Aggression in primary schools: the predictive power of the school and home environment (original) (raw)
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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.
A Study to Assess the Predictors of Aggression Among School Going Children
International journal of current research and review, 2021
Background: Aggression could be a product of our interactions with individuals in our environment which, its severity greatly differs across countries and cultures. In the recent era of childhood, aggression is the big health dilemma across the world. Aggression is a behaviour to hurt the living creatures that try to avoid the damage. Objective: To assess the predictors of aggression among school-going children. To associate with the predictors of aggression among school-going children with the demographic variables. Methods: A descriptive research design with non-probability convenience sampling was used. The population was 250 school going children of 5th, 6th, and 7tt in the Wardha district of Maharashtra, India. Result: In this study, the findings show that majority of sample 93(37.2%) were from age of 12years and 82(32.8%) of subject age of 11years and 75(30%) subject from age of 13years. according to their residence show that average no. of sample i.e. 183 (73.2%) were residing in an urban area. according to their Father's Education show that 71 (28.4%) of the subject were from Primary Education. according to their Occupation of father show that 106 (42.4%) of the subject were Farmer, overall income is between Rs 3000-5000/month i.e. 48% birth Order of the subjects show that 124 (49.6%) of the subject were from 1st, 109 (100%) of the subject were from Nuclear family and according to their Source of Emotional support show that 163 (65.2%) of the subject were from Mother. Conclusion: It was concluded from our study that the predictors are over protectiveness, mass media, alcoholic father, temperament, mobile addiction. We found that there was no association between selected demographic variables like age, education, residence, religion, mother's education, father's education, occupation of mother, occupation of father, the income of the family, birth order, type of family, and source of emotional support with predictors of aggression.
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.
The Relationship between School Climate and Students' Aggressive Behaviors
International journal of progressive education, 2021
This study explores the effects of school climate on the disparities in students' mathematics achievement, drawing on data from the Programme for International Student Assessment (PISA) 2012 for Shanghai, China. The results of a two-level linear model and quantile regression indicate that three dimensions of school climate (student-teacher relations, disciplinary climate and students' behaviour) compensate for the effect of family background on students' mathematics performance, and that student-teacher relations and teacher morale can moderate the effect of family background on mathematics achievement for underachieving students and for low-performing schools, respectively. This shows the protective role of school climate in the relationship between family background and students' mathematics performance. School climate has a more significant effect in low-and averageperforming schools, and for medium-level students and underachievers, compared with high-performing schools and top students, indicating the potential of school climate in narrowing achievement gaps among schools and students. Furthermore, a negative disciplinary climate is the key factor explaining the under-performance of low-performing schools and underachieving students.
Aggression in Boys and Girls as Related to Their Academic Achievement and Residential Background
Psychology, 2013
The study was conducted to explore aggression in boys and girls as related to their academic achievement and residential background in Bangladesh. Stratified random sampling technique was used and total 80 respondents constituted the sample of the study. They were equally divided into boys and girls. Each group was again equally divided into high and low grade. Each subgroup was again equally divided into urban and rural residential background. Thus the study used a 2 × 2 × 2 factorial design consisting of two levels of gender (boy/girl), two levels of academic achievement (high grade/low grade) and two levels of residential background (urban/rural). The Bengali version of measure of aggressive behavior (Rahman, A. K. M. R., 2003) originally developed by Buss and Perry (1992) was used for the collection of data. It was found that regardless of gender, boys expressed more aggression than girls. Similarly, regardless of academic achievement, students with high academic grade will show more aggressive behavior than low academic grade students. Finally, students of urban areas will not show significantly more aggressive behavior than rural areas students. Thus the differential treatment in gender, academic achievement and residential background provides a new dimension in understanding aggression in rural and urban boys and girls.
Influence of school-level variables on aggression and associated attitudes of middle school students
Journal of School Psychology, 2011
This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher relationships and positive student-student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / j s c h p s yc consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of schoollevel factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities.
Higher aggression is related to poorer academic performance in compulsory education
Journal of Child Psychology and Psychiatry, 2020
BackgroundTo conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education.MethodWe studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene‐environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7–16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self‐reports. Academic performance was measured with teacher‐rated grade point averages (ages 12–14) or standardized test scores (ages 12–16). Random effect meta‐analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self‐ratings (in three cohorts).ResultsAll between‐family analyses indi...
Procedia - Social and Behavioral Sciences, 2010
The objective of this study is to investigate some variables regarding the frequency of violent and aggressive behaviors among elementary school students and their families. The research group is made up of 951 sudents (478 girls, 473 boys) who study in 4 different elemantery schools in the central Izmir area. Data was collected through a personal information form which inludes several socio-demographic variables and a questionnaire form that was developed by the researchers. The data was evaluated through SPSS 12. The results of the research generally support the literature. It reveals that the frequency of violent and aggressive behaviors of students differ meaningfully depending on some variables regarding their families.
2016
The paper introduces a new multidimensional scale LA (lestvica agresivnosti [Aggression Scale]) for measuring self-reported aggression in elementary and upper secondary school students in Slovenia. The scale has been developed with a special focus on the school setting, using three elementary school samples (preliminary study: N=2777; main study: N=10427 and validity and test-retest study: N=191) representative of 4th and 8th grade students in Slovenia and one upper secondary school sample (N=3253) representative of the final year of upper secondary school in Slovenia. The exploratory analyses using principal component analyses (PCA) revealed a four-factor structure: verbal aggression, physical aggression, internal aggression and aggression towards authority that were interrelated. Confirmatory factor analyses (CFA) showed that the items of the scale formed four factors that were related to the higher order factor. The structure turned out to be stable over different age groups. The...
Psihologija, 2013
The paper introduces a new multidimensional scale LA (lestvica agresivnosti [Aggression Scale]) for measuring self-reported aggression in elementary and upper secondary school students in Slovenia. The scale has been developed with a special focus on the school setting, using three elementary school samples (preliminary study: N=2777; main study: N=10427 and validity and test-retest study: N=191) representative of 4 th and 8 th grade students in Slovenia and one upper secondary school sample (N=3253) representative of the final year of upper secondary school in Slovenia. The exploratory analyses using principal component analyses (PCA) revealed a four-factor structure: verbal aggression, physical aggression, internal aggression and aggression towards authority that were interrelated. Confirmatory factor analyses (CFA) showed that the items of the scale formed four factors that were related to the higher order factor. The structure turned out to be stable over different age groups. The scale demonstrated adequate internal consistency, concurrent validity and test-retest stability.