Aggression (Psychology)

The study analyzed the factorial and concurrent validity of the Student–Teacher Relationship Scale (STRS) using an exploratory structural equation modeling (ESEM) approach. Participants were 368 Italian children aged 3 to 6 ( M = 4.60, SD = 0.98). The three-factor ESEM solution fit the data better than the classical confirmatory factor analysis (CFA) model and the measurement invariance of the scale was confirmed across sex and age (3-4 vs. 5-6 years) groups. The concurrent validity of the STRS was investigated within the ESEM approach using children’s social behaviors as validity criteria. Findings supported the goodness of ESEM over CFA and attested to the validity of the STRS to understanding the teacher–child relationship quality in young children.

Previous research on aggression in martial arts and combat sports (MA&CS) has shown mixed results. Some studies showed that MA&CS training lowers aggression levels, while other studies found it increases aggression or has no effect. To explain better this inconsistency, this study used latent class analysis to identify distinct sub-training in potentially reducing aggression, particularly hostility, physical aggression, and verbal aggression. Demographic factors like age, gender, education, and economic status were also important in distinguishing the latent classes. The findings suggest aggression in MA&CS is a complex phenomenon influenced by multiple socio-cultural factors. Both the type of MA&CS and socio-demographic factors should be controlled by researchers and sports coaches if the goal of training is to reduce aggression in martial arts athletes.

Ուսումնասիրության նպատակն է բացահայտել Հայաստանում նախադպրոցական մանկավարժի աշխատանքի հետ կապված հիմնական սթրեսային գործոնները։ Վերլուծությունը կատարվել է որակական և քանակական մեթոդներով, ինչպիսիք են հարցումները և կիսակառուցվածքային հարցազրույցները։ Արդյունքները ցույց են տալիս, որ մասնագիտական ​​բարձր պահանջարկը, ծնողների սպասելիքները, կրթական քաղաքականության անընդհատ փոփոխությունները և ռեսուրսների պակասը հիմնական սթրեսային գործոններից են։ Ուսումնասիրությունը շեշտում է մանկավարժների աշխատանքային պայմանները բարելավելու համար համալիր միջոցառումների ձեռնարկման կարևորությունը։

El síndrome de Burnout o del Quemado es consecuencia de la exposición a situaciones de estrés crónico laboral, en donde la actividad policial no es la excepción, si no existen las adecuadas estrategias de afrontamiento para lidiar contra este síndrome, sus consecuencias pueden ser perjudiciales para la seguridad y salud del policía, y para institución. El Objetivo de la presente investigación fue analizar los estudios relacionados con la medición de los niveles de burnout, la evaluación de sus consecuencias y factores de riesgo relacionados con variables sociodemográficas. La metodología utilizada para el presente trabajo de investigación, se enmarca dentro de una revisión bibliográfica de tipo documental bajo la técnica PRISMA en PubMed, Science direct Scopus, Web of Science. De las investigaciones analizadas, se puede establecer que la prevalencia y niveles de burnout varían significativamente entre los estudios, debido a la influencia del factor estacional de medición, es decir, ...

Даны аргументированные ответы на следующие вопросы:
1
Существует ли в РФ понятие “Эффективный преподаватель?”
2
Хорошо ли определён в РФ термин “Компетенции студента?”
3
Каковы особенности национальной системы образования в РФ?
4
Как за рубежом понимают термин “Effective Teacher?”
5
Как за рубежом понимают термин “Student Competencies?”
6
Как работают Education Systems in the USA | Germany?
7
Что такое Undergraduate and Graduate Catalog in a USA University?
8
Зачем проведён этот обзор и анализ?

Материал рассчитан служить поводом для свободных и всесторонних дискуссий среди работников образования и науки с целью выправить положение дел в российском высшем образовании.

Актуальность исследования обусловлена необходимостью научного анализа эффективности интеграции технологий дополненной (AR) и виртуальной (VR) реальности в школьное образование в контексте цифровой трансформации. Целью работы является оценка влияния иммерсивных технологий виртуальной (VR) и дополненной реальности (AR) на когнитивное развитие, академическую успеваемость и вовлеченность учащихся, а также выявление педагогических, технологических и физиологических ограничений применения AR/VR в учебном процессе для различных возрастных групп и дисциплин. Материалы и методы. Исследование основано на комплексном анализе 35 научных публикаций и отчетов (2020-2025 гг.). Эмпирическая база включает: 1) Данные 6-месячных контролируемых экспериментов с VR-приложениями по физике и биологии в 20 классах на базе школ РФ; 2) Результаты анкетирования 600 учащихся и 150 педагогов с обработкой методом NLP; 3) Сравнительный анализ данных ОГЭ, PISA и университетских кейсов; 4) SWOT-анализ внедрения AR/VR, учитывающий технические ограничения и педагогическую адаптацию. Результаты исследования. Эмпирически подтверждено статистически значимое (p<0.05) повышение вовлеченности учащихся на 30-50% и академической успеваемости на 15-25% при использовании AR/VR. Установлена корреляция (r=0.78) между длительностью непрерывного использования VR-гарнитур (>15 мин) и снижением концентрации внимания у 25% респондентов 12-14 лет. Обсуждение и заключение. Несмотря на доказанную дидактическую эффективность AR/VR, выявлены лимитирующие факторы: высокая стоимость оборудования, дефицит ИКТ-инфраструктуры, недостаточная цифровая компетентность педагогов. Перспективным направлением признана интеграция AR/VR в междисциплинарные STEM-проекты при институциональной поддержке. Внедрение ИИ для адаптивного обучения и персонализации образования посредством применения адаптивных платформ с AI-алгоритмами.

Введение. Интенсивное развитие цифровых технологий и их интеграция в образовательный процесс создают условия, способствующие формированию компьютерной зависимости (КЗ) у студентов  Особенно уязвимыми становятся обучающиеся IT-дисциплинам, для которых цифровая среда является неотъемлемой частью учебной деятельности
Цель. Рассмотреть диагностические и методологические трудности изучения КЗ и предложить эффективные стратегии и тактики минимизации рисков её развития в процессе обучения современным информационным технологиям
Методы. Теоретический анализ литературы и обобщение практического преподавательского опыта за почти 30 лет обучения
IT-дисциплинам в высшей школе.
Результаты. Установлено отсутствие единого определения КЗ, а также недостаточная валидность традиционных диагностических методик  Авторы предлагают две ключевые стратегии профилактики: развитие самоосознания обучающихся и переориентация с потребления цифрового контента на его создание  Тактические меры включают использование очных занятий, постановку целей, вовлечение в реальные и командные проекты, организацию перерывов и гигиену труда.
Заключение. Внедрение описанных стратегий и тактик позволяет существенно снизить риск формирования КЗ у студентов и способствует формированию здорового и осмысленного отношения к цифровым технологиям.

Аннотация: Современное образование сталкивается с рядом проблем, включая  снижение вовлеченности, внимания учащихся и необходимость адаптации к цифровым  технологиям. Статья посвящена исследованию возможностей и анализу эффективности  применения в процессе обучения технологий виртуальной и дополненной реальности (VR и AR) для повышения качества обучения. 
Исследование проводилось на выборке из 42 учащихся 8-го класса, разделенных на  контрольную и экспериментальную группы. Контрольная группа обучалась традиционными  методами, тогда как экспериментальная использовала VR и AR технологии для изучения  анатомии. Оценка включала анализ эффективности применения в процессе обучения технологий виртуальной и дополненной реальности (VR и AR) состоял из двух компонентов:  тестирование и анкетирование. Экспериментальная группа показала более высокие  результаты: 85 % ответов были классифицированы как успешные, по сравнению с 71 % в  контрольной группе. Была подтверждена эффективность технологий виртуальной реальности  (VR) и дополненной реальности (AR) в улучшении понимания учебного материала и  способности к запоминанию. Результаты проведенного исследования показывают, что  внедрение в обучение VR и AR технологий способствует более глубокому пониманию и запоминанию учебного материала.

Abstract:
Modern education faces a number of challenges, including decreased student engagement, attention, and the need to adapt to digital technologies. The article is devoted to the  study of the possibilities and analysis of the effectiveness of using virtual and augmented reality  (VR and AR) technologies in the learning process to improve the quality of learning.
The study was conducted on a sample of 42 8th-grade students, divided into control and  experimental groups. The control group was taught using traditional methods, while the  experimental group used VR and AR technologies to study anatomy. The evaluation included an  analysis of the effectiveness of using virtual and augmented reality (VR and AR) technologies in the  learning process and consisted of two components: testing and questionnaires. The experimental  group showed higher results: 85% of responses were classified as successful, compared to 71% in  the control group. The effectiveness of virtual reality (VR) and augmented reality (AR)  technologies in improving understanding of educational material and memorization ability was  confirmed. The results of the study show that the introduction of VR and AR technologies into  learning contributes to a deeper understanding and memorization of educational material.

Neurofinance or neuroeconomics is generally examined under three main categories. The first comprises studies focusing on specific brain regions-particularly the interactions between the frontal cortex and the limbic system-and investigates which areas show activation under various decision-making conditions. The second category encompasses research conducted through the lens of psychopathology. The third centers on the brain's biochemical processes, especially those involving neurotransmitters and the endocrine system. This study aims to provide a descriptive overview of dopamine, one of the most extensively studied neurochemicals in this field, and to interpret the findings within the conceptual framework of neurofinance. In doing so, the study seeks to demonstrate that what is commonly known in everyday language as the so-called 'pleasure chemical' is, in fact, far more complex and functionally diverse than mere hedonic processing. By compiling recent scientific findings within the scope of available research, the paper aspires to contribute to a deeper understanding of the dopaminergic system and its role in financial decision-making processes.

This study introduces the concept of chronic (i.e., repeated and cumulative) mediated exposure to political violence and investigates its effects on aggressive behavior and post-traumatic stress (PTS) symptoms in young viewers. Embracing the risk-matrix approach, these effects are studied alongside other childhood risk factors that influence maladjustment. A longitudinal study was conducted on a sample of youth who experience the Israeli-Palestinian conflict firsthand ( N = 1,207). As hypothesized, higher levels of chronic mediated exposure were longitudinally related to higher levels of PTS symptoms and aggression at peers independently of exposure to violence in other contexts. In the case of aggressive behavior, structural equation analysis (SEM) analyses suggest that, while it is likely there are causal effects in both directions, the bigger effect is probably for exposure to violence stimulating aggression than for aggression stimulating exposure to violence. Both the longitudi...

Introduction. The role of practical training in the preparation of a successful final qualifying work is not recognized by a significant part of students and individual teachers. Most studies on the relationship between practical experience and the quality of final qualifying works focus on the organization of practice and the preparation of works for defense. However, there are no comprehensive empirical studies that confirm the existence and significance of this relationship. The purpose of this study is to establish the existence and characterize the degree of the relationship between students' performance in practical training and the results of their final qualifying works at a technical university, using empirical data and correlation analysis methods. Materials and methods. The study was conducted between 2022 and 2025 at the Tobolsk branch of Tyumen Industrial University. The sample size consisted of 336 full-time and part-time students from two different fields of study. The data was statistically analyzed using Microsoft Excel. Research results. A statistically significant correlation is observed between the scores for the pre-graduation internship and the scores for the defense of the final thesis in both fields of study (from 0.830 to 0.970 at p=0.95). A comparative analysis of the performance in practice and the defense of the thesis shows a roughly equal ratio of excellent, good, and satisfactory grades in full-time and part-time studies. The correlation of students' satisfaction with the organization of practice, the results of the thesis defenses, and the results of the pre-graduation practice was 0.77 and 0.6, respectively. Conclusion. The study confirmed the presence of a statistically significant correlation, indicating a strong relationship between the results of the pre-graduation internship and the final qualification work. Full-time students demonstrate a greater stability of this relationship compared to part-time students. Students' high assessment of the conditions and organization of the internship has a positive impact on their final academic performance. A discrepancy was found between the expectations of employers and the level of development of graduates' professional competencies.

A toxic relationship is an unhealthy relationship where one or both individuals behave in ways that are controlling, manipulative, or abusive. From previous findings, researchers have not been able to establish effective and appropriate interventions for toxic relationships. The main objective of this study is to find out how a youth can utilize emotional intelligence in maintain healthy relationships; also examine how a youth can apply emotional intelligence in recognizing and get out of toxic relationships unharmed physically and psychologically. The study will utilize Attachment theory to explain why individuals stay in harmful relationships. The study will be based on concurrent research design. It will be a mixed approach that will utilize both quantitative and qualitative data collection and analysis. The target population include students from first year to fifth year in the University of Eldoret. Sampling techniques will be stratification followed by simple random sampling. A total of 200 students will be sampled to take part in the study. Questionnaires, focus group discussions and interview schedules will be used in data collection. Secondary data will be obtained from student counsellors' records. Data will be analyzed thematically and use of descriptive statistics and then presented in frequency tables. Toxic relationships can be due to emotional intensity, peer pressure, among others. The study will highlight possible interventions that can be provided to the victims of toxic relationships to prevent future occurrences. The study advocate that if Emotional Intelligence is used well, it can prevent harmful effects to victims of toxic relationships.

Background In recent years, the detection rate of mental issues among adolescents has been continuously rising. The mental health problems of adolescents have become increasingly prominent, showing a trend of universalization, diversification, and younger age involvement. This has brought widespread and profound negative impacts on adolescents, families, and society, becoming a focal point of social attention. Objective This paper aims to explore the mental health status of adolescents and its influencing factors, with the hope of providing reference suggestions for the educational work of adolescents. Methods Using the keywords "adolescents + mental health + influencing factors," a literature search was conducted on search engines such as

Background: Adolescent mental health is a crucial aspect of building a healthy China and a significant indicator of societal progress. With rapid social development, adolescent psychological issues have become increasingly prominent, manifesting as diverse symptoms such as anxiety, depression, and strained interpersonal relationships. Additionally, influenced by the digital era, psychological risk factors have become more diversified and complex. Currently, the demand for adolescent mental health services has significantly increased, yet traditional service models struggle to meet practical needs in terms of content, format, and resource integration, necessitating the establishment of a scientific, systematic, and integrated mental health service system. Current Situation Analysis: The causes of adolescent psychological issues are complex, involving factors such as the asynchrony between physiological development and psychological maturity, family environment, educational methods, and social atmosphere. The development of digitalization has broadened the ways of learning and interpersonal communication for adolescents, while bringing new challenges such as internet dependency and social phobia. Domestic and international research indicates that the vulnerability of adolescent mental health is increasingly prominent, and the demand for mental health services is on the rise. However, the existing service system faces deficiencies in resource integration, professionalization, and service coverage. Challenges and Issues: Firstly, the types of mental health issues are diverse, and emotional problems often hide deep-seated psychological contradictions, necessitating avoidance of simplistic treatment. Secondly, risk factors are diversified, including genetic predisposition, personality traits, family functioning, and socio cultural factors, which are intertwined, creating a cumulative risk effect and increasing the probability of psychological problems. Thirdly, the service system is fragmented, with individuals, families, schools, and society operating independently, making it difficult to form a synergistic force and leading to low service efficiency. Construction Path: Firstly, adhere to the "five educations" approach to promote mental health, integrating moral education, intellectual education, physical education, aesthetic education, and labor education into mental health services to enhance the psychological quality of adolescents. Secondly, strengthen the construction of mental health education teams, improve teachers' psychological counseling abilities, and perfect psychological consultation and counseling mechanisms. Thirdly, construct an integrated service system, integrating schools, families, communities, and social resources, forming a working mechanism led by the government, coordinated by the education department, and supported by multiple departments. Fourthly, improve psychological monitoring and early warning systems as well as multi-level intervention systems, promptly detecting psychological problems through mental health education courses, psychological assessments and screenings, and behavioral observations, and addressing various levels of severity through early intervention, routine intervention, and crisis intervention. Fifthly, strengthen family education guidance, enhance parental education literacy, create a relaxed and harmonious family atmosphere, and form a good situation of joint education between home and school. Conclusion and Outlook: Building an adolescent mental health service system is a systematic project requiring collaboration among the government, schools, families, and society. Through scientific planning, resource integration, and innovative service models, it is possible to effectively prevent and solve adolescent psychological problems and promote their physical and mental health development. In the future, it is necessary to further enhance policy support and increase resource allocation, driving the service system towards professionalization, standardization, and intelligence, thereby providing a solid foundation for the healthy growth of adolescents.

Adolescence is a critical stage in an individual's transition from childhood to adulthood, where interpersonal relationships directly impact their mental health and social adaptability. Currently, the interpersonal relationships of adolescents exhibit complex characteristics. On one hand, they demonstrate a strong need for belonging to peer groups. On the other hand, they frequently encounter various difficulties. Common issues include strained parent-child relationships, communication barriers between teachers and students, peer conflicts and competition, social anxiety, and loneliness. This paper presents the current state of adolescents' interpersonal relationships and analyzes the dual role of interpersonal relationships, aiming to provide a theoretical reference for building healthy interpersonal relationships among adolescents. The research results indicate the following 4 points. First, in parent-child relationships, adolescents are in a psychological "weaning period," where their increased sense of independence conflicts with parental upbringing methods, leading to hostility and communication barriers. Second, in teacher-student relationships, the status differences caused by traditional education models lead to interpersonal withdrawal among some students. Third, in peer relationships, personality differences and competitive pressures often lead to conflicts, and appearance anxiety and social phobia are also prevalent. In addition, confusion about intimate relationships has become a newly emerging prominent issue. Last, the influencing factors of interpersonal relationships exhibit multidimensional characteristics: in terms of cognitive factors, adolescents' one-sided thinking leads to interpersonal cognitive biases; emotional factors manifest as large fluctuations and poor stability in emotions; in personality factors, unformed personality traits easily lead to communication barriers; in skill factors, there is a lack of systematic communication skills and experience. External factors such as contradictory family environments, imbalanced parenting styles, and social comparison psychology also play a significant role. It is therefore suggested that adolescents' interpersonal relationships face various problems, which are caused by multiple factors such as social environment, school education, family upbringing, and individual physical and mental characteristics. Hence, it requires the joint efforts of families, schools, and society to help adolescents establish healthy interpersonal relationship patterns.

This study examines the phenomenon of gender-based violence against women, focusing on its social roots, psychological consequences, and broader cultural implications. It explores how systemic inequalities, power imbalances, and normalized behaviors contribute to the persistence of violence in both domestic and public spheres. The analysis also highlights the emotional and psychological effects on victims, including trauma, anxiety, and long-term impacts on mental health. Finally, it emphasizes the importance of prevention strategies, education, and societal awareness in addressing and reducing gender-based violence.

Αυτή η μελέτη εξετάζει το φαινόμενο της έμφυλης βίας κατά των γυναικών, εστιάζοντας στις κοινωνικές ρίζες της, τις ψυχολογικές συνέπειες και τις ευρύτερες πολιτισμικές επιπτώσεις. Διερευνά πώς οι συστημικές ανισότητες, οι ανισορροπίες εξουσίας και οι ομαλοποιημένες συμπεριφορές συμβάλλουν στην επιμονή της βίας τόσο στην οικιακή όσο και στη δημόσια σφαίρα. Η ανάλυση υπογραμμίζει επίσης τις συναισθηματικές και ψυχολογικές επιπτώσεις στα θύματα, συμπεριλαμβανομένου του τραύματος, του άγχους και των μακροπρόθεσμων επιπτώσεων στην ψυχική υγεία. Τέλος, τονίζει τη σημασία των στρατηγικών πρόληψης, της εκπαίδευσης και της κοινωνικής ευαισθητοποίησης για την αντιμετώπιση και τη μείωση της έμφυλης βίας.

Anger is a violent irritation, triggered by a sudden disappointment or setback, which erupts into uncontrolled and disorderly words and actions.  However, we now frequently encounter people who perceive and experience a sense of anger, directed towards themselves and others. This second type of anger, which sometimes smoulders silently in the mind and behaviour, is something different; it may be indicative of emotional dysregulation.  Emotional dysregulation represents a significant difficulty in the modulation, experience and expression of emotions. This construct, central to contemporary clinical psychology, is implicated in numerous psychopathological disorders and is studied through integrated models that include biological, cognitive and environmental factors.

Perilaku kriminal merupakan salah satu bentuk penyimpangan sosial yang tidak hanya dipengaruhi oleh faktor eksternal, tetapi juga oleh dinamika psikologis dalam diri individu. Penelitian ini bertujuan untuk menganalisis faktor-faktor psikologis yang mendorong terjadinya perilaku kriminal dengan menggunakan pendekatan teoritis dari berbagai perspektif psikologi. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan studi pustaka (library research), yaitu dengan mengkaji berbagai literatur ilmiah yang relevan, seperti buku dan jurnal terkait kriminologi dan psikologi kriminal. Hasil kajian menunjukkan bahwa perilaku kriminal dipengaruhi oleh berbagai faktor psikologis, antara lain distorsi kognitif, karakteristik kepribadian seperti impulsivitas dan rendahnya empati, proses pembelajaran sosial, konflik dalam alam bawah sadar, serta tingkat perkembangan moral individu. Interaksi antara faktor-faktor tersebut membentuk dinamika psikologis yang kompleks sehingga mendorong individu melakukan tindakan kriminal. Dengan demikian, dapat disimpulkan bahwa perilaku kriminal tidak dapat dijelaskan oleh satu faktor tunggal, melainkan merupakan hasil interaksi berbagai aspek psikologis. Oleh karena itu, upaya pencegahan dan penanggulangan kejahatan perlu dilakukan secara komprehensif melalui pendekatan hukum dan psikologis.

Şiddete eğilimli bireyin saldırganlık nedenlerinden biri de, kendisini rencide eden çeşitli geçmiş deneyimlerin korkuyla ilintili bir şekilde bilinç düzeyine yükselmesi ve onu provoke etmesidir. Söz konusu kişi, çoğu zaman kurbanını itaate zorlar ve kendi nefsine karşı yapılan bir saldırı ya da başkaldırı onu çileden çıkarabilir.
One of the reasons for aggression in a violence-prone individual is that various past experiences that have caused them distress resurface at the conscious level in a fear-related manner and provoke them. Such individuals often force their victims into submission, and any attack or defiance directed against their own ego can drive them into a rage.

This article examines established approaches to the study of meaning in professional activity: psychological, philosophical-normative, and organizational-managerial. Based on a synthesis of the theories of M. Weber, A. Schutz, P. Berger, and T. Luckmann, a sociological interpretation of the meaning of work is proposed. This theoretical framework is used to examine the crisis of meaning in professional activity. The empirical basis of this work is the results of a study (N700), demonstrating systemic dissatisfaction among employees with their ability to realize their life purpose, vitality, and livelihood.

Background: The digital era with over 4.26 billion social media users has radically altered the architecture of human interaction. This shift triggers profound neuropsychological consequences, manifesting epidemic-scale maladaptive phenomena such as cyberbullying, hate speech, and the spread of misinformation and slander. Social media is not just a passive medium, but an algorithmic ecosystem that exploits neurobiological vulnerabilities for user retention and engagement. Objective: This report presents a comprehensive analysis of the neuropsychological etiology behind online aggression and misinformation dissemination. This study dissects the dynamics between brain anatomical structures, neurotransmitter systems, the Dark Triad profile, cognitive biases, and the integration of cross-cultural psychological and spiritual perspectives. A narrative review of global interdisciplinary literature. Results: Online aggression stems from an imbalance between the top-down control system in the prefrontal cortex (PFC) and bottom-up hyperactivation in the amygdala due to digital provocation. Digital screens sever sensory feedback, blunting affective empathy while keeping cognitive empathy sharp, enabling social manipulation without compassion. The Psychopathy trait of the Dark Triad significantly predicts online hating behavior. The dynamics of anonymity trigger deindividuation and group identity shifts, where Schadenfreude and echo chambers facilitate hate speech and slander (namimah). Social media algorithms manipulate dopamine release through information novelty, causing confirmation bias and the Illusory Truth Effect that paralyze rational reasoning. The digital pathology epidemic is a manifestation of the interaction between ancient evolutionary neural mechanisms and digital hyperstimulation. Holistic resolution demands structural interventions in algorithmic design as well as cognitive training such as mindfulness to restore executive control and communal empathy.

Affetme, kişinin empati yoluyla intikam düşüncelerinden ve duygularından vazgeçmesi demektir. Bu ise affediciliğin sosyal ilişkilerde yapıcı bir rolü olduğu anlamına gelmektedir. Narsistik kişiliğe sahip olan bireylerin diğer insanları araç olarak kullanmaları yakın ilişkiler kurmalarını engeller. Dolayısıyla affediciliğin aksine narsistik kişiliğin hem empatiden hem de yakın sosyal ilişkilerden yoksun olması narsistik kişilik ile affedicilik arasındaki ilişkinin merak edilmesine sebep olmuştur. Bu araştırmanın amacı, Narsistik kişilik ile affedicilik arasındaki ilişkiyi belirlemektir. İlişkisel tarama modelinde yapılan araştırmada veri toplama aracı olarak Thompson ve ark. (2005) tarafından bireylerin affetme eğilimlerini ölçmek amacıyla geliştirilen, Türkçe'ye uyarlama çalışması Bugay ve Demir (2010) tarafından yapılan Heartland Affetme Ölçeği ve Ames ve ark. (2006) tarafından geliştirilen, Türkçe'ye uyarlama çalışması Atay (2009) tarafından yapılan Narsistik Kişilik Envanteri kullanılmıştır. Araştırmanın çalışma grubu üniversite öğrencilerinden oluşmaktadır. Araştırmamızın sonucunda narsistik kişiliğin cinsiyete göre anlamlı bir şekilde farklılaştığı ve erkeklerin kadınlardan daha narsistik özelliklere sahip olduğu bulgulanmıştır. Genel affedicilik arttıkça narsistik kişiliğin alt boyutlarından olan hak iddia etme ve narsistik kişilik arttıkça da durumu affedebilme anlamlı bir şekilde azalırken; genel affedicilik ile narsistik kişilik arasında anlamlı bir ilişki bulunamamıştır.

There is a moment that most people recognise but rarely name it.
It happens quickly. So quickly that it often escapes memory. A teacher corrects you in front of the class. A supervisor dismisses your idea with a wave of the hand. A group laughs and you realise the laughter is about you.
Nothing has struck your body.
Yet something inside you drops, as if a floorboard has suddenly given way.
Power has left the room.
Not physical power. You can still walk, still lift, still run. What vanishes is the invisible sense that you are able to shape events. For a few seconds, you feel reduced from an actor to an object.
Psychological aggression is born in this precise interval.