Tingkah Laku Devian Pelajar Politeknik
Abstract
Tingkah laku devian memberi kesan negatif terhadap individu devian dan masyarakat sekeliling. Tujuan kajian untuk mengenal pasti hubungan jantina, motivasi diri dan isolasi sosial dengan tingkah laku devian pelajar. Responden terdiri daripada 235 pelajar sebuah IPTA di Terengganu. Empat dimensi tingkah laku devian iaitu bohong, agresif, buli, baran dan ancaman diukur dengan menggunakan soal selidik yang diubah suai dan dibina berasaskan teori terdahulu. Analisis data menunjukkan bahawa hanya perbuatan buli, baran dan mengancam mempunyai hubungan signifikan dengan perbezaan jantina. Motivasi diri mempunyai hubungan kolerasi positif sementara isolasi sosial mempunyai hubungan kolerasi negatif dengan tingkah laku devian. Pengkaji mencadangkan institusi melaksanakan program dan dasar komprehensif mempromosikan motivasi diri positif, hubungan sosial, dan perilaku sihat.
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Wojcik, M., & Mondry, M. (2020). “The game of bullying”: Shared beliefs and behavioral labels in bullying among middle schoolers. Group Dynamics: Theory, Research, and Practice, 24(4), 276-293.
Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45(1), 4-19.
Abrams, D., Travaglino, G.A., Marques, J. M., Davies, B., & Randsley de Moura, G. (2021) Collective deviance: Scaling up subjective group dyanmics to superordinate categories reveals a deviant ingroup protection effect. Journal of Personality and Social Psychology. 74(1), 36–55
Adam, H., & Brett, J. (2018). Everything in moderation: The social effects of anger depend on its perceived intensity. Journal of Experimental Social Psychology, 76, 12–18.
Bauman, S., Yoon, J., Iurino, C., & Hackett, L. (2020). Experiences of adolescent witnesses to peer victimization: The bystander effect. Journal of School Psychology, 80, 1–14.
Brambilla, M., Sacchi, S., & Rusconi, P. (2021). The primacy of morality in impression development: Theory , research , and future directions. Advances in Experimental Social Psychology, 64, 1–76.
Buss, A. H., & Perry, M. P. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63(3), 452-459.
Byrne, E., Vessey, J. A., & Pfeifer, L. (2018). Cyberbullying and social media: Information and interventions for school nurses working with victims, students, and families. The Journal of School Nursing, 34(1), 38–50.
Cheshin, A., Amit, A., & Van Kleef, G.A. (2018). The interpersonal effects of emotion intensity in customer service: Perceived appropriateness and authenticity of attendants emotional displays shape customer trust and satisfaction. Organizational Behavior and Human Decision Processes, 144, 97–111.
Choi, E. U., & Hogg, M. A. (2020). Self-uncertainty and group identification: A meta-analysis.
Group Processes and Intergroup Relations, 23(4), 483–501.
Dong, M., Van Prooijen, J. W., & Van Lange, P. A. M. (2019). Self-enhancement in moral hypocrisy: Moral superiority and moral identity are about better appearances. PLoS ONE, 14(7), 1–17.
Eisenstadt, L., & Geddes, D. (2018). Suppressed anger: Retaliation doctrine’s negative implications for workplace culture. Journal of Business Law, 20(1), 101–163.
Forbes, M. K., Fitzpatrick, S., Magson, N. R., & Rapee, R. M. (2018). Depression, anxiety, and peer victimization: Bidirectional relationships and associated outcomes transitioning from childhood to adolescence. Journal of Youth and Adolescence, 48(4). 1-11.
Gollwitzer, A., Marshall, J., & Bargh, J. A. (2019). Pattern deviancy aversion predicts prejudice via a dislike of statistical minorities. Journal of Experimental Psychology: General, 149, 828-854.
Hogg, M. A. (2021). Self-uncertainty and group identification: Consequences for social identity, group behavior, intergroup relations, and society. Advances in Experimental Social Psychology, 64, 263-316.
Humphries, M. L., Williams, B. V., & May, T. (2018). Early childhood teachers’ perspectives on social-emotional competence and learning in urban classrooms. Journal of Applied School Psychology, 34(2), 157–179.
Kennedy, R. S. (2020). A meta-analysis of the outcomes of bullying prevention programs on subtypes of traditional bullying victimization: Verbal, relational, and physical. Aggression and Violent Behavior, 55, 32-47
Koch, A., Yzerbyt, V., Abele, A., Ellemers, N., & Fiske, S. T. (2021). Social evaluation: Comparing models across interpersonal, intragroup, intergroup, several-group, and many group contexts. Advances in Experimental Social Psychology, 1–61.
Kofoed, J., & Staksrud, E. (2019). ‘We always torment different people, so by definition, we are no bullies’: The problem of definitions in cyberbullying research. In New Media and Society (Vol. 21, Issue 4, pp. 1006–1020).
Li, L.F.,Wang, Z.Q., Zhang, Q., & Wen, H. (2020). Effect of anger, anxiety, and sadness on the propagation scale of social media posts after natural disasters. Information Processing & Management, 57, 6, 102–313.
Liu, H., Zhang M., Yang Q., Yu B. (2020). Gender differences in the influence of social isolation and loneliness on depressive symptoms in college students: a longitudinal study. Social Psychiatry Epidemiol. 55(2):251‐257.
Martel, C., Pennycook, G., & Rand, D.G. (2020). Reliance on emotion promotes belief in fake news. Cognitive research: principles and implications, 5, (1): 1–20.
Moravec, P., Minas, R., & Dennis, A.R. (2029). Fake news on social media: People believe what they want to believe when it makes no sense at all. MIS Quarterly, 43, (4), 18–87.
Novin, S., Broekhof, E., & Rieffe, C. (2019). Bidirectional relationships between bullying, victimization and emotion experience in boys with and without autism. Autism, 23(3), 796–800.
Perveen, A., Hamzah, H. B., & Ramlee, F. (2020). Effectiveness of self-esteem based interventions to enhance self-esteem and academic achievement among undergraduate students.International Journal of Advanced Science and Technology, 29, 1973–1983.
Ramdass, J. V, & Hogg, M. A. (2019). A cheat in our midst: How people evaluate and respond to fellow group members who cheat. Journal of Applied Social Psychology, 49(12), 735–745.
Rosenberg, M. (1965). Society and the adolescent self-Image. Princeton University Press.
Russell, D., Peplau, L.A., & Cutrona, C.E. (1980). The revised UCLA Loneliness Scale: Concurrent and discriminant validity evidence. Journal of Personality and Social Psychology, 39, 472-480.
Schein, C., & Gray, K. (2018). The theory of dyadic morality: Reinventing moral judgment by redefining harm. Personality and Social Psychology Review, 22(1), 32–70.
Singh A, Khess C.R.J., K.J. M., Ali A., Gujar N.M. (2020). Loneliness, social anxiety, social support, and internet addiction among postgraduate college students. Open Journal Psychiatry Allied Science, 11 (1):10‐13.
Spears, R. (2021). Social influence and group identity. Annual Review of Psychology, 72, 367–390.
Van Verseveld, M. D. A., Fukkink, R. G., Fekkes, M., & Oostdam, R. J. (2019). Effects of antibullying programs on teachers’ interventions in bullying situations. A meta-analysis. Psychology in the Schools, 56, 1–18.
Vos, J., & Vitali, D. (2018). The efects of psychological meaning-centered therapies on quality of life and psychological stress: A meta-analysis. Palliative & Supportive Care, 16(5), 608–632.
Wang, L., Restubog, S., Shao, B., Lu, V., & Van Kleef, G. A.(2018). Does anger expression help or harm leader effectiveness? The role of competence-based versus integrity-based violations and abusive supervision. Academy of Management Journal, 61, 3, 1050–1072.
Wojcik, M., & Mondry, M. (2020). “The game of bullying”: Shared beliefs and behavioral labels in bullying among middle schoolers. Group Dynamics: Theory, Research, and Practice, 24(4), 276-293.
Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45(1), 4-19.
Published
2023-06-01
How to Cite
ANUAR, Shaiffuddin; MUDA, Mohd Shukri; CHE MAT, Azman.
Tingkah Laku Devian Pelajar Politeknik.
International Journal of Advanced Research in Education and Society, [S.l.], v. 5, n. 2, p. 35-44, june 2023.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/22543>. Date accessed: 15 sep. 2024.
Section
Articles
