positive correlation between media violence exposure and school bullying (r=.549); significantly more boys reported exposure to media violence, perpetrating of school bullying in general, and perpetrating of physical bullying in particular than girls (p=.00). While significantly more girls reported perpetrating of relational bullying than boys (p=.00). Media violence viewing time explained 42% of variance in school bullying scores.CONCLUSION: The findings call urgent need for intervention programs tailored by specialized health professionals to combat the consequences of this growing phenomenon.

scholarly journals The Role of Perceived Peer Norms in the Relationship Between Media Violence Exposure and Adolescents' Aggression

2015 ◽  
Vol 19 (1) ◽  
pp. 4-26 ◽  
Author(s):  
Karin M. Fikkers ◽  
Jessica Taylor Piotrowski ◽  
Peter Lugtig ◽  
Patti M. Valkenburg
Keyword(s):  
Violence Exposure ◽  
Media Violence ◽  
Peer Norms ◽  
The Relationship ◽  
Perceived Peer Norms

scholarly journals Assessing the Reliability and Validity of Television and Game Violence Exposure Measures

2016 ◽  
Vol 44 (1) ◽  
pp. 117-143 ◽  
Author(s):  
Karin M. Fikkers ◽  
Jessica Taylor Piotrowski ◽  
Patti M. Valkenburg
Keyword(s):  
Construct Validity ◽  
Violence Exposure ◽  
Criterion Validity ◽  
Media Violence ◽  
Self Report ◽  
Retest Reliability ◽  
Television Violence ◽  
Test Retest Reliability ◽  
Game Violence ◽  
Valid Criterion

This study evaluated whether common self-report measures of television and game violence exposure represent reliable and valid measurement tools. Three self-report measures—direct estimates, user-rated favorites, and agency-rated favorites—were assessed in terms of test-retest reliability, criterion validity (their relationship with coded media diaries), and construct validity (their relationship with aggression and gender). A total of 238 adolescents participated in a two-wave survey and completed two media diaries. For game violence, the three self-report measures were reliable and valid. For television violence, only direct estimates achieved test-retest reliability and construct validity. Criterion validity could not be established for the television violence measures because the media diary was not a valid criterion for television violence. Our findings indicate that both direct estimates and favorites are valid measures for game violence, whereas for television violence, only direct estimates are valid. We conclude with a discussion about ways to further improve upon and reconceptualize media violence exposure measurement.

scholarly journals Analysis of the Relationship between Executive Functions and Intelligence in Gifted Student: A Pilot Study.

2021 ◽  
Author(s):  
Luque Rojas M.J. ◽  
Luque D.J ◽  
Elósegui E. ◽  
Román M. ◽  
Casquero D. ◽  
...  
Keyword(s):  
Executive Functioning ◽  
School Counselor ◽  
Gifted Students ◽  
Gifted Student ◽  
Neuropsychological Profile ◽  
Behavioral Mechanism ◽  
Definition Of ◽  
And Behavior ◽  
Age Range ◽  
And Control

(1) Background: Executive functioning is a concept that suggests a scheme of relationship between brain-mind and behavior, through a plan and control of individuals actions on tasks and context. This work is an approach to the study between relationship of abilities (flair) and the execution, between cognitive development and executive functioning as intelligence and creativity and reading writing learning association. The objective is trying to give a definition of neuropsychological profile of Gifted Students; (2) Methods: We studied 20 Gifted Student assessments by a school counselor, under some characteristics as having greater than 125 IQ. The age range was 6:8 to 11:8 from Primary School. Instruments were WISC-V. BRIEF-2 and TTCT; (3) Results: We observed a positive correlation between IQ and Inhibition, that would keep relation with behavioral mechanism (guide work, autonomy, impulse control, ...) of students to develop cognitive and metacognitive abilities as going in-depth in habits, skill, and strategies of intellectual work in the classroom; (4) Conclusions: There is a distance between executive functioning and IQ. Correlations, considering our sample, would express a halfway association between both variables. Association that would be explained for the connection or underlying cognitive mechanism in some factors of variables.

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