Aggressive Behavior Scale Research Articles

Development and validation of the Forms and Functions of Aggressive Behavior Scale.

Preventing aggression is a global social issue that warrants additional research with up-to-date measures. Aggressive behaviors manifest in several ways, and the proper assessment should capture its multidimensional nature. We developed the Forms and Functions of Aggressive Behavior Scale (FFABS) to capture the field's current multidimensional understanding of aggression, including its forms (physical, verbal, and relational) and functions (proactive and reactive). Across three studies (N = 1388), we validated the factor structure of the FFABS, obtained partial scalar measurement invariance for males and females, and demonstrated consistent patterns with theoretically related stable constructs and with behavioral measures of inhibitory control and aggressive behaviors, establishing convergent and discriminant validity. We discuss the findings, limitations, practical implications, and future research directions.

The Influence of Loneliness and Absence of Father's Role on Aggressive Behavior in Adolescents

Purpose: Negative behavior is a picture of individual development experiencing problems, adolescents who develop will certainly show positive behavior. In fact, today many teenagers show negative behavior, one of which is aggressive behavior. This study aims to determine the effect of loneliness and the absence of father's role on aggressive behavior. Method: This type of research is quantitative research, researchers use an aggressive behavior scale, a loneliness scale, and a father's role absence scale. The sampling technique used Non-probability sampling with accindental sampling technique. The samples in this study were male and female adolescents throughout Indonesia, aged 10-24 years, unmarried, had complete parents, divorced parents, and the father died. The data analysis technique in this study used product moment for hypothesis analysis. Result: The first hypothesis of Loneliness with Aggressive Behavior in adolescents obtained a product moment correlation value of 0.734 (p <0.01). Second hypothesis, the relationship between the Absence of Father's Role with Aggressive Behavior in adolescents obtained a product moment correlation value of 0.729 (p <0.01). The effective contribution of the Absence of Father's Role with aggressive behavior in adolescents is 53.2%. The results of multiple linear regression analysis data to prove the third hypothesis, have an influence between Loneliness and Absence of Father's Role together with Aggressive Behavior obtained F of 162.637 (p <0.05), the effective contribution of Loneliness and Absence of Father's Role with Aggressive Behavior is 62.3% while 37.7% is determined by other variables not measured in this study. Conclusion: This study proves that there is a positive and significant influence between loneliness and aggressive behavior, stating that the first hypothesis is accepted, the higher the loneliness obtained by adolescents, the higher the aggressive behavior, and vice versa. The existence of a positive and significant influence between loneliness and the absence of father's role with aggressive behavior simultaneously, states the third hypothesis is accepted.

Hubungan Kematangan Emosi dengan Perilaku Agresif pada Siswa SMK

This study aims to determine the relationship between emotional maturity and aggressive behavior in vocational students. This research was conducted on SMK class X students. The sample in this study amounted to 135 students with probability sampling techniques. The type of research used in this study is quantitative research. The measurement tool used for data collection uses the emotional maturity scale and the aggressive behavior scale. Statistical data analysis using Pearson product moment analysis test with the help of SPSS statistics version 26. The correlation coefficient obtained is -0.426 with a significance value of 0.000 (p<0.05). These results show that the hypothesis proposed by the researcher is accepted. And the value of the negative correlation coefficient shows that the direction of the relationship between the two variables is negative, meaning that the higher the emotional maturity, the lower the aggressive behavior.

Hubungan antara Kematangan Emosi dengan Perilaku Agresif pada Siswa Kelas XI SMKS Subulussalam Pasaman Barat

This research aims to determine the relationship between emotional maturity and aggressive behavior in class This type of research is quantitative with correlational research methods. The research population was 354 people, with a sample of 188 people taken using a proportional random sampling technique. The instrument in this study used an emotional maturity scale whose validity had been tested with 19 items with a reliability coefficient of -0.864 and an aggressive behavior scale whose validity had been tested was 27 items. with a reliability coefficient of 0.969. Data analysis uses the Person Product Moment Correlation formula with an error tolerance of 5% using statistical programs on the computer SPSS 23 and Microsoft Excel. Based on the hypothesis results, the rcount value is -0.864, while the rtable value is 0.142, So there is a negative relationship between emotional maturity and students' aggressive behavior.

The reliability and validity of Child-to-parent Violence Questionnaire (CPV-Q) among Chinese adolescents

ObjectiveTo test the reliability and validity of the Chinese version of the Child-to-parent Violence Questionnaire (CPV-Q) in a group of Chinese adolescents.MethodsA total of 1138 adolescents (15.24 ± 1.17 years old) were tested with the Chinese version of CPV-Q, Parent-Adolescent Conflict Scale, and Adolescent Aggressive Behavior Scale of which 201 adolescents were retested 1 month later. The Chinese version of CPV-Q contains psychological, physical, financial, and control/domain factors with 14 items.ResultsThe four-factor model has good main fit indicators (father: χ2/df = 3.28, CFI = 0.96, RMSEA = 0.06; mother: χ2/df = 3.30, CFI = 0.96, RMSEA = 0.06); the scale has good criterion-related validity. The Cronbach’s α coefficients of the Chinese version of CPV-Q were 0.89 (father) and 0.88 (mother), and the Cronbach’s α coefficients of the four subscales were 0.81 ~ 0.84 (father) and 0.76 ~ 0.85 (mother). The test–retest reliability of the Chinese version of CPV-Q was 0.85 (father) and 0.83 (mother), and the test–retest reliability of the four subscales was 0.80 ~ 0.83 (father) and 0.75 ~ 0.84 (mother).ConclusionTherefore, the CPV-Q has good reliability and validity for Chinese adolescents and can be used as an effective tool to evaluate Chinese adolescents’ violence toward their parents.

Social Undermining and Aggression of Adolescents

The importance of understanding adolescent to make a productive citizen who can contribute for his/her family, society, overall the country, has been recognized by psychologists. The present study focused on social undermining and aggression of adolescents according to the types of adolescents and levels of education. Among the 144 adolescents (student respondents) included in this study 72 were orphans and 72 were non-orphan adolescents (each group constituted 36 secondary students and 36 college students). Bangla version of the Social Undermining Scale (Ilyas and Hossain 2007) and Bangla version of the Measure of Aggressive Behavior (MAB) scale (Rahman 2003) were used to measure social undermining and aggressive behavior of adolescents, respectively. The social undermining score clearly indicated that orphan adolescents were significantly of more social undermining (t = 5.32, df = 142, p < .05) over non-orphan adolescents. However, there was no significant difference between secondary and college adolescents. On the other hand, orphan adolescents had significantly more aggression (t = 4.17, df = 142, p < .05) over non-orphan adolescents and secondary adolescent students had significantly more aggression (t = 3.47, df = 142, p < .05) than college adolescent students. Furthermore, the social undermining was positively correlated with aggression (r = .19, p < .05). The Chittagong Univ. J. B. Sci., Vol. 10(1&2):01-13, 2020.

Development of Engklek Kedamaian Game with Group Guidance to Reduce Aggressive Behavior in Students

Learning at school serves to foster and develop compassion and mutual respect for one another. The problem of aggressive behavior in the school environment is still experienced by students. This research is a development research with the aim of knowing the feasibility of media products in the form of engklek kedamaian in group guidance to reduce the aggressive behavior of students in class VIII SMP Muhamadiyah 3 Depok. Researchers used the Brog and Gall model development method with 5 stages, namely potential problems, data collection, product design, product validation, and design revision. The research instruments used in this study were aggressive behavior scales and interview guidelines. The subjects in the study were 123 students in class VIII of SMP Muhammadiyah 3 Depok. The results in the development are measured based on the assessment of the material expert test getting a score of 91.4 with a very good category. The media expert test scored 87.5 with a very good category, the service expert test/practical expert test scored 93.75 with a very good category. Based on some of these statements, it can be concluded that the engklek kedamaian game in group guidance to reduce the aggressive behavior of class VIII students at Muhamadiyah 3 Depok Junior High School is categorized as suitable for use. It is hoped that the research on the development of engklek kedamaian to reduce students' aggressive behavior can be an alternative service innovation for school counselors.

Orphan's Stress and Aggression

The present study attempted an empirical investigation to explore the stress and aggression of orphans as a function of gender and residence. A total of 120 respondents constituted the sample of the study. Among them 60 orphans were male (30 were urban and 30 were rural) and 60 orphans were female (30 were urban and 30 were rural). An adapted Bangla version (Fahim 2001) of ‘How stressful your life stress' scale and Bangla version (Rahman 2003) of Measure of Aggressive Behavior (MAB) scale were used for data collection. Data were analyzed by mean, standard deviation, Pearson Product Moment Correlation and two-way analysis of variance (ANOVA). The findings of the present study showed that female orphans had significantly more stress (F=6.73, df=1, p<0.05) than male orphans and urban orphans had significantly more stress (F=24.36, df=l, p<0 .01) than rural orphans. No significant interaction effect was found between gender and residence according to stress. On the other hand, male orphans had significantly more aggression (F=33.46, df=l, p<O.O l) than female orphans and urban orphans had significantly more aggression (F=9.41, df=l, p<0.01) than rural orphans. No significant interaction. effect was found between gender and residence in relation to aggression. Results also showed that stress was positively correlated (r =.38, p<0.01) with aggression. The Chittagong Univ. J B. Sci. 8(1&2): 51-62, 2013

RELATIONSHIP ABILITY TO MANAGE EMOTIONS WITH AGGRESSIVE BEHAVIOR OF CLASS XI MIPA STUDENTS SMA N 1 GODONG, GROBOGAN REGENCY

Abstract: The research on the relationship between the ability to manage emotions and the aggressive behavior of students was motivated by the discovery of students who vented their emotions through anger, some cried, fought, insulted, mocked, called nicknames and some even acted to hurt someone. This research is a type of quantitative research. Ex post facto research method with a correlational approach. The population used in this study were students of SMA N 1 Godong class XI. used as a try out, namely class XI MIPA 5. While class XI MIPA 1, XI MIPA 2, XI MIPA 3, XI MIPA 4, XI MIPA 6 as the research sample. The sampling used is cluster random sampling technique. The data of this study were obtained through the scale of the ability to manage students' emotions and the scale of students' aggressive behavior. The results of the analysis show the category of ability to manage emotions is very low 1% as many as 2 students. The category of ability to manage emotions is low 33% as many as 35 students. The category of ability to manage emotions is 49% as many as 63 students. The category of ability to manage emotions is high 17% as many as 22 students, while the category of aggressive behavior is very low 32% as many as 37 students. The low category of aggressive behavior is 42% as many as 51 students. The category of moderate aggressive behavior is 22% of 27 students. The category of high aggressive behavior is 4% as many as 5 students. Based on the results of data analysis using product moment analysis, the relationship between the ability to manage emotions and aggressive behavior of students is -0.546, which means that there is a negative relationship between the ability to manage emotions and aggressive behavior, and the level of relationship between these variables is in the medium category. Based on the results of this study, the suggestion that can be conveyed is that BK teachers are able to provide services to improve the ability to manage students' emotions Keywords: Ability to Manage Emotions, Aggressive Behavior.

The relationship between family-school socioeconomic status match and adolescent aggressive behavior.

The objective of the present study was to analyze the effect of the match between family and school socioeconomic status (SES) on adolescents' aggressive behaviors. Additionally, the moderating roles of gender and the parent-child relationship were examined. A total of 2,823 adolescents completed the Aggressive Behavior Scale, the Parent-Child Relationship Scale, and the Family SES Scale. School SES was measured by the average family SES of all students in the school. SES was categorized as high or low based on one standard deviation above or below the mean. The results showed that when there was a match between family and school SES, adolescents with "Low Family-Low School" SES exhibited more aggressive behaviors compared to those with "High Family-High School" SES. When there was a mismatch between family and school SES, adolescents with "High Family-Low School" SES exhibited higher levels of aggressive behaviors than those with "Low Family-High School" SES. Gender did not moderate these effects. Furthermore, when the parent-child relationship was poor, adolescents exhibited higher levels of aggressive behaviors when family SES exceeded school SES. Conversely, the effects of family and school SES on aggressive behavior were not significant when the parent-child relationship was strong. The present study highlights that the match and mismatch between family and school SES significantly influence adolescents' aggressive behaviors and that a strong parent-child relationship has a protective effect.

Association between Parental Treatment and Aggressive Behaviors among Adolescent Students

Objectives: The study aims at assessing the parental treatment and aggressive behaviors among adolescents and to find out the association between parental treatment and aggressive behavior. 
 Methodology: A descriptive correlational design that is initiated for the period of January 1st to July 5th, 2021; The sample of the study includes 220 from the intermediate school male students in schools in the Karkh and Rusafa in Baghdad have ranged in age from (13-15) years, the researcher used the convenient sampling method (non-probability sample) in which the students were selected purposively. Parental Treatment Scale and Aggressive Behavior Scale were used for achieving the goals of current study. The data have been collected through the utilization of the self-administrative report as a mean of data collection. Statistical analyses were conducted by using statistical package for social science (IBM SPSS Statistics) version 26.0.
 Results: The study found that the majority of the students' parents have moderate (good) awareness regarding parenting treatment to deal with their sons (80%). The students are showing moderate level of aggressive behavior towards others, self and properties (56.4%, 47.3%, and 50.9%). There is high significant association between parental treatments and aggressive behavior towards others and self at p-value= 0.001, 0.005 respectively
 Recommendations: The study recommends that administration of educational institutions should have the role in focusing on school counsellor as well as educate the parents how to deal with their children.
 Keywords: Parental treatment, Aggressive behavior, Adolescents

Aggressive Behavior in Children with Intellectual Limitations from The Teachers' Perspective

The current study aimed to identify the level of aggressive behavior of mentally limited children from the teachers' point of view in and to determine the nature of the differences between the average responses of teachers of mentally limited students in diagnosing the level of aggressive behavior due to a variable gender, academic qualification and years of experience. The study sample consisted of (100) male and female teachers from the category of mentally retarded children in Jerusalem. They were chosen by a simple random method using the aggressive behavior scale. The results concluded that the level of aggressive behavior came to medium degrees, that is, the presence of aggressive behavior among children with mental limitations from the teachers' point of view. The behaviors came in order: aggressive behavior towards oneself, aggressive behavior towards others, aggressive behavior towards objects and possessions, and verbal aggressive behavior. The results also showed no statistically significant differences at the significance level (0.05??) in the averages of teachers' responses to diagnosing the level of aggressive behavior. The results also show children with mental limitations in Jerusalem due to gender, educational qualification, and years of experience.

Psychiatric inpatient services in Ontario, 2019-2021: a cross-sectional comparison of admissions, diagnoses and acuity during the COVID-19 prerestriction, restriction and postrestriction periods.

The COVID-19 pandemic was associated with increased mental health problems in the general population, yet psychiatric hospital admissions decreased. Early evidence suggested that psychiatric admissions normalized within weeks; we sought to examine the longer-lasting impacts on the psychiatric inpatient population beyond this initial period. We compared Ontario Mental Health Reporting System admission data for patients admitted to 8 psychiatric hospitals in Ontario, Canada, between 3 time periods - before restrictions were imposed (June 22, 2019, to Mar. 16, 2020), during restrictions (Mar. 17 to June 21, 2020) and after restrictions were lifted (June 22, 2020, to Mar. 16, 2021) for changes in involuntary status, diagnoses and clinical presentation using descriptive analysis. For clinical presentation, we extracted scores on 4 Resident Assessment Instrument-Mental Health symptom scales (Depressive Severity Index, Cognitive Performance Scale, Positive Symptoms Scale-Long Version and Social Withdrawal Scale), and 2 behaviour scales (Aggressive Behavior Scale and Violence Sum). A cross-sectional sample of 9848 patients was included in the analysis. The mean number of daily admissions decreased 19% from 16.4 (standard deviation [SD] 8.0) before the restriction period to 13.3 (SD 6.1) during the restriction period, and was still 6% below prerestriction levels after restrictions were lifted 15.4 (SD 6.8), with standard error difference of 1.03 (95% confidence interval -0.22 to 2.29). From the pre- to the postrestriction periods, the proportion of involuntary patients increased by 6 percentage points, and the proportions of patients diagnosed with a psychotic disorder or personality disorder increased by 4 percentage points and 1 percentage point, respectively. Psychiatric admissions did not fully return to prerestriction levels in absolute rates and patient acuity after COVID-19 restrictions were lifted. Psychiatric services must prepare to appraise and respond to any increased acuity through interventions for patients, workforce planning and mental health support for staff.

Effect of Reality Therapy on Aggressive Behaviour of School Adolescents in Ife East Local Government, Ile-Ife, Osun State, Nigeria

The study determined the prevalence of aggressive behaviour among secondary school students in Ife-East Local Government Area and examined the effect of reality therapy in reducing aggressive behaviour. The study employed pre-test post-test control group designs. The study population comprised 1,515 senior secondary school students two (SSS II). A total of 398 students were selected using a multistage sampling procedure. Only 80 (5.3%) students that manifested severe level of aggressive behaviour from the analysis of the first phase and who were willing to participate in the counselling treatment were randomly assigned into experimental and control groups. An instrument titled “The aggressive Behavior Scale (ABS) was used to collect data for the study. Data collected were analysed using frequency counts, percentages and Analysis of Covariance. The results showed that 31.7% of the participants manifested severe aggressive behaviour while 51.8% and 16.5% exhibited moderate and mild aggressive behaviour respectively. The results showed a significant effect of reality therapy [F (1, 158) = 7.153, p-value = 0.008 0.05] on aggressive behaviour among students. The study concluded that aggressive behaviour was prevalent among secondary school students in Ife-East Local Government Area and that reality therapy was an effective treatment in the reduction of aggressive behaviour among secondary school students.

Aggressive Behaviour in Nigerian University: Examining the Role of Sleep Quality and Examination Anxiety

Recently, aggressive behaviour has taken another dimension from being perpetrated only in secondary schools but tertiary institutions. This disturbing trend has generated immense research concern among concerned stakeholders in an emerging country like Nigeria. This is because this menace can affect students' psychics and, simultaneously, the smooth running of tertiary institutions. The study investigated the roles of insomnia and examination anxiety on aggressive behaviour among undergraduates. The study adopted a cross-sectional survey design with four hundred eighty-five (485) undergraduates purposively selected as participants. The Aggressive Behaviour Scale (ABS), Sleep Quality Scale (SQS), and Test Anxiety Scale (TAS) were used to gather data for the study. The results revealed that 35% of the respondents significantly reported low-level aggression, while 65% reported high aggression. There was a significant positive relationship between insomnia (r=.242, p<0.01) and aggressive behaviour. Also, examination anxiety (r=.26, p<0.01) had a significant positive association with aggressive behaviour. There was a significant joint influence of insomnia and examination anxiety on aggressive behaviour[F(2,483) = 42.96, R2 = .151; p <.01]. Further results show that insomnia (β=.29; t=6.88, p<.05) and examination anxiety (β=.31; t= 7.26, p<.01) were significant predictors of aggressive behaviour among undergraduate sampled. While demographic variables- age, sex, and ethnicity have no significant individual and joint prediction of aggressive behaviour. Therefore, the study recommended educating students on the impact of insomnia and examination anxiety on themselves and others while taking steps to mitigate its effect is essential to prevent aggressive behaviour in the university.

Kontrol Diri dan Kecanduan Game Online, serta Hubungannya dengan Perilaku Agresif

This study aims to determine the relationship between self-control and addiction to online games with aggressive behavior. The instruments used are the self-control scale, the online game addiction scale, and the valid and reliable scale of aggressive behavior. The results showed that there was a relationship between self-control and aggressive behavior in junior high school students, with a significance (0.042 0.05); there was no relationship between online game addiction and aggressive behavior in junior high school students, with a significance (0.619 0.05); there was a relationship between self-control and online game addiction and aggressive behavior in junior high school students, with significance (0.042 0.05). The final study concluded that there was a significant relationship between self-control and addiction to online games with aggressive behavior in junior high school students.

Examination of Aggression and School Attitudes of High School Students Exposed to Teacher Violence and Peer Bullying

ABSTRACT This study primarily aimed to examine whether high school students’ exposure to teacher violence and peer bullying predicts their aggressive behaviors and attitudes toward school. The study group of the research included a total of 880 secondary education students (473 girls, 407 boys) (mean age: 16.26) studying in different cities of Turkey. The research utilized measures including “Personal Information Form,” “Teacher Violence Scale,” “Peer Bullying Scale Adolescent Form,” “Aggressive Behavior Scale,” and “School Attitude Scale.” The analyses performed showed that the variables exposure to teacher violence (β=.304) and peer bullying (β=.281) explained 26% of students’ aggression variance. Similarly, exposure to teacher violence (β= −.302) and exposure to peer bullying (β= −.109) predicted students’ school attitudes by 14%. The findings were discussed in line with the relevant literature.

Mereduksi Perilaku Agresif Siswa Melalui Konseling Behavioral Teknik Aversi

Aggressiveness is an act committed by an individual with the intention of hurting oneself, other people, or other objects. Some students of SMPN 17 Malang who have a habit of behaving aggressively need to be given individual counseling services in order to inhibit their aggressive behavior. Many techniques in guidance and counseling can be used to reduce aggressive behavior in students. One of them is the behavioral aversion technique approach. This study aims to reduce the aggressive behavior of SMPN 17 Malang students through behavioral counseling with aversion techniques. This study included a pre-experimental design with One Group Pretest-Posttest, the research subjects were 3 students who had high aggressive behavior, which was measured using an aggressive behavior scale. The results of the Wilcoxon test showed a significance value greater than 0.05. Because this research is to reduce behavior, the researcher uses an inverse significance value benchmark, meaning that if the significance value is greater than 0.05, this research is considered effective. So it can be concluded that behavioral counseling uses effective aversion techniques to reduce aggressive behavior in students. In future research, it is expected to be able to develop aversion techniques in more detail and better as well as a reference material to help overcome the problems of other subjects who need guidance and counseling services both individually and in groups.

Pengaruh Pergaulan Teman Sebaya dan Tayangan Kekerasan Media Sosial terhadap Perilaku Agresif Siswa di SMP Negeri 3 Lubuk Sikaping

Things that influence students' aggressive behavior at school are peer association and viewing of violence on social media. The aims of the research are (1) to find out how much influence peer association partially has on students' aggressive behavior (2) to find out how much influence social media violence shows partially on student aggressive behavior (3) find out how much influence peer association and social media violence shows simultaneously to the aggressive behavior of students. Associative type quantitative research methods. The research population for class IX students at SMPN 3 Lubuk Attitude is 120 students. The sampling technique used the Proportional Random Sampling technique and obtained a sample of 92 students. The research instruments were the peer association scale, the scale of social media violence broadcasts and the aggressive behavior scale which were compiled and developed by the researchers themselves. Data analysis is descriptive analysis, hypothesis testing using simple linear regression and multiple linear regression. The results showed that: (1) There is a positive and significant influence of peer association (X1) partially on aggressive behavior of students (Y) with a significant value of 0.008 <0.05; (2) There is a positive and significant effect of the social media violence display variable (X2) partially on the aggressive behavior of students (Y) with a significant value of 0.000 <0.05; (3) There is a positive influence between peer association variables (X1) and social media violence shows (X2) together on aggressive behavior of students (Y) with a significance value of 0.000 <0.05.

Resipatisme: A psychoeducation to reduce the tendency of klithih behavior in adolescents

Klithih, a Javanese term, was originally an ordinary night stroll without a clear purpose. Klithih becomes an act of violating the law if it is accompanied by aggressive or violent behavior. In recent years, klithih cases in Yogyakarta have increased and become public attention, with almost the average perpetrators being students. This study aimed to reduce aggressive behavior in adolescents with a tendency to klithih behavior by developing Resipatisme, a psychoeducation intervention consisting of emotion regulation, empathy, assertiveness, and altruism. A quasi-experimental quantitative method, with one group pretest-posttest design, was applied in this study. An aggressive behavior scale was used to collect the data. The Wilcoxon Signed Rank Test was applied to compare the data before (pretest) and after (posttest) intervention. The results show a significant difference between pretest scores and posttest scores. This finding implies that Resipatisme psychoeducation can reduce aggressive behavior in adolescents. Therefore this psychoeducation may be applied to prevent the tendency of klithih behavior.