Media entertainment and adolescent boys' attitudes about aggression, an exploratory study
Notice bibliographique
Résumé
Violence is one of the major worldwide concerns today in all segments of society. Antisocial behavior in humans is known to be related to a number of physiological, psychological, familial, and cultural factors. The learning conditions to which a child is exposed are also believed to contribute to the development of aggressive behavior and attitudes. One specific learning condition, media violence, is considered to be a potential contributor to the development of antisocial behavior in children and adolescents. Numerous studies have been conducted in the field of media violence and its effects on the young viewers. A major focus has been the relationship between media violence and aggressive behavior, but, interestingly, research regarding the relationship between media violence and attitudes about aggression is sparse. The purpose of this study, therefore, was to contribute to the state of the research by predicting and comparing attitudes about aggression among adolescent boys on the basis of their exposure to violence in both movies and video/computer games The study employed a survey research design. Two hundred and three adolescent boys aged 13-16 were selected from two public schools on Vancouver Island. The data were collected using four instruments: the Demographic Questionnaire, the Media Entertainment Questionnaire, the Attitudes and Beliefs Regarding Aggression Scale (Vernberg, Jacobs, & Herschberger, 1999), and the Perception of Movie Reality Scale (based on Greenberg, Linsangan, & Soderman, 1994). The results indicated that adolescent boys spend a significant amount of time both watching movies and playing video/computer games. In addition, they are exposed to substantial amounts of media violence. At the same time, parental involvement with their adolescents' movie-viewing and game-playing habits is relatively limited. Further results showed that heavy and light viewers of movie violence did not differ on a statistically significant level in any dimension of their attitudes about aggression. Real and fiction perceivers, as well, did not differ in their attitudes. Adolescents with "violent" game repertoires, however, were significantly more supportive of the attitude that aggression is legitimate and warranted, as compared to those whose repertoires contained little or no violence. Additional results demonstrated that the "aggression-legitimate" attitude was significantly related to a set of predictor variables. The strongest predictors of this attitude in adolescent boys were parental involvement with their adolescents ' movie-viewing, game-playing habits, and the adolescents ' game repertoires. The results obtained in this study are discussed in terms of implications for both violence-prevention programs and media-awareness classes. Suggestions for future research are also offered.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».