Analysis of Component of Aggression in the Stories of Elementary School Aggressive Children

Fateme Chamandar,D Susan Jabbari

doi:10.5539/jel.v6n2p187

Abstract

The purpose of this study is the content analysis of children’s stories based on the components of aggression. Participants are 66 elementary school students (16 girls and 50 boys) selected from fourth and fifth grades, using the Relational and Overt Aggression Questionnaire; completed by the teachers. Draw a Story Test (Silver, 2005) is administered to select aggressive children who narrates stories based on their drawn pictures in response to DAS pictures. DAS Test consists of a series of figures which children respond by drawing a picture and telling a story related to the picture. This provides us with the information about their self image and emotional content. After deciding the components of aggression based on theories of Crick et al. (1997), and Crick and Dodge (1996), the stories are analyzed using the quantitative content analysis technique. The results reveals that the narrated stories of aggressive children have engagement ratio of 1.62, which means more than 50% of children showed aggressive components. The highest frequency of aggression in their stories is related to murdering, killing and hurting others.

Highlights

The stories we tell or hear indicate who we are
The documents of content analysis including all stories told by 66 aggressive students is the sample of this study
The results showed a range between 0/67 and 1 for the aggressive components

Summary

Introduction

The stories we tell or hear indicate who we are. They are the body of our experiences and go us beyond our life (past, future or even ). Children cannot reach the ability of reading and writing without living in the world of stories. Between the ages of 1 to 8, move through an extraordinary path; from the first words they express to the most complex ones and sometimes they are eager to tell a story (Susan Engel, 1995). The stories children tell, the way they play, or the image they reflex in their writings, all are effective in knowing the narrator children, more (Susan Engel, 1995)

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