CONFLICT-PROVOKING BEHAVIOR OF CHILDREN AS A CONSEQUENCE OF DYSFUNCTIONAL EDUCATIONAL INFLUENCE
Abstract
Conflict-provoking in children’s have been an actual problem of the modern psychology and-ped- agogy, since they exert a negative impact on the social-adaptation and interaction with the environ- ment. One of the key factors of its formation is a dysfunctional educational environment that involves not only conflicts between parents but also the use of the harsh methods of upbringing and the model- ing of aggressive behavior. The goal of this research was to study the effect of dysfunctional parenting environment on the formation of conflict behavior in primary and middle school children. Focus was made on the mechanisms of behavior modeling, emotional dysregulation, and the role of moderators like age, gender, and self-control level. The study was cross-sectional in design and had a sample of around 500 students from grades 5–8 from various schools, aged 10 to 14 years. Data were collected using standardized questionnaires that assessed family dysfunction, observation of aggression in the family, emotional dysregulation, and the manifestations of conflict behavior in children.The findings from the correlational and structural analysis showed that family dysfunction fac- tors and the modeling of parental and elder family members’ aggressive behavior were those that correlated positively with the level of children’s conflict behavior. Emotional dysregulation was the intermediary that bridged the gap between family dysfunction and children’s aggressive mani- festations. Moreover, the differentiation of the factors’ influence by age and gender was also found indicating the necessity of taking into consideration the individual traits when designing preventive and correctional programs.The facts of the research have corroborated the necessity of a comprehensive approach for the prevention of conflict behavior, that is a work both with children and their family environment, development of emotional self-control and provision of support to positive parenting styles. The promising directions of further researches are longitudinal observations to establish the cause- effect relationships, assessment of the socio-cultural context impact and the early intervention pro- grams pilot for rending family dysfunction and children’s aggressive behavior levels.
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