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Teachers' Perceptions of Aggressive Behavior Causes in Students of Different Ages 1312
Fomichenko A.S., PhD in Psychology, Associate Professor, Orenburg State University, Orenburg, Russia, firstname.lastname@example.org
The paper presents the outcomes of the social psychological study on the specifics of teachers' understanding of the causes of aggressive behavior in students of different ages. A special technique based upon the principle of motivational attribution helped to reveal the correlation between the teacher's perceptions of aggression in the students and their age and gender-specific characteristics. As it is shown, the teachers associate the causes of aggressive behavior in the students of 2nd—5th classes with changes in their social status, whereas in 5th—9th classes the roots of aggression, as the teachers see it, lie in the intense development of the class as a group. Thus, the teachers note the emergence of group self-identification in the students of 5th—7th classes, when adolescents become clearly oriented towards the sense of 'us'. Between 7th and 9th year at school students become concerned with self1determination and self1identi1 fication, and, in the teachers' opinion, ideological disagreements begin to play an important role in aggressive behavior, while the role of the causes related to self-reg-ulation, on the contrary, gradually decreases.
Keywords: teacher, students, aggressive behavior, motivation, age and gender differences.
Column: Experimental Research