The Relationships among Interparental Conflict--论文代写范文

不同于儿童发育特征和社会环境因素),同辈群体和家庭也有一个非常重要的角色，特别是家庭环境中的冲突，在经历一种外化的特征。下面的paper代写范文进行论述。

Abstract 
  The aim of this research is to investigate interparental conflict, peer and media effects and its direct relationship with the violence behaviour of adolescents and the mediator role of attitudes towards violence. 2120 students, 964 girls and 1156 boys chosen from 7th and 8th grades of one private and eleven public elementary schools in Adana have made up the sampling group of this study. In this research, Attitudes towards Violence Scale, Aggression Questionnaire, Perceived Multidimensional Violence Sources Inventory and Children’s Perception of Interparental Conflict Scale have been administered to the students. Research data have been tested by using Structural Equation Modeling. The results reveal that variables except interparental conflict have positive effect on this model. It has been found that attitudes towards violence have partial mediator role in the relationship between media-peer effects and physical violence while they have entire mediator role in the relationship between media-peer effects and verbal violence. The research findings have been discussed within social cognitive model context. 
  Key Words Attitudes Towards Violence, Media, Peers, Violence, Interparental Conflict, Structural Equation Modeling

  Violence behavior in adolescents is a fundamental problem commonly encountered in today’s world. When the literature is reviewed, it is seen that there is a great amount of research conducted on the issue. Kepenkçi and Çınkır (2005) reported that 35.5% of the high school students in Turkey resort to violence at least once in a school year. Alikasifoğlu, Ercan, Erginöz, Uysal, and Kaymak Deniz (2004) conducted a study in Istanbul to investigate the prevalence of displaying violence behavior among high school students and they reported that 42% (n=1720) of the students were involved in at least one fight in previous year. Different from developmental features of children and societal environmental factors (e.g. being subjected to continuous environmental stress), experiences both in peer groups and families have a very important role in the development of violence behavior (Avcı & Güçray, 2010; Brendgen, Vitaro, Tremblay, & Wanner, 2002; Peksaygılı & Güre, 2008). 

  Particularly, inter-parental conflicts and aggressions within the family environment are seen to have an important role in experiencing a sense of externalization by children during the period of puberty (Peksaygılı & Güre, 2008). By the same token, Tornincaso (2006) found that problematic behaviors of an adolescent are an important predictor of inter-parental conflicts. Moreover, Mazefsky and Farrel (2005) argued that an adolescent’s witnessing violence at home, low level of family support and inadequate parental practices are related to the demonstration of violence behaviors. Growing up in an environment where inter-parental conflicts exist may result in displaying aggressive behaviors by children by teaching them that such behaviors are appropriate and allowed (Grych & Fincham, 1990). 

  At the same time, children may develop maladjusted social information processing. Children may develop a propensity to view environmental clues as hostile and the world as full of conflicts. For instance, Rutter (1994) showed that children displaying bias of assigning hostile meanings to events are more likely to behave aggressively. Moreover, these children can never develop conflict coping mechanism required to adjust; hence, they cannot acquire the ability to deal with interpersonal conflicts (Cummings, Davies, & Simpson, 1994). The child may regard aggressiveness as an appropriate method of conflict management and develop poor problem solving capacity and destructive conflict resolution skills (Grych & Fincham, 1990).

  Parents are expected to be the most prominent role models in the development of children’s social behaviors. Therefore, modeling of parents results in children’s learning aggressive behaviors by observing hostility and anger and accordingly provides children with direct explanation for adopting similar behaviors in their interpersonal relations (e.g., with their peers and siblings) (Stocker & Youngblade, 1999). Similar to parents, peers may have both negative and positive effects on adolescents. Peers can consolidate positive social behaviors such as enhancing academic achievement and setting goals (Stein & Newcomb, 1999). Negative peer behaviors, on the other hand, are an indication of risk for many risky behaviors. 

  Relationships with peers committing crimes are one of the strongest variables leading the adolescent to the behavior of committing a crime. Peers upholding substance abuse and committing a crime may encourage their peers to show similar behaviors (Conger & Reuter, 1996). Brendgen et al. (2002) stated that problematic peer groups have an important role in children and adolescents’ resorting to violence behavior to commit a crime. In a longitudinal study by Werner and Crick (2004), it was found that in the emergence of physical violence, peer groups experiencing some adjustment problems have significant influences for both males and females. In a similar manner, Mesch, Fishman, and Eisikovits (2003) revealed that peers have significant influences on the demonstration of violence behavior by the adolescent. 

  Another element having influences on aggressiveness and violence behavior is media. Research has revealed that adolescents spend considerable time in front of the screen. In America, children and adolescents aged 2-17 watch TV for between 19 and 40 hours a week (AC Nielsen Company, 2000). In a similar manner, according to a study conducted in Ankara (Belviranlı et al., 2008), daily TV watching time of children and adolescents ranges from 2.2 to 2.7 hours. Violence behavior is reinforced by models watched by children on TV, the internet, in video games and music videos. Research provides important evidence indicating that exposure to violent films, video games and music is an important variable increasing the occurrence of aggressive and violence behaviors of adolescents (Anderson et al., 2003).

  There is some research showing that children exposed to violence occurring in media will have greater tendency to exhibit aggressive and violence behaviors in their adolescence and adulthood (Anderson et al., 2003; Huesmann & Eron, 1986; Huesmann & Kirwil, 2007; Huesmann, Moise-Titus, Podolski, & Eron, 2003; Slater, Henry, Swaim, & Andersen, 2003). The common point of all this research is the claim that watching violence behavior supports the emergence of violence behavior. Huesmann ve Eron (1986) carried out a longitudinal study in five different countries (Israel, Finland, Poland, Australia and USA,) and they found that in childhood TV watching patterns of both boys and girls predict their aggression in adolescence. Paik and Comstock (1994) conducted a study to investigate the influence of violence occurring on TV and films on the behaviors of children and adolescents and provided evidence showing that media increase violence behaviors on the part of children and adolescents. 

  Social cognitive theory argues that violence behavior is a learned behavior rather than an innate behavior (Bandura, 1978). According to social cognitive theory, individuals learn violence through the processes of modeling and reinforcement. Individuals model aggressive behavior in three different ways; directly (from family and friends), media (from news, television or internet) or society (neighborhood and city). These models may cover the child’s peers, parents, siblings or characters depicted in media. Particularly, children witnessing the aggressive behaviors of parents, peers and characters in media against others may learn that aggressiveness is an acceptable and effective method employed to achieve a desired goal (Bandura, 1986; Crick & Dodge, 1994; Eron, 1994; Huesmann, 1997).(paper代写)

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