BibTex RIS Kaynak Göster

Peace Education’s Effects on Aggression: A Mixed Method Study

Yıl 2016, Cilt: 16 Sayı: 64, 0 - 0, 15.07.2016

Öz

Problem Statement: Literature reviews clearly document that students still show a tendency to use violence in resolving interpersonal conflicts in school. Results from various research conducted in Turkey suggest that violence, aggression, and bullying behaviors are still rampant in the primary and high schools. Studies conducted in primary and middle schools toward decreasing aggression and preventing violence focus on programs such as violence prevention, conflict resolution, and peer mediation. While these programs are mainly based on peacemaking strategy, prevention programs based on positive peace and peacebuilding strategy with tested effectiveness are rather limited. Thus, a peace education program based on positive peace and peacebuilding strategy was developed and its effects on aggression levels of sixth grade students were investigated. Purpose of the Study: The purpose of this study was to investigate the effects of peace education program on sixth grade students’ aggression. Furthermore, students’ perspectives and experiences related to peace education program were examined. Method: In the research conducted in two low-SES middle schools, an embedded mixed method design was used. The qualitative study was embedded within a pretest-posttest control group using a quasi-experimental design to learn more about the experiences of students who receive peace education training. The peace education program was applied on experimental group, while the control group has not been provided any treatment related to the research topic. The experimental group included 84 girls (53.85%), 72 boys (46.15%), and 156 students (59.54%) in total. The control group included 54 girls (50.94%), 52 boys (49.06%), and 106 students (40.46%) in total. The Aggression Questionnaire was used to gather quantitative data. After the experimental treatment process was completed, a total of 20 students were interviewed and their perspectives and experiences related to the peace education program were examined. A semi-structured interview form was used to obtain qualitative data. Findings and Results: Research results indicated that aggression levels of the experimental group were significantly reduced compared to the control group students. Analyses of qualitative data provided evidence that the peace education program led to positive changes in student behaviors and improved relationships among and between students and teachers. Conclusions and Recommendations: In the research, it was determined that the peace education program was effective in decreasing aggression levels of the sixth grade students. The findings in this study are parallel with the findings of previous experimental studies. Thus, the research validated the assumptions that implementing peace education programs in schools will enable students to gain fundamental life skills to constructively resolve interpersonal conflicts. Keywords: Interpersonal conflict, violence, conflict resolution, negotiation, reconciliation.

Kaynakça

  • Akgun, S. & Araz, A. (2014). The effects of conflict resolution education on conflict
  • resolution skills, social competence, and aggression in Turkish elementary
  • school students. Journal of Peace Education, 11(1), 30-45. doi:
  • 1080/17400201.2013.777898
  • Alikasifoglu, M., Erginoz, E., Ercan, O., Uysal, O., Kaymak, D. A., & Ilter, O. (2004).
  • Violent behavior among Turkish high school students and correlates of
  • physical fighting. European Journal of Public Health, 14, 173-177.
  • doi: http://dx.doi.org/10.1093/eurpub/14.2.173
  • Anderson, C. A. & Bushman, B. J. (2002). Human aggression. Annual Review of
  • Psychology, 53(1), 27-51. doi: 10.1146/annurev.psych.53.100901.135231
  • Arbuckle, J. L. (2010). IBM SPSS Amos 19 user’s guide. Crawfordville, FL: Amos
  • Development Corporation.
  • Atici, M., & Cekici, F. (2009). Ortaogretimdeki ogretmen ve ogrencilerin istenmeyen
  • davranislarla bas etme konusundaki goruslerinin karsilastirilmasi
  • [Comparison of teachers and students’ ideas about dealing with misbehavior
  • in secondary schools]. Kuram ve Uygulamada Egitim Yonetimi, 15(60), 495-522.
  • Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ:
  • Prentice-Hall.
  • Bentler, P. M. & Woodward, J. A. (1979). Nonexperimental evaluation research:
  • Contributions of causal modeling. In L. Datta & R. Perloff (Eds.), Improving
  • evaluations (pp. 71-102). Beverly Hills, CA: Sage.
  • Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. New York:
  • McGraw-Hill.
  • Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and
  • adolescence: A meta-analysis of differential relations with psychosocial
  • adjustment. International Journal of Behavioral Development, 30(5), 466-480.
  • doi: 10.1177/0165025406071904
  • Crawford, P. A. (2005). Primarily peaceful: Nurturing peace in the primary grades.
  • Early Childhood Education Journal, 32(5), 321-328. doi: 10.1007/s10643-004-1083-
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods
  • research (2th ed.). Thousand Oaks, CA: Sage.
  • Crick, N. R. & Dodge, K. A. (1996). Social information-processing mechanisms in
  • reactive and proactive aggression. Child Development, 67(3), 993-1002.
  • doi: 10.1111/j.1467-8624.1996.tb01778.x
  • Damirchi, E. S. & Bilge, F. (2014). The effect of peace education program on the
  • seven-grade student’s conflict resolution and communication skills. Education
  • and Science, 39(175), 309-318. doi: 10.15390/EB.2014.2983
  • Diken, I. H., Cavkaytar, A., Batu, E. S., Bozkurt, F., & Kurtilmaz, Y. (2011).
  • Effectiveness of the Turkish version of “First Step to Success Program” in
  • preventing antisocial behaviors. Education and Science, 36(161), 145-158.
  • Dodge, K. A. (1991). The structure and function of reactive and proactive aggression.
  • In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood
  • aggression (pp. 201-218). Hillsdale, NJ: Erlbaum.
  • Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factor in reactive
  • and proactive aggression in children’s peer groups. Journal of Personality and
  • Social Psychology, 53(6), 1146-1158.
  • Erginoz, E., Alikasifoglu, M., Ercan, O., Uysal, O., Alp, Z., Ocak, S., … Albayrak
  • Kaymak, D. (2013). The role of parental, school, and peer factors in adolescent
  • bullying involvement: Results from the Turkish HBSC 2005/2006 study. AsiaPacific
  • Journal of Public Health, 20(10), 1-13. doi:10.1177/1010539512473144
  • Fite, P. J., Colder C. R., Lochman J. E., & Wells, K. C. (2008). Developmental
  • trajectories of proactive and reactive aggression from fifth to ninth grade.
  • Journal of Clinical Child & Adolescent Psychology, 37(2), 412-421. doi:
  • 1080/15374410801955920
  • Fite, P. J., Raine, A., Stouthamer-Loeber, M., Loeber, R., & Pardini, D. A. (2010).
  • Reactive and proactive aggression in adolescent males: Examining differential
  • outcomes 10 years later in early adulthood. Criminal Justice and Behavior, 37(2),
  • -157. doi:10.1177/0093854809353051
  • Fite, P. J., Wimsatt, A. R., Elkins, S., & Grassetti, S. N. (2012). Contextual influences of
  • proactive and reactive subtypes of aggression. Child Indicators Research, 5(1),
  • -133. doi: 10.1007/s12187-011-9116-4
  • Galtung, J. (1983). Peace education: Learning to hate war, love peace, and to do
  • something about it. International Review of Education, 29(3), 281-287. doi:
  • 1007/BF00597972
  • Gay, L., Mills, G., & Airasian, P. (2005). Educational research: Competencies for analysis
  • and application (8th ed.). New York: Prentice Hall.
  • Griffin, R. S., & Gross, A. M. (2004). Childhood bullying: Current empirical findings
  • and future directions for research. Aggression and Violent Behavior, 9(4), 379-
  • doi: 10.1016/S1359-1789(03)00033-8
  • Gultekin, F. (2008). Saldirganlik ve ofkeyi azaltma programi’nin ilkogretim ikinci kademe
  • ogrencilerinin saldirganlik ve ofke duzeyleri uzerindeki etkisi [The effect of
  • aggression and anger reduction program (SOAP) on level of aggression and
  • anger of middle school students]. Unpublished doctoral dissertation,
  • Hacettepe University, Ankara.
  • Harris, I. M. & Morrison, M. L. (2003). Peace education (2nd ed.). Jefferson, NC:
  • McFarland and Company.
  • Johnson, D. W. & Johnson, R. T. (2004). Implementing the “Teaching Students To Be
  • Peacemakers Program”. Theory Into Practice, 43(1), 68-79. doi:
  • 1207/s15430421tip4301_9
  • Johnson, D. W. & Johnson, R. T. (2005). This issue. Theory into Practice, 44(4), 275-279.
  • doi: 10.1207/s15430421tip4404_1
  • Kapci, E. G. (2004). Ilkogretim ogrencilerinin zorbaliga maruz kalma turunun ve
  • sikliginin depresyon, kaygi ve benlik saygisiyla iliskisi [Bullying type and
  • severity among elementary school students and its relationship with
  • depression, anxiety and self-esteem]. Ankara Universitesi Egitim Bilimleri
  • Fakultesi Dergisi, 37(1), 1-13.
  • Kartal, H. & Bilgin, A. (2009). Bullying and school climate from the aspects of the
  • students and teachers. Eurasian Journal of Educational Research, 36, 209-226.
  • Kaya, F., Bilgin, H., & Singer, M. I. (2012). Contributing factors to aggressive
  • behaviors in high school students in Turkey. The Journal of School Nursing,
  • (1), 56-69. doi: 10.1177/1059840511418669
  • Korkut, F. (2012). Okullarda onleyici rehberlik hizmetleri [Preventive guidance in the
  • schools]. Turk Psikolojik Danisma ve Rehberlik Dergisi, 2(20), 27-40.
  • Kreidler, W. J. (1997). Conflict resolution in the middle school: A curriculum and teacher’s
  • guide (2nd ed.). Cambridge, MA: ESR Educators for Social Responsibility.
  • Kurt, G. & Sertel, J. M. (2006). Winpeace baris egitimi: Baris bireyde baslar (2. bs.)
  • [Winpeace peace education: Peace begins with the individual (2nd ed.)].
  • Istanbul: Ekspres Basim.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand
  • Oaks, CA: Sage.
  • Reardon, B. A. (2000). Peace education: A review and projection. In B. Moon, M. BenPeretz,
  • & S. Brown (Eds.), Routledge international companion to education (pp.
  • -425). New York: Routledge.
  • Schrumpf, F., Crawford, D. K., & Bodine, R. J. (1997). Peer mediation: Conflict resolution
  • in schools: Program guide. Champaign, IL: Research Press.
  • Siyez, D. M. (2009). Liselerde gorev yapan ogretmenlerin istenmeyen ogrenci
  • davranislarina yonelik algilari ve tepkileri [High school teachers’ perceptions
  • of and reactions towards the student misbehaviors]. Pamukkale Universitesi
  • Egitim Fakultesi Dergisi, 25, 67-80.
  • Topcu Kabasakal, Z., Sagkal, A. S., & Turnuklu, A. (2015). Effects of peace education
  • program on the violence tendencies and social problem solving skills of
  • students. Education and Science, 40(182), 43-62. doi: 10.15390/EB.2015.4704
  • Turk, F., & Turnuklu, A. (2016). Akran arabuluculuk egitiminin lise ogrencilerinin
  • catisma cozme becerileri, empatik egilim ve saldirganlik duzeyleri uzerindeki
  • etkisinin incelenmesi [An analysis of the effect of peer mediation training on
  • high school students’ conflict resolutions, empathic tendency, and aggression
  • levels]. International Journal of Human Sciences, 13(1), 1589-1606.
  • doi:10.14687/ijhs.v13i1.3669
  • Turnuklu, A., Kacmaz, T., Gurler, S., Sevkin, B., Turk, F., Kalender, A., & Zengin, F.
  • (2010). The effects of conflict resolution and peer mediation training on
  • primary school students’ level of aggression. Education 3-13: International
  • Journal of Primary, Elementary and Early Years Education, 38(1), 13-22. doi:
  • 1080/03004270902760668
  • Turnuklu, A., Kacmaz, T., Ikiz, E., & Balci, F. (2009). Liselerde ogrenci siddetinin
  • onlenmesi: Anlasmazlik cozumu, muzakere ve akran – arabuluculuk egitim programi
  • [Preventing student violence in high schools: Conflict resolution, negotiation
  • and peer mediation training program]. Ankara: Maya Akademi.
  • Turnuklu, A., Kacmaz, T., Sunbul, D., & Ergul, H. (2009). Does peer mediation really
  • work? Effects of conflict resolution and peer-mediation training on high
  • school students’ conflicts. Procedia Social and Behavioral Sciences, 1(1), 630-638.
  • doi: 10.1016/j.sbspro.2009.01.112
  • Turnuklu, A., & Sahin, I. (2004). 13-14 yas grubu ogrencilerin catisma cozme
  • stratejilerinin incelenmesi [Examining 13-14th years old students’ conflict
  • resolution strategies]. Turk Psikoloji Yazilari, 7(13), 45-61.
  • Vitaro, F., Brendgen, M., & Barker, E. D. (2006). Subtypes of aggressive behaviors: A
  • developmental perspective. International Journal of Behavioral Development,
  • (1), 12-19. doi: 10.1177/0165025406059968
  • Weigert, K. M. (1989). Peace studies as education for nonviolent social change. The
  • ANNALS of the American Academy of Political and Social Science, 504, 37-47.
  • Yildiz, D. G., Cetin, H., Turnuklu, A., Tercan, M., Cetin, C., & Kacmaz, T. (2016).
  • “Polatli Muzakereci-Arabulucu-Lider Ogrenci Yetisiyor” projesinin
  • degerlendirilmesi [Evaluation of “Polatli Negotiator Mediator Leader
  • Students” project]. Ilkogretim Online, 15(2), 650-670. doi:
  • http://dx.doi.org/10.17051/io.2016.84588
Yıl 2016, Cilt: 16 Sayı: 64, 0 - 0, 15.07.2016

Öz

Kaynakça

  • Akgun, S. & Araz, A. (2014). The effects of conflict resolution education on conflict
  • resolution skills, social competence, and aggression in Turkish elementary
  • school students. Journal of Peace Education, 11(1), 30-45. doi:
  • 1080/17400201.2013.777898
  • Alikasifoglu, M., Erginoz, E., Ercan, O., Uysal, O., Kaymak, D. A., & Ilter, O. (2004).
  • Violent behavior among Turkish high school students and correlates of
  • physical fighting. European Journal of Public Health, 14, 173-177.
  • doi: http://dx.doi.org/10.1093/eurpub/14.2.173
  • Anderson, C. A. & Bushman, B. J. (2002). Human aggression. Annual Review of
  • Psychology, 53(1), 27-51. doi: 10.1146/annurev.psych.53.100901.135231
  • Arbuckle, J. L. (2010). IBM SPSS Amos 19 user’s guide. Crawfordville, FL: Amos
  • Development Corporation.
  • Atici, M., & Cekici, F. (2009). Ortaogretimdeki ogretmen ve ogrencilerin istenmeyen
  • davranislarla bas etme konusundaki goruslerinin karsilastirilmasi
  • [Comparison of teachers and students’ ideas about dealing with misbehavior
  • in secondary schools]. Kuram ve Uygulamada Egitim Yonetimi, 15(60), 495-522.
  • Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ:
  • Prentice-Hall.
  • Bentler, P. M. & Woodward, J. A. (1979). Nonexperimental evaluation research:
  • Contributions of causal modeling. In L. Datta & R. Perloff (Eds.), Improving
  • evaluations (pp. 71-102). Beverly Hills, CA: Sage.
  • Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. New York:
  • McGraw-Hill.
  • Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and
  • adolescence: A meta-analysis of differential relations with psychosocial
  • adjustment. International Journal of Behavioral Development, 30(5), 466-480.
  • doi: 10.1177/0165025406071904
  • Crawford, P. A. (2005). Primarily peaceful: Nurturing peace in the primary grades.
  • Early Childhood Education Journal, 32(5), 321-328. doi: 10.1007/s10643-004-1083-
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods
  • research (2th ed.). Thousand Oaks, CA: Sage.
  • Crick, N. R. & Dodge, K. A. (1996). Social information-processing mechanisms in
  • reactive and proactive aggression. Child Development, 67(3), 993-1002.
  • doi: 10.1111/j.1467-8624.1996.tb01778.x
  • Damirchi, E. S. & Bilge, F. (2014). The effect of peace education program on the
  • seven-grade student’s conflict resolution and communication skills. Education
  • and Science, 39(175), 309-318. doi: 10.15390/EB.2014.2983
  • Diken, I. H., Cavkaytar, A., Batu, E. S., Bozkurt, F., & Kurtilmaz, Y. (2011).
  • Effectiveness of the Turkish version of “First Step to Success Program” in
  • preventing antisocial behaviors. Education and Science, 36(161), 145-158.
  • Dodge, K. A. (1991). The structure and function of reactive and proactive aggression.
  • In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood
  • aggression (pp. 201-218). Hillsdale, NJ: Erlbaum.
  • Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factor in reactive
  • and proactive aggression in children’s peer groups. Journal of Personality and
  • Social Psychology, 53(6), 1146-1158.
  • Erginoz, E., Alikasifoglu, M., Ercan, O., Uysal, O., Alp, Z., Ocak, S., … Albayrak
  • Kaymak, D. (2013). The role of parental, school, and peer factors in adolescent
  • bullying involvement: Results from the Turkish HBSC 2005/2006 study. AsiaPacific
  • Journal of Public Health, 20(10), 1-13. doi:10.1177/1010539512473144
  • Fite, P. J., Colder C. R., Lochman J. E., & Wells, K. C. (2008). Developmental
  • trajectories of proactive and reactive aggression from fifth to ninth grade.
  • Journal of Clinical Child & Adolescent Psychology, 37(2), 412-421. doi:
  • 1080/15374410801955920
  • Fite, P. J., Raine, A., Stouthamer-Loeber, M., Loeber, R., & Pardini, D. A. (2010).
  • Reactive and proactive aggression in adolescent males: Examining differential
  • outcomes 10 years later in early adulthood. Criminal Justice and Behavior, 37(2),
  • -157. doi:10.1177/0093854809353051
  • Fite, P. J., Wimsatt, A. R., Elkins, S., & Grassetti, S. N. (2012). Contextual influences of
  • proactive and reactive subtypes of aggression. Child Indicators Research, 5(1),
  • -133. doi: 10.1007/s12187-011-9116-4
  • Galtung, J. (1983). Peace education: Learning to hate war, love peace, and to do
  • something about it. International Review of Education, 29(3), 281-287. doi:
  • 1007/BF00597972
  • Gay, L., Mills, G., & Airasian, P. (2005). Educational research: Competencies for analysis
  • and application (8th ed.). New York: Prentice Hall.
  • Griffin, R. S., & Gross, A. M. (2004). Childhood bullying: Current empirical findings
  • and future directions for research. Aggression and Violent Behavior, 9(4), 379-
  • doi: 10.1016/S1359-1789(03)00033-8
  • Gultekin, F. (2008). Saldirganlik ve ofkeyi azaltma programi’nin ilkogretim ikinci kademe
  • ogrencilerinin saldirganlik ve ofke duzeyleri uzerindeki etkisi [The effect of
  • aggression and anger reduction program (SOAP) on level of aggression and
  • anger of middle school students]. Unpublished doctoral dissertation,
  • Hacettepe University, Ankara.
  • Harris, I. M. & Morrison, M. L. (2003). Peace education (2nd ed.). Jefferson, NC:
  • McFarland and Company.
  • Johnson, D. W. & Johnson, R. T. (2004). Implementing the “Teaching Students To Be
  • Peacemakers Program”. Theory Into Practice, 43(1), 68-79. doi:
  • 1207/s15430421tip4301_9
  • Johnson, D. W. & Johnson, R. T. (2005). This issue. Theory into Practice, 44(4), 275-279.
  • doi: 10.1207/s15430421tip4404_1
  • Kapci, E. G. (2004). Ilkogretim ogrencilerinin zorbaliga maruz kalma turunun ve
  • sikliginin depresyon, kaygi ve benlik saygisiyla iliskisi [Bullying type and
  • severity among elementary school students and its relationship with
  • depression, anxiety and self-esteem]. Ankara Universitesi Egitim Bilimleri
  • Fakultesi Dergisi, 37(1), 1-13.
  • Kartal, H. & Bilgin, A. (2009). Bullying and school climate from the aspects of the
  • students and teachers. Eurasian Journal of Educational Research, 36, 209-226.
  • Kaya, F., Bilgin, H., & Singer, M. I. (2012). Contributing factors to aggressive
  • behaviors in high school students in Turkey. The Journal of School Nursing,
  • (1), 56-69. doi: 10.1177/1059840511418669
  • Korkut, F. (2012). Okullarda onleyici rehberlik hizmetleri [Preventive guidance in the
  • schools]. Turk Psikolojik Danisma ve Rehberlik Dergisi, 2(20), 27-40.
  • Kreidler, W. J. (1997). Conflict resolution in the middle school: A curriculum and teacher’s
  • guide (2nd ed.). Cambridge, MA: ESR Educators for Social Responsibility.
  • Kurt, G. & Sertel, J. M. (2006). Winpeace baris egitimi: Baris bireyde baslar (2. bs.)
  • [Winpeace peace education: Peace begins with the individual (2nd ed.)].
  • Istanbul: Ekspres Basim.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand
  • Oaks, CA: Sage.
  • Reardon, B. A. (2000). Peace education: A review and projection. In B. Moon, M. BenPeretz,
  • & S. Brown (Eds.), Routledge international companion to education (pp.
  • -425). New York: Routledge.
  • Schrumpf, F., Crawford, D. K., & Bodine, R. J. (1997). Peer mediation: Conflict resolution
  • in schools: Program guide. Champaign, IL: Research Press.
  • Siyez, D. M. (2009). Liselerde gorev yapan ogretmenlerin istenmeyen ogrenci
  • davranislarina yonelik algilari ve tepkileri [High school teachers’ perceptions
  • of and reactions towards the student misbehaviors]. Pamukkale Universitesi
  • Egitim Fakultesi Dergisi, 25, 67-80.
  • Topcu Kabasakal, Z., Sagkal, A. S., & Turnuklu, A. (2015). Effects of peace education
  • program on the violence tendencies and social problem solving skills of
  • students. Education and Science, 40(182), 43-62. doi: 10.15390/EB.2015.4704
  • Turk, F., & Turnuklu, A. (2016). Akran arabuluculuk egitiminin lise ogrencilerinin
  • catisma cozme becerileri, empatik egilim ve saldirganlik duzeyleri uzerindeki
  • etkisinin incelenmesi [An analysis of the effect of peer mediation training on
  • high school students’ conflict resolutions, empathic tendency, and aggression
  • levels]. International Journal of Human Sciences, 13(1), 1589-1606.
  • doi:10.14687/ijhs.v13i1.3669
  • Turnuklu, A., Kacmaz, T., Gurler, S., Sevkin, B., Turk, F., Kalender, A., & Zengin, F.
  • (2010). The effects of conflict resolution and peer mediation training on
  • primary school students’ level of aggression. Education 3-13: International
  • Journal of Primary, Elementary and Early Years Education, 38(1), 13-22. doi:
  • 1080/03004270902760668
  • Turnuklu, A., Kacmaz, T., Ikiz, E., & Balci, F. (2009). Liselerde ogrenci siddetinin
  • onlenmesi: Anlasmazlik cozumu, muzakere ve akran – arabuluculuk egitim programi
  • [Preventing student violence in high schools: Conflict resolution, negotiation
  • and peer mediation training program]. Ankara: Maya Akademi.
  • Turnuklu, A., Kacmaz, T., Sunbul, D., & Ergul, H. (2009). Does peer mediation really
  • work? Effects of conflict resolution and peer-mediation training on high
  • school students’ conflicts. Procedia Social and Behavioral Sciences, 1(1), 630-638.
  • doi: 10.1016/j.sbspro.2009.01.112
  • Turnuklu, A., & Sahin, I. (2004). 13-14 yas grubu ogrencilerin catisma cozme
  • stratejilerinin incelenmesi [Examining 13-14th years old students’ conflict
  • resolution strategies]. Turk Psikoloji Yazilari, 7(13), 45-61.
  • Vitaro, F., Brendgen, M., & Barker, E. D. (2006). Subtypes of aggressive behaviors: A
  • developmental perspective. International Journal of Behavioral Development,
  • (1), 12-19. doi: 10.1177/0165025406059968
  • Weigert, K. M. (1989). Peace studies as education for nonviolent social change. The
  • ANNALS of the American Academy of Political and Social Science, 504, 37-47.
  • Yildiz, D. G., Cetin, H., Turnuklu, A., Tercan, M., Cetin, C., & Kacmaz, T. (2016).
  • “Polatli Muzakereci-Arabulucu-Lider Ogrenci Yetisiyor” projesinin
  • degerlendirilmesi [Evaluation of “Polatli Negotiator Mediator Leader
  • Students” project]. Ilkogretim Online, 15(2), 650-670. doi:
  • http://dx.doi.org/10.17051/io.2016.84588
Toplam 144 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Ali Serdar Sagkal

Abbas Turnuklu

Tarik Totan

Yayımlanma Tarihi 15 Temmuz 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 16 Sayı: 64

Kaynak Göster

APA Sagkal, A. S., Turnuklu, A., & Totan, T. (2016). Peace Education’s Effects on Aggression: A Mixed Method Study. Eurasian Journal of Educational Research, 16(64).
AMA Sagkal AS, Turnuklu A, Totan T. Peace Education’s Effects on Aggression: A Mixed Method Study. Eurasian Journal of Educational Research. Ekim 2016;16(64).
Chicago Sagkal, Ali Serdar, Abbas Turnuklu, ve Tarik Totan. “Peace Education’s Effects on Aggression: A Mixed Method Study”. Eurasian Journal of Educational Research 16, sy. 64 (Ekim 2016).
EndNote Sagkal AS, Turnuklu A, Totan T (01 Ekim 2016) Peace Education’s Effects on Aggression: A Mixed Method Study. Eurasian Journal of Educational Research 16 64
IEEE A. S. Sagkal, A. Turnuklu, ve T. Totan, “Peace Education’s Effects on Aggression: A Mixed Method Study”, Eurasian Journal of Educational Research, c. 16, sy. 64, 2016.
ISNAD Sagkal, Ali Serdar vd. “Peace Education’s Effects on Aggression: A Mixed Method Study”. Eurasian Journal of Educational Research 16/64 (Ekim 2016).
JAMA Sagkal AS, Turnuklu A, Totan T. Peace Education’s Effects on Aggression: A Mixed Method Study. Eurasian Journal of Educational Research. 2016;16.
MLA Sagkal, Ali Serdar vd. “Peace Education’s Effects on Aggression: A Mixed Method Study”. Eurasian Journal of Educational Research, c. 16, sy. 64, 2016.
Vancouver Sagkal AS, Turnuklu A, Totan T. Peace Education’s Effects on Aggression: A Mixed Method Study. Eurasian Journal of Educational Research. 2016;16(64).