EFFECTS OF LOW, MILD AND HIGH LEVEL OF AGGRESSION ON STUDNETS' ACADEMIC PERFORMANCE (original) (raw)
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2020
The current study aimed to investigate the prevalence of aggression and its association with the academic performance of university students in Pakistan and Australia. The population of the study consisted of students enrolled in public universities in Punjab, Pakistan, and NSW, Australia. The study sample consisted of 374 (Pakistan=292, Australia=82) students. Data was collected by paper copy survey from Pakistan and through an online survey from Australia. Aggression Questionnaire (Buss & Perry, 1992) and an Academic Performance Scale was used for data collection. Results indicated that the prevalence of aggression among university students was 76%. A statistically significant difference was found in the mean score of aggression among Pakistani and Australian students. Aggression was high among Pakistani students (86%) as compared to Australian students (41%).A significant association was found between aggression and the academic performance of Pakistani students. No difference was found in the academic performance of students in both countries. The academic performance of the majority of the students was average. Findings further indicated that frustration is one of the leading causes of aggressive behavior among students. Looking at the current situation, it was recommended that it is the right time to take action by raising awareness about behavioral problems among university students.
Influence of Internalized and Externalized Aggression on Students' Academic Success
The current research aimed to identify the relationship of internalized (anger and hostility) and externalized (physical and verbal) aggression of students' academic success. The specimen of the study was comprised of 200 undergraduate students (including 100 male and 100 female) of cities Rawalpindi and Islamabad. Two questionnaires were used for data collection. Buss-Perry Aggression Questionnaire (1992) was used to measure internalized and externalizes aggression, whereas Academic Motivational Scale was utilized for measuring students' academic success. Data were analyzed by using descriptive statistics and Pearson correlation. Findings exposed that boys expressed more externalize aggression than girls and in educational setting girls performed much better than boys. Further findings exposed a negative but moderate relationship between externalized aggression and students' academic performance and a weak correlation was found between internalize aggression and the academic performance of male students. The further result indicated a weak but negative correlation of internalizing aggression with academic performance of female students and a positive correlation of externalizing aggression with academic performance.
Gomal university journal of research , 2024
This research attempts to analyze the relationship between aggression and academic achievement among secondary school students, with a focus on gender differences. For this research, the purposive sample of 400 students (200 boys and 200 girls) was drawn from secondary schools across all five districts of Karachi, Pakistan. The aggression questionnaire short form was used to assess the participant’s overall aggression. The sample’s academic success was assessed by percentage of most recent school examination. Pearson product-moment correlation analysis revealed overall insignificant correlation between aggression and academic achievement for combined sample. The results provide significant information in reaching conclusion and making decision. However, significant negative correlation was found between the aggression and academic achievement in girls' sample. The t-test revealed a significant gender difference in academic achievement, with girls performing better than boys. No significant gender differences were observed in aggression levels. In this connection, this study highlights the diverse factors contributing to girls’ achievements and its relationship with aggression. Similarly, some limitations and future research directions are also offered.
Aggressive Students’ Academic Performance: Teachers’ Insight
Review of Economics and Development Studies
Presented study was aimed to highlight the different causes of aggressive behavior of students and its effects on their academic performance, according to the observations of secondary school students. To accomplish this goal, the conducted research was descriptive in nature. Data were collected from elementary school students’ teachers through a questionnaire. The population of the study was considered as all public elementary school male and female teachers in four Tehsils of District Multan region. Total eighty schools and from each school 3 teachers were randomly selected as a result total 240 teachers were selected. A questionnaire consisting of 49 items was designed for teachers. Furthermore, data were analyzed by adopting as per need descriptive and inferential statistics. It is concluded that aggressive behaviors in students do not significantly reduce a students’ academic performance, however, there is a sign that academic scores are declining as aggression increases. Aggre...
The Influence of Aggression on Students’ Achievement: Evidence from Higher Education
Procedia - Social and Behavioral Sciences, 2013
The current study examined the effects of uni-dimensional aggression scale (composed of verbal aggression, anger with resentment, physical aggression, and suspicion) on students' current academic achievement score (GPA) and cumulative academic achievement score (CGPA). Undergraduate students (n=1481) partook in the current study at a university in Northern Cyprus. The study tested the negative effects of aggression on students' GPA and CGPA. Demographic variables such as age, gender, and class-size have also been incorporated into the analyses and were treated as control variables. Multiple regression analyses have been deployed to test the hypothesized relationship. Results revealed that aggression had significant negative effects on students'current academic achievement (GPA) and cumulative academic achievement score (CGPA). Inclusion of control variables into the regression equation did not confound the effect of aggression on both achievement scores. Additionally, variance inflation factor (VIF) was controlled to monitor the issue of multi-collinearity. The results depicted that all VIF values were below the benchmark value. The study further notes implications, limitations, and avenues for future research.
Journal of Garmian University, 2018
Aggression is regarded as an obvious attempt to harm an individual intentionally. It could negatively impact the individual's personal, social, and educational life. Likewise, Aggression is one of the very common issues that face students at different stages of their studies. The current study uses quantitative descriptive method. In addition, the purpose of this study is to measure students' aggression in University of Garmian and University of Soran in Iraqi Kurdistan Region. The study seeks to make compression at the levels of aggression between the two universities. In order to obtain the data, researchers used survey questioner relying on "The Aggression Scale: A Self-Report measure of Aggressive Behavior" to 400 students at Soran University and Garmian University. The study indicates that students in both Universities are not aggressive according to the used scale. Moreover, a slight difference was found at the level of aggression between males and females in both Universities.
AGGRESSION OF SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR GENDER AND TYPE OF SCHOOL
The present research statement of the problem is " Aggression of Secondary School Students in relation to their gender and type of school ". The objectives of the study were: a) To study the level of aggression among secondary school students. b) To study gender-wise difference in the aggression of secondary school students and to study school-wise difference in the aggression of secondary school students. This research is completed on senior secondary school students of Himachal Pradesh both sex and Private & Govt. School Students. The purposive sampling method is used for the selection of the sample. The three hundred are selected for the study. This research gender (boys and girls), Type of School are independent variable and Aggression is dependent variables. Aggression Scale for Children developed by Dr. R.L.Bhardwaj is used. In short, secondary school students have very high level of aggression. There exists gender-wise significant difference in the aggression of secondary school students. Because, Boys have higher level of aggression than girls and there exists school-wise significant difference in the aggression of secondary school students. Because, private school students have higher level of aggression than government school students. Abstract SRJIS/BIMONTHLY/ CHAMAN LAL BANGA (2671-2679)
2011
The terrain of gender disparity in education has seen much change in recent decades. This article reviews the empirical research and theoretical perspectives on gender inequalities in academic performance and emotional instability in terms of aggression. Much of the literature on children and adolescents attends to performance differences between girls and boys. Emotional problems might prevent even intelligence to extent and educational performance may suffer because of concentration and interest in learning. Teachers, parents and stunts might find out a how aggression is affecting academic performance of the students in classrooms among boys and girls. The current study indexes the sample of o’ level and intermediate students in determining the discrepant scores on aggression scale .and academic performance. Findings drawn with the independent sample t-test between boys and girls have important implications for our understanding of the rising gender difference in aggression and ac...
Investigation of Aggression Levels of University Students (Kocaeli University Case)
Asian Journal of Education and Training
The aim of this study was to investigate the aggression levels of university students in different departments in terms of sport and other variables. The population of the study consists of university students studying at Kocaeli University; the sample group consists of a total of 700 students, 378 male and 322 female, studying in the Faculty of Sports Sciences, Faculty of Communication and Faculty of Education of Kocaeli University. A screening model was used in this survey. A Personal Information form developed by the investigator and a Turkish-adapted Buss-perry aggression scale was utilized to determine the aggressive attitudes of the individuals. The frequency distribution specified the demographic features and analyzed the data; the T-test examined the relationship between the two independent variables; Anova Variance was used to review the connections between more than one variable. Finally, the significance level is accepted as p<0.05. According to the findings of the research, there are statistically significant differences (p<0.05) in terms of gender, family structure, school department, family attitude, mother still living, sporting situation, kind of sport performed, reason for involvement in sport, cigarettealcohol abuse and income level. We can state that sport positively affects the aggression levels of university students. Sport also varies by the gender variable, and males are more aggressive than females. It can also be pointed out that aggression varies by the school department, family attitude, cigarette-alcohol abuse, mother still living, reason for playing sport and income level.
2019
The objective of this study is to examine the aggressive behaviors and proclivity of the students of Faculty of Sports Sciences of Selcuk University, studying at different departments. The study group is constituted by total 349 students, being 155 males and 194 females, studying at different departments of Faculty of Sports Sciences of Selcuk University. While the personal information form was used for the socio-demographic information, a 7-item likert-type Aggression Scale developed by Kiper (1984) was utilized to obtain the values of aggression. Following testing the homogeneousness and variances of the data, Independent Sample t Test was used in identifying the changes for the gender factor, One-Way Anova for multiple comparisons, and Tukey HSD test in determining the source of the difference. The Crombach Alpha value for this study was determined as 0,82. Statistical changes were observed in the aggression values depending on the gender and department factors (p<0.05). While...