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The impact of pupilsā self-esteem, locus of control and perceived social support on the effectiveness of anger management interventions, based on cognitive-behavioural theory
The effectiveness of two types of anger management interventions, based on cognitive-behavioral theory and applied in schools to entire classes, in reducing anger and anger expression difficulties of pupils that are 12-16 years of age, and the impact of subjectively perceived social support, self-esteem, and locus of control on the effectiveness of the said anger management interventions are being analyzed in this dissertation. The concept of anger, anger management difficulties of pupils at school, the effectiveness of anger management intervention at schools, and the effectiveness of interventions, based on cognitive-behavioral theory and mindfulness, are discussed in the theoretical part of the dissertation. Furthermore, the dissertation presents the role of self-esteem, locus of control, perceived social support for the effectiveness of anger management interventions to reduce the variables of anger and anger difficulties. The results of the quasi-experimental study, accomplished during the period from April 2014 until January 2018, are presented in the empirical part of the dissertation. The population in this trial was 599 12 - 16 years old pupils. The research showed that intervention, based on cognitive-behavioral theory and supplemented with mindfulness, is effective and more effective than intervention, based on a cognitive-behavioral approach without elements of mindfulness to reduce some indicators of anger and anger expression difficulties. The accomplished research demonstrated that self-esteem, locus of control, perceived social support have different roles for the effectiveness of anger management interventions to reduce some anger and anger expression difficulties.
Daktaro disertacijoje analizuojamas dviejų tipų kognityvine elgesio teorija paremtų pykÄio valdymo intervencijų, taikomų mokyklose klasÄms, efektyvumas, mažinant 12ā16 m. mokinių pyktÄÆ ir pykÄio iÅ”raiÅ”kos sunkumus, ir subjektyviai suvokiamo socialinio palaikymo, savigarbos, kontrolÄs lokuso reikÅ”mÄ Å”ių pykÄio valdymo intervencijų efektyvumui. Disertacijos teorinÄje dalyje pristatoma pykÄio sÄ voka, paauglių pykÄio ir pykÄio iÅ”raiÅ”kos problematika mokyklose, pykÄio valdymo intervencijų efektyvumo tyrimai mokyklose, intervencijų, kurios remiasi kognityvine elgesio teorija ir dÄmesingu ÄÆsisÄ moninimu efektyvumas. Galiausiai analizuojama savigarbos, kontrolÄs lokuso, subjektyviai suvokiamo socialinio palaikymo reikÅ”mÄ tokių intervencijų efektyvumui. EmpirinÄje darbo dalyje pristatomi 2014 m. balandžio mÄn. ā 2018 m. sausio mÄn. atlikto kvaziekperimento rezultatai. Tyrime analizuojami 599 12 ā 16 metų mokinių duomenys. Tyrimo rezultatų analizÄ atskleidÄ, kad intervencija grÄÆsta kognityvine elgesio teorija ir papildyta dÄmesingu ÄÆsisÄ moninimu yra efektyvi ir efektyvesnÄ nei intervencija, grÄÆsta kognityvine elgesio teorija be dÄmesingo ÄÆsisÄ moninimo komponento, mažinant tam tikrus mokinių pykÄio ir pykÄio iÅ”raiÅ”kos sunkumų rodiklius. Atliktas tyrimas pademonstravo, kad savigarba, kontrolÄs lokusas, subjektyviai suvokiamas socialinis palaikymas turi ne vienodÄ reikÅ”mÄ pykÄio valdymo intervencijų efektyvumui, mažinant kai kuriuos pykÄio ir pykÄio iÅ”raiÅ”kos sunkumų rodiklius.