Education Administrators’ Evaluation of Precautionary Measures Taken Against Technology-Based Anger and Aggression in Students

Emete Gerçel; Gökmen Dağlı

doi:10.12973/eurasia.2017.00701a

Full Text (PDF)

Emete Gerçel ¹ ^* , Gökmen Dağlı ¹

More Detail

¹ Near East University, N.CYPRUS^* Corresponding Author

Abstract

Technology is thought to affect people’s behaviors and trigger feelings of anger and aggression, which in turn manifest into other problems. It is more important to develop strategies in order to avoid these behavioral problems than to concentrate on the anger and aggression demonstrated by individuals. This study aimed to develop strategies to help education administrators prevent the anger and aggression caused by the use of technology by students. In this qualitative study, a semi-structured interview form was prepared. By responding to the questions, the education administrators were able to put forth their views about the rage and aggression caused by the use of technology by the students, the preventions taken to minimize this effect, and the effectiveness of these preventions.

Keywords

anger
aggression
education administrators
precautionary measures
technology

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 6, June 2017, 1847-1864

https://doi.org/10.12973/eurasia.2017.00701a

Publication date: 18 Apr 2017

Article Views: 1932

Article Downloads: 849

Open Access References How to cite this article

References

Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570.
Brzezinski, Z. (1970). Between two ages (p. 290). Viking Books.
Cushing, L. S., Horner, R. H., & Barrier, H. (2003). Validation and congruent validity of a direct observation tool to assess student social climate. Journal of Positive Behavior Interventions, 5(4), 225-237.
Deffenbacher, J. L., Petrilli, R. T., Lynch, R. S., Oetting, E. R., & Swaim, R. C. (2003). The Driver's Angry Thoughts Questionnaire: A measure of angry cognitions when driving. Cognitive Therapy and Research, 27(4), 383-402.
Drucker, P. F. (1999). Knowledge-worker productivity: The biggest challenge. California Management Review, 41(2), 79-94.
Englander, E. K. (2003). Understanding violence. Psychology Press.
Erdoğan, İ. (2008). Eğitim ve okul yönetimi. İstanbul: Alfa Yayıncılık.
Fryxell, D., & Smith, D. C. (2000). Personal, social, and family characteristics of angry students. Professional School Counseling, 4(2), 86.
Geen, R. G. (1990). Human aggression. E. D. Donnerstein (Ed.). Milton Keynes: Open University Press.
Gerçel, E. (2016) Processes of the School Management, Usage of Information Technologies in Adolescents and Aggression Relation. The Turkish Online Journal of Educational Technology – Special Volume - July, 437.
Grant, E. H. (1964). Defining School and Family Cooperation and How to Maintain it, Ankara: Fine Arts Publishing House.
Golden, B. (2003). Healty Anger. New York: Oxford University Press.
Gottfredson, G. D., & Gottfredson, D. C. (1985). Victimizatization in schools. New York: Plenum.
Hasta, D., & Güler, M. E. (2013). Saldırganlık: kişilerarası ilişki tarzları ve empati açısından bir inceleme. Ankara Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(1), 64-104.
Johnston, N. (2002). Safe schools and healthy students: the effectiveness of grant funded programs in dc public charter schools. Georgetown University, Department of Sociology and Anthropology, Senior Sociology Thesis.
Kassinove, H. & Sukhodolsky, D.G. (1995). Anger disorders: basic science and practice issues. anger disorders: definition, diagnosis and treatment. Washington: Taylor & Francis.
Kellner, M. H., & Bry, B. H. (1999). The effects of anger management groups in a day school for emotionally disturbed adolescents. Adolescence, 34(136), 645.
Huesmann, L. R.; Moise-Titus, J.; Podolski, C. & Eron, L. D. (2003). Longitudinal relations between children’s to TV violence and their aggressive and violent behavior in young adulthood: 1977- 1992. Developmental Psychology, 39, 201-221.
Khoury-Kassabri, M., Benbenishy, R., & Astor, R.A. (2005). The effects of school climate, socioecomics, and culturel factors on student victimization in Israel. Social Work Research, 29(3), 165-180.
Köksal, A. (1999). Bilgi Toplumu Değil Bilişim Toplumu, TBD Bilişim Kültür Dergisi, Eylül, sayı 75. ÖCAL, H, 11.
Legard, R., Keegan, J. & Ward, K. 2003. 'In-depth interviews', in Qualitative research practice. A guide for social research students and researchers, Sage, London, 138-169.
Martin, W. J. (1996). Global information society. Ashgate Publishing Company.
Naisbitt, J. (2004). People and Technology. Trans. Dr. Orkunt Ayaz, Huban Yıldırım, Mehpare Sayan Kileci. İstanbul: CSA Global Publication Agency, XV.
Özdemir, İ. E. (2004). Sınıf yönetimi. Editör: Ş.Şule Erçetin, M. Çağatay Özdemir. (Sınıf Ortamında İstenmeyen Davranışlar Bölümü). Ankara: Asil Yayın Dağıtım.
Özdevecioğlu, M. & Yalçın, Y. (2010). Spor tatmininin sporcuların stres ve saldırganlık düzeyleri üzerindeki etkisi. Nigde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi. 4 (1), 63-76.
Özyürek, L. (1983). Çocuğumun Öğretmeni (Veli-Öğretmen İlişkisi Konusunda Küçük Bir İnceleme). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 16(2), 61-76.
Padgett, D. K. (2016). Qualitative methods in social work research (Vol. 36). Sage Publications.
Patton, M.Q. (1999). How to use qualitative methods ın evaluation. Newbury Park, C.A: Sage.
Patterson, L. J., Allan, A., & Cross, D. (2016). Adolescent bystanders' perspectives of aggression in the online versus school environments. Journal of adolescence, 49, 60-67.
Subrahmanyam, K., Reich, S. M., Waechter, N. & Espinoza, G. (2008). Online and offline social networks: Use of social networking sites by emerging adults. Journal of Applied Developmental Psychology. 29, 420-433.
Subrahmanyam, K. & Greenfield, P. (2008). Communicating online: Adolescent relationships and the media. The Future of Children: Children and Media. Technology. 18, 119-146.
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., ... & Turnbull, H. R. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.
Tanrıöğen, A. (2000). Temel egitim ogretmenlerinin okul mudurlerinden bekledikleri ogretimsel liderlik davranislari. Pamukkale Universitesi, Egitim Fakultesi Dergisi, 7, 67-73.
Yeşilyaprak, B. (2003). Eğitimde Rehberlik Hizmetleri, (6. Baskı). Ankara: Nobel Yayın Dağıtım.
Yıldız, S. A. (2004). Ebeveyn tutumları ve saldırganlık. Polis Bilimleri Dergisi, 6(3-4), 131-150.
Ward, K. (2003). 'In-depth interviews', in Qualitative research practice. A guide for social research students and researchers, Sage, London: 138-169.
Welsh, W. N. (2000). The effects of school climate on school disorder. The Annals of the American Academy of Political and Social Science, 567 (1), 88-107.

How to cite this article

APA

Gerçel, E., & Dağlı, G. (2017). Education Administrators’ Evaluation of Precautionary Measures Taken Against Technology-Based Anger and Aggression in Students. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1847-1864. https://doi.org/10.12973/eurasia.2017.00701a

Vancouver

Gerçel E, Dağlı G. Education Administrators’ Evaluation of Precautionary Measures Taken Against Technology-Based Anger and Aggression in Students. EURASIA J Math Sci Tech Ed. 2017;13(6):1847-64. https://doi.org/10.12973/eurasia.2017.00701a

AMA

Gerçel E, Dağlı G. Education Administrators’ Evaluation of Precautionary Measures Taken Against Technology-Based Anger and Aggression in Students. EURASIA J Math Sci Tech Ed. 2017;13(6), 1847-1864. https://doi.org/10.12973/eurasia.2017.00701a

Chicago

Gerçel, Emete, and Gökmen Dağlı. "Education Administrators’ Evaluation of Precautionary Measures Taken Against Technology-Based Anger and Aggression in Students". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 6 (2017): 1847-1864. https://doi.org/10.12973/eurasia.2017.00701a

Harvard

Gerçel, E., and Dağlı, G. (2017). Education Administrators’ Evaluation of Precautionary Measures Taken Against Technology-Based Anger and Aggression in Students. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), pp. 1847-1864. https://doi.org/10.12973/eurasia.2017.00701a

MLA

Gerçel, Emete et al. "Education Administrators’ Evaluation of Precautionary Measures Taken Against Technology-Based Anger and Aggression in Students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 6, 2017, pp. 1847-1864. https://doi.org/10.12973/eurasia.2017.00701a