(2018) Science and education, 9-10, 13-20. Odessa.

Anastasiia Yatsyshyna,
post-graduate student, Department of Theory and Methods of Practical Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

STUDY OF DESTRUCTIVE BEHAVIOR IN TERMS OF
CHILD’S HYPERACTIVITY AND PERSONAL QUALITIES

The issue of destructive behavior depending on child’s personal qualities is extremely relevant both in theoretical and practical aspects. Hyperactivity is one of the leading features which can provoke destructive behavior in children. Destructive behavior is considered as inadequate actions complicating interaction between a personality and social environment. Hyperactivity is interpreted as overactivity either mobilizing or disorganizing child’s behavior. The paper aims to study the correlation between hyperactivity and other personal qualities of junior schoolchildren showing different manifestations of destructive behavior. The research methods involved a specially designed questionnaire as well as a set of methods helping to examine personal qualities. The conducted research has shown that the children having signs of destructive behavior demonstrate hyperactivity in most cases, which are as follows: emotional instability, mood swings, affective behavior, poor attention, anxiety, proneness to conflicts, overactivity, sensitivity, poor working capacity, etc., as distinct from the children who do not manifest signs of destructive behavior. According to the statistical analysis of differences in the groups of children with different degrees of manifestation of destructive behavior the respondents with a high frequency of its manifestation significantly differ from those with an optimal one. They are characterized by instability, volatility, anxiety, violence, cruelty, aggression, inadequate actions, etc. According to the rest of the studied indicators characterizing personal qualities no statistically significant differences have been found among the groups of children with different levels of destructive behavior manifestation. It means that they are characteristic of both the children with a high level of destructive behavior and those with a low one.

destructiveness, destructive behavior, personal qualities, schoolchildren, junior school age.

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