Aggressive Students’ Academic Performance: Teachers’ Insight (original) (raw)
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AGGRESSIVE BEHAVIOUR OF SECONDARY SCHOOL STUDENTS IN RELATION TO SCHOOL ENVIRONMENT
Education plays an important role in development of human and the relative society. It develops an equilibrised personality of worth. Including the other aspects of personality, it also focuses on the aggressive behaviour. Aggressive behaviour refers to such verbal, nonverbal and physical behaviourthat injures another person indirectly or directly and results in extraneous gains for the aggressor. The school environment is also an important aspect of education or specifically formal education. The secondary school stage is the most crucial stage of formal education. The present study concentrates on finding the aggressive behavior among secondary school students in relation to the school environment. A sample of 300 secondary school students was selected randomly from District Ferozepur. The results revealed that Secondary School Students shows Average Aggression. No significant difference was found in aggression of secondary school students in relation to gender and residential area. Students of Private Secondary School students have significantly more aggressive behaviour than that of Government secondary school students. More favourable school environment results in low aggressive behaviour. A significant negative relationship has been found between Aggression of secondary School Students and School Environment which again validates that higher levels of school environment results in low aggressive behavior.
International Journal of Health Sciences and Research, 2015
Teenage is a period of rapid physical growth which also involves an accelerated growth of hormones. Emotionally, the child may be hypersensitive to criticism, easily losing temper and of course aggressive. Most of the teenagers get angry and display aggression. Aggression, if ignored by parents and teachers develops over a period of time and may affect the child’s intellectual and emotional growth thus, adversely affecting his personality. The current study assessed the level of aggression in teenagers based on the subtypes of aggressive behaviours. A Descriptive Non-Experimental Design was used. The study was conducted in selected school in Pune city among 60 students from Class 11 th by Purposive Sampling Technique. The p-values corresponding to the demographic variables of the teenagers was less than 0.05 stating an association between the aggression in teenagers with the associated variables. The researcher has developed an informational booklet for parents and teachers dealing ...
EFFECTS OF LOW, MILD AND HIGH LEVEL OF AGGRESSION ON STUDNETS' ACADEMIC PERFORMANCE
The present study was meant to discover the impacts of various level of aggression on students' academic performance. The target population of the study was involved all Govt. colleges for Women of city Rawalpindi, Pakistan. The study was delimited to students studying in grade12 and their instructors. Sample students were chosen through simple random sampling technique. For data collection, two questionnaires were utilized. Perry Aggression Questionnaire (1992) was used for measuring the distinctive level of aggression, whereas in order to discover the impacts of aggression on understudy's academic performance "Academic Performance Rating Scale" (APRS) for instructors was administered to take educators' responses about students' performance and academic record was additionally taken out from concerned institutions. Chi-square was applied for data analysis. Result demonstrated negative impact of aggression on students' academic performance while there is a centrality contrast between the academic performance of the students having low, medium and high state aggression on students.
International Journal of Indian Psychology
Aggression is a very commonly seen behaviour these days among school children. It is also one of the most prevalent behavioural aspects in children which cause a lot of concern in the present days. Aggression engulfs a wide spectrum of behaviours, which varies from covert to overt display of aggressive behaviours. The current study identified certain private schools in Bangalore city through purposive sampling method. With the help of teacher’s checklist and Direct-indirect aggression scale (Bjorkvists,1992),a rating scale, rated by the class teachers, the researcher identified 366 children out of 38 schools, as displaying Aggressive Behaviours. The aim of the study was to understand the nature of aggression in elementary classes, and the different types of aggression displayed among boys and girls. This study identified the gender and grade differences in the display of aggression from grade 1 to grade 4. There was a very significant difference in the aggression displayed by boys ...
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)
AGGRESSIVE BEHAVIOR PHENOMENON AMONG TEENAGERS IN SCHOOLS
The objective of this study is to examine the phenomenon of aggressive behavior among teenagers; the profile of aggressive teenagers in school; pattern and frequency of aggressive behavior among teenagers in school; measuring psychological preferences in aggressive behavior among teenagers. The number of respondents were 14,520 based on gender, Forms, type of school and area. Male and female students ranging from Form 1, 2 and 4 were taken as samples for the study. The location of the study was divided into five zones i.e. the North Zone, East Zone, Central Zone, South Zone, Zone of Sabah and Zone of Sarawak. Three types of schools involved in the study were the secondary school (SMK), boarding school (SBP) and religious secondary school (SMKA).
Indian Journal of Community Medicine, 2013
Background: Aggression affects academic learning and emotional development, can damage school climate and if not controlled early and may precipitate extreme violence in the future. Objectives: (1) To determine the magnitude and types of aggressive behavior in school children. (2) To identify the influence of age and sex on aggressive behavior. Materials and Methods: A cross-sectional study was conducted in Anandanagar High School, Singur village, West Bengal. Participants were 161 boys and 177 girls of classes VII to IX. The students were asked to complete a self-administered questionnaire indicating the types of aggressive behavior by them in the previous month and to assess themselves with reference to statements indicating verbal/physical aggression. Results: Overall, 66.5% of the children were physically aggressive in the previous month: Boys 75.8%, girls 58.2% (P = 0.001); 56.8% were verbally aggressive: Boys 55.2%, girls 61% (P = 0.97). Verbal indirect passive aggression was more common among girls (55.3%) than among boys (22.3%) (P = 0.000 [1.17E −09 ]). Boys were more liable to physical aggression, viz. 60.2% of the boys would hit on provocation compared with only 9% of the girls (P = 0.000 [6.6E-23 ]). Regarding attributes indicating verbal aggression, girls were more argumentative (63.8%) than boys (55.2%) (P = 0.134) and disagreeing (41.8%) compared with boys (33.5%) (P = 0.145). With increasing age/class, physical direct active aggression decreased while physical indirect passive and verbal indirect passive aggression increased. No classes had been taken on anger control/management by school the authorities. Conclusions: Aggressive behavior was common both among boys and girls. Life skills education/counseling/classroom management strategies are recommended.
Aggressive Behavior: Comparative Study on Girls and Boys in The Middle School
Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020), 2020
Adolescents in carrying out social actions sometimes show behaviours that harm or hurt others such as insulting, teasing, bullying, fighting, and various other actions. This social act is called aggressive behaviour. Like as controlling themselves, especially their emotions, girls and boys have significant differences in their actions. Therefore, there may also be differences between girls and boys in engaging in aggressive behaviour. Therefore, this study aims to compare of the aggressive behaviour in middle school from the perspective of girls and boys. 200 middle school’s students in Kayu Agung, South Sumatera (100 girls and 100 boys) as research respondents in this comparative. The results of the T-test found that the value of sig. (two-tailed) = 0.000, which means less than 0.05. So that boy students who have a higher tendency to aggressiveness than girls with an average score of boy respondents are 79.73 and girls are 69,46.
The Relationship Between Secondary School Students' Quality of School Life and Aggression Level
Turkish journal of family medicine and primary care, 2021
This study aimed to determine the relationship between quality of school life and aggression levels of secondary school students. The sample of the descriptive-cross-sectional study consisted of 822 students in three secondary schools of a city center in Turkey. The data of research were collected with “Personal Information Form, School Life Quality, Buss-Perry Aggression Scale”. Frequency, percentage, t test, ANOVA test and logistic regression analysis were used to evaluate the data. Of all students 56.2% were female, 43.8% were male, and the mean age was 12.64 ± 1.04. There was a significant difference between the students’ gender, school achievement, friendship relations, school life quality, aggression mean scores. In order to prevent aggression in schools, it can be suggested to create tools that provide cooperation between student-family, school management according to the risk levels.
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.