Aggressive Students Research Articles

Pengaruh Fatherless terhadap Perilaku Agresif Verbal dan Nonverbal Siswa Kelas XI Di SMK X Kediri

The absence of a father, both physically and psychologically, has a profound impact on the emotional and social development of children, particularly increasing aggressive tendencies in those lacking the support of both parents during upbringing. This study employed a quantitative approach, utilizing questionnaires to measure levels of fatherless and student aggression. Data were collected from 60 students and analyzed using Chi-square tests to determine the relationship between fatherless and aggressive behavior. The findings revealed that the majority of students experienced moderate levels of fatherless. Validity and reliability tests of the questionnaires indicated that the data were trustworthy. The primary outcome of this research is the significant influence of father absence on both verbal and nonverbal aggressive behaviors in students. The Asymp. Sig. value in the Chi-square test was 0.001, indicating a significant relationship. The predominant form of aggressive behavior identified was verbal aggression, such as swearing and insults, while nonverbal aggressive behaviors, like hitting and pinching, were found at lower levels.

An examination of the relationship between aggression and anger levels and psychological performance of students at a Faculty of Sports Sciences

Background and purpose: This study aims to examine the relationship between aggression and anger levels and the psychological performance of students studying at the Faculty of Sports Sciences, ensuring the development and control of the emotional differences in aggression and anger of university students while doing sports. Methods: The sample of the research consists of a sufficient number of students from Kafkas University Sarıkamış Faculty of Sports Sciences who were selected using the random sampling method and calculated according to statistical techniques during the 2023-2024 academic year. A total of 473 students, female (n= 194) and male (n= 279), studying at Kafkas University Sarıkamış Faculty of Sports Sciences, participated in the study. Results: The results of the research show the variables of gender, age, year, department, and sports branch variables of sports sciences students. When examined according to the gender variable, it was found that the rate of female participants was 41.0% and the rate of male participants was 59.0%. When the age variable was examined, it was found that the largest age group was the participants between the ages of 21-23 (56.7%), while the participants aged 27 and over constituted the smallest group (2.7%).When the year variable was examined, it was found that the majority of the participants were in the 4th year (40.6%). According to the department variable, it was found that the number of students participating was higher in sports management (evening education) (11.8%). The highest participation was in the field of Sports Management (Regular Education) with 46.3%. When the sports variable was examined, it was determined that participants do individual sports (50.1%) and team sports (49.9%). Conclusion: This study aimed to understand the potential relationship between aggression and anger levels and the psychological performance of Faculty of Sports Sciences students. Results show that there are emotional and psychological differences between gender groups, age groups, grade levels, and department variables. It is noteworthy that gender-based emotional differences emerge, especially in the anger sub-dimension, and that different levels of emotional characteristics were determined between age groups in terms of aggression, motivation, and self-confidence.

Teacher stress in social interactions in the light of polyvagal theory. An ambulatory assessment approach to teachers' heart rate and heart rate variability.

Teaching is a genuinely social and highly demanding task. Drawing on Porges' phylogenetic polyvagal theory with three evolved systems and three associated behavioral responses (social engagement, mobilization, and immobilization), we investigated teachers' heart rate and heart rate variability in social interactions using ambulatory assessments. We continuously measured heart rate and heart rate variability of 42 apparently healthy teachers on a work and leisure day with ambulatory electrocardiogram. We videotaped four consecutive, same-day lectures of each teacher. We trained observers to code student aggression and frontal teaching behaviors in an event sampling procedure with the behavior observation system for analyzing aggressive behavior in school settings. Additionally, perceived teacher-student relationship, social support from other teachers / school management, occupational complaints, and vital exhaustion were assessed by teacher self-reports. Teachers showed an increased heart rate and a decreased heart rate variability on a workday compared to a leisure day, anticipatory stress before classes, as well as insufficient recovery during lunchtime. Observed student aggression and high proportion of frontal teaching were associated with lower heart rate variability, while better perceived teacher-student relationship was correlated with higher heart rate variability. Differently, teachers' psychological strain and heart rate variability were unrelated to each other. Corresponding to polyvagal theory, results suggest that successful social interactions are fundamental for teachers' favorable cardiological reactions.

Effects of Suryanamaskara and Sheetali Pranayama on College Students Aggression: A Prospective Interventional Study

Introduction: Students today face a more fast-paced and demanding lifestyle due to heavy workloads and hectic schedules. By using the potential of Suryanamaskara, a dynamic sequence of yoga postures known for its energising and calming effects, along with Sheetali Pranayama, a cooling breathing technique that promotes relaxation and reduces stress, this study contributes to the growing body of research on non pharmacological interventions for emotional regulation in adults. The focus of this research is the effects of Suryanamaskara and Sheetali Pranayama on reducing aggression levels in college students. Aim: To investigate the effects of Suryanamaskara and Sheetali Pranayama in reducing aggression levels in college students. Materials and Methods: This prospective interventional study employed a stratified purposive random sampling design to evaluate the efficacy of Suryanamaskara and Sheetali Pranayama in reducing aggression levels among college students. Voluntary participants were initially screened using the Buss and Perry Aggression Questionnaire (AQ) and those who exhibited high aggression scores were selected for the intervention training programme. A total of 54 participants were randomly assigned to two experimental groups. Group 1 underwent a Suryanamaskara intervention, while Group 2 engaged in Sheetali Pranayama, both incorporating Sukshma Vyayama and a cooling down period within the framework. Intervention sessions lasted 45 minutes, five days a week, for 10 weeks. Aggression levels were assessed preand postintervention and paired sample t-tests and independent sample t-tests were used for statistical analysis. Results: The findings of this study demonstrate a significant reduction in aggression levels among college students following a 10 week yoga intervention programme, with the mean difference in aggression scores between pre- and postintervention being 14.40 for the Suryanamaskara group and 17.29 for the Sheetali Pranayama group, indicating a decrease in aggression levels. Both the Suryanamaskara and Sheetali Pranayama groups exhibited notable improvements in aggression scores as measured by the Buss and Perry AQ. However, a comparative analysis using independent sample t-tests and effect size showed that the pretest t-statistics were -1.59 (p-value=0.11) and for the post-test t-statistics were -1.16 (p-value=0.24), revealing no significant differences between the groups for either pretest or post-test scores (p-value>0.05). Conclusion: This experimental study demonstrated a significant reduction in aggression levels among college students following a 10-week intervention with either Suryanamaskara or Sheetali Pranayama programmes. A comparative analysis revealed equivalent changes in aggression levels between the two groups, indicating that both yogic interventions were equally effective in reducing aggression in college students.

The Influence of Emotional Maturity on Aggressive Behavior in Junior High School Students with School Climate as a Moderator Variable

Aggressive behavior is a common problem among both the general public and students. It is disliked in society because it creates a sense of insecurity and has harmful consequences, ranging from physical injury to psychological damage. This study examines the influence of emotional maturity on aggressive behavior with school climate as a moderating variable. A total of 87 students from Bhakti Loa Janan Junior High School, consisting of grades 7, 8, and 9, participated in this study. The study used three valid and reliable measuring instruments, consisting of an aggression scale, school climate, and emotional maturity. The results of the study showed that school climate was not proven to be a moderating variable between emotional maturity and student aggression with a significant value (p) of 0.168. Keywords: emotional maturity, aggressive behavior, school climate

Relationship between Exposure to Violent Content on the Media and Aggressive Behaviour among Adolescent Learners in Western Region, Kenya

This study explores the relationship between exposure to violent media content and aggressive behavior among adolescent secondary school students in Kakamega, Kisii, and Siaya Counties, Kenya. These counties have relatively high media technology access, particularly mobile phones and radio, which exceed national averages. They also report notable incidences of student aggression, with Siaya and Kisii counties showing high rates of student unrest. Grounded in Albert Bandura’s Social Learning Theory, the study utilized a mixed-method approach, adopting descriptive survey and correlational research designs. A sample of 417 students was drawn from a population of 190,555, selected using stratified random sampling method. Data collection involved questionnaires, content analysis, and the Adolescent Peer Relations Instrument (APRI). A pilot study conducted in Vihiga County confirmed the reliability of the instruments, with a Cronbach's Alpha coefficient of 0.87. The study revealed a significant correlation between aggression and exposure to violent content on television (r = 0.211, p = 0.000), with television identified as the most substantial contributor to aggression (B = 0.218, p = 0.001). Notably, 46% of adolescents in Kakamega, Kisii, and Siaya reported constant exposure to violent media, while 11% frequently imitated the violence observed, primarily on mobile phones. Additionally, 9% of respondents justified the violence they encountered, and 56.5% exhibited mild violent tendencies. The study recommends stricter enforcement of media violence regulations, including enhanced penalties and parental guidance ratings, alongside the introduction of media literacy programs in schools. Additionally, it calls for limiting unsupervised internet access for minors, particularly in public cybercafes, to mitigate the negative influence of violent media content.

Teacher-Directed Aggression: Causes Perceived vs. Aggression Experienced

Teachers as victims of aggression seldom become focus of psychological research. However, teacher-directed violence has become a socially relevant phenomenon. Revealing the causes of teacher-directed aggression should at the core of antibullying programs. To identify these causes, psychologists need to study teachers’ experience and insights. The authors compared causes of teacher-directed aggression as perceived by teachers with their accounts of students’ aggression experience. The research relied on the methods of principal component analysis and Pearson’s correlation analysis. The sample consisted of 5,350 teachers from nine regions of the Russian Federation. Most respondents believed teacher-directed aggression to be caused by the dysfunctional family or parents’ disrespect of the teaching staff. The causes were divided into teacher-related, environmental, and intrapersonal. These variables correlated with teachers’ experience of student aggression. The phenomenon of teacher-directed aggression should be taken into account in violence prevention programs aimed at ensuring safety and well-being of both teachers and students.

MỐI QUAN HỆ GIỮA HÀNH VI GÂY HẤN VÀ KĨ NĂNG TỰ CHỦ CẢM XÚC Ở HỌC SINH TRUNG HỌC CƠ SỞ

The goal of this paper was to explore the relationship between aggressive behavior and emotional self-control skills in middle school students, along with examining the current status of reactive and proactive aggression and emotional self-control skills in students. A total of 1,235 students in grades 6, 7, and 8 in Hanoi, Nghe An, and Ho Chi Minh city participated in the study by answering a set of questions including the Proactive and Reactive Aggression Questionnaire (PRQ, Raine et al., 2006); Aggression Scale (AS - Aggression Scale, Orpinas and Frankowski, 2001); The Basic Empathy Scale (BES, Jolliffe et al., 2006) and emotional self-control skills scale. Research results from this quantitative research illustrated that middle school students demonstrate aggressive behavior at an average level, mainly occasionally performing this behavior but the proportion of secondary students regularly performing aggressive behavior was quite high. There was a negative correlation between aggressive behavior and emotional self-control skills in students; emotional self-control skills and empathy were predictors of aggressive behavior. The analysis, interpretation of results, as well as limitations of the current study, were also discussed in the discussion section of this paper.

Relational Aggression of Elementary School Students Based on Gender

Identifying gender differences in relational aggression (RA) is critical, given its profound impact on students' social dynamics and psychological well-being, as well as the need to develop more focused and effective prevention and intervention strategies in educational settings. This study aims to analyze the patterns and characteristics of relational aggression among 11-year-old elementary school students, with a focus on identifying any significant differences or trends based on gender. The type of research used is comparative research. The sample in this study was 457 respondents consisting of 19.3% male and 80.7% female. The Relational Aggression Scale was used to collect data on the relational aggression of elementary school students in various elementary schools in Banten province. The data collection process was facilitated by the teachers in each participating school. The analysis technique used was descriptive and a different test with the Welch test. The results showed that there was a significant difference in the relational aggression of boys and girls, with an average score difference of -0.37 logit between boys and girls.

Psychological climate of class – factor for prevention and reduction of school aggressiveness

Current research and studies demonstrate that the problem of bullying-type aggressiveness in school is worsening internationally as well as nationally. Various factors that lead to aggressiveness and violence among students are extensively analyzed, including non-vulnerable factors. In recent decades, the focus has been on addressing the problem of bullying in school that is becoming complex and difficult to realize. In the given article, an attempt is made to address the issue of reducing and preventing student aggression by valorizing the values and functions of the students’ class and, above all, the healthy psychological climate. Namely the psychological climate creates a favorable environment for learning and education that strongly influences the behavior of students. The characteristics of psychological climate, the ways of forming a healthy psychological climate, principles and ways of valorizing the classroom climate in preventing and reducing aggressiveness and bullying-type aggressiveness in school are analyzed. Some forms and methods of carrying out this process were also described. The proposed concept opens up new perspectives for preventing and reducing aggressiveness, including bullying in educational institutions.

Internalizing an Islamic Culture of Inner and Social Peace to reduce Student Aggression in Higher Education

Internalization of peaceful Islamic culture in higher education is a concept that emphasizes the creation of a harmonious learning environment and respect for differences to achieve an effective, conducive, and minimally violent learning environment for students. Research on the internalization of Islamic culture of peace at the higher education level on the study of inner and social aspects to create peace often needs more attention. This study examines the effectiveness of Islamic inner and social peace culture in reducing student aggression in higher education. This research approach is quantitative research. The type of research is quasi-experimental non-equivalent control group design: the design used is pretest- posttest control group design. Respondents came from 3 universities in South Sulawesi, Indonesia. Forty-eight respondents were divided into two groups, experimental group (M=26.63, SD=3.41) and control group (M=24.38, SD=2.65) . Respondents in this study tended to have high levels of aggression. The sampling method used to collect data was purposive sampling. This research questionnaire uses a modified Buss-Perry Aggression Questionnaire (BPAQ) which has gone through a translation process using Indonesian with level reliability α= 0.763. The data analysis of this study used paired sample t-test. The results showed that the internalization of three principles in building an Islamic Culture of Inner and Social Peace, namely inner peace, soul cleansing, and noble morals, effectively reduced student aggression. This research implies that a harmonious learning environment in higher education can be achieved by strengthening the implementation of character building for students who are able to communicate, think critically, and solve problems peacefully.

Relational aggression in Greek university students: A latent profile analysis of students’ cultural orientations

IntroductionPersonal cultural orientations are influenced by the range of cultural beliefs and values that university students encounter during this developmental period. Personal cultural orientations may be related to relational aggression, which is a form of adverse behaviour that inflicts harm or manipulates others, particularly within the context of close relationships or social groups. However, the association between relational aggression and personal cultural orientations has been a relatively understudied research area. Previous studies have mainly focused on exploring potential differences in relational aggression across distinct cultures. ObjectiveThis study aimed at examining the associations between five personal cultural orientations (i.e., power distance, uncertainty avoidance, collectivism, masculinity, and long-term orientation) and functions of relational aggression (i.e., proactive and reactive) by applying a person-centered approach. MethodThe sample consisted of 730 Greek University students, 547 (i.e., 74.9% of the sample) were females, aged from 18 to 62years (M=24.42, SD=7.92), who completed an online survey. ResultsThe results of a latent profile analysis identified three profiles of personal cultural orientations, namely Consensus-oriented moderates; Consensus-oriented egalitarians; and Rules-based competitors. The latter group has higher scores compared to the other groups on both proactive and reactive relational aggression. ConclusionThe findings can have important implications in university settings, as distinct intervention strategies could be developed to target students based on their personal cultural orientations profile and their engagement in relational aggression.

Analysis of Mental Disorders of Aggression in Students (Case Study of Class X IPS 4 at Mujahidin Private High School Pontianak)

Aggressive behavior among adolescents, especially high school students, has become a significant issue today. This article presents an analysis of deviant aggressive behavior among students in class XI IPS 4 at SMA Swasta Mujahidin Pontianak, covering the forms of behavior, causes, impacts, and efforts to address aggressive behavior among students. The aim of this article is to provide a factual overview using a descriptive qualitative approach through interviews and documentation with students at SMA Swasta Mujahidin Pontianak. The interview results indicate that aggressive behavior at SMA Swasta Mujahidin Pontianak can take the form of fighting, mocking friends, bullying, or taking friends' belongings. The causes of aggressive behavior are diverse, including family influence, unpleasant conditions created by parents, a toxic peer environment, and frequent exposure to aggressive scenes. The impact of aggressive behavior can affect emotional development and academic performance. To address aggressive behavior, the school has undertaken various efforts by providing counseling services through the school counselor and implementing policies such as sanctions for the perpetrators. Aggressive behavior must be eradicated in the school environment as it is harmful and detrimental to others.

The mediating role of Narcissism in the relationship between self-esteem and aggression of university students in Sagaing Township, Myanmar

The world is competitive in every possible way, especially in the education sector, so university students tend to seek success in their academic field and try to get attention within their social circle often at any cost or effort. This leads to the presence of narcissistic personalities among the university population, stemming from underlying low self-esteem and contributing to aggression. This study aimed to investigate the mediating role of narcissism in the relationship between self-esteem and aggression among university students in Sagaing. The sample comprised 1058 undergraduate students with 519 females and 539 males from undergraduate classes. Rosenberg (1965)’s self-esteem scale, the Narcissistic Personality Inventory by Raskin and Terry (1988) and the aggression questionnaire by Buss and Warren (2000) were used as the data gathering instruments. The findings revealed that self-esteem exhibits both a direct negative effect on aggression and an indirect positive effect mediated by narcissism. Interestingly, while high self-esteem typically acts as a deterrent to aggression, its mediation by narcissism can increase aggressive tendencies. This suggests a suppressor effect, termed competitive mediation, where the positive relationship between self-esteem and aggression is reversed when narcissism serves as a suppressor variable. As this suppressor effect is enticing for the researchers, further studies should explore the moderating factors in the relationship between self-esteem, narcissism and aggression. The study’s findings are expected to provide the foundational insights for the education policy makers to develop prevention programs for narcissism and aggression, promote professional development of educators, integrate curriculum components that address self-esteem, and implement counselling programs in educational settings.

Exploring relational aggression and gender dynamics: a global and Indonesian perspective

Girls generally use less physical aggression than boys. However, does this mean that girls are more likely to use relational aggression. With this question in mind, our study aims to analyze the relational aggression of students in Indonesia based on gender. This type of research used is comparative research. The sample in this study was 510 respondents consisting of 19.6% male and 80.4% female. The relational aggression scale (RAS) was used to collect data on student relational aggression in various regions in Indonesia. The analysis technique used is descriptive and differences with the Welch test. The results show that there are significant differences in male and female relational aggression, with an average score difference of -0.30 logit between men and women. In addition, there are fluctuations in the level of relational aggression in the context of gender from year to year in some countries, such as the United States, China, Australia, and others. Recommendations for future research are to integrate a more in-depth social and cultural analysis in Indonesia.

The Influence of State Identity on Student Aggressivity

Aggressiveness is behavior that hurts, injures, harms and is detrimental both physically and psychologically. State identity is organizing, encouraging, believing in oneself to make self-decisions. This research is limited, the purpose of this study is to determine the effect of state identity on aggressiveness in semester 4 students at Palembang city, South Sumatra, Indonesia. The total number of research respondents was 45 people. Data collection was carried out through a questionnaire with a quantitative research type. This research was developed with the development of Taufik's (2011) scale concerning the effect of identity status on aggressiveness. The results of the research analysis showed that the significance hypothesis test value was 0.43, the normality test was 0.48 and the linearity test was 0.14. Referring to the deviation from sign value of 0.05, it can be concluded that there is a significant relationship between state identity and the aggressiveness of 4th semester students.

Interpersonal Communication Training To Reduce Student Aggressiveness

Aggression is a behavioral problem that often occurs in students. Aggression can be caused by various factors, one of which is a lack of interpersonal communication skills. Excessive aggressive behavior can have a negative impact on students and their environment. Aggressive students can experience problems in learning, socializing and establishing relationships with other people. Aggressive behavior can also cause problems in the school environment, such as brawls, bullying and sexual violence. Interpersonal communication training is one effort that can be made to reduce aggression in students. Students who need to reduce aggression are students who have excessive aggressive behavior or often carry out aggressive behavior. This study aims to test the effectiveness of interpersonal communication training in reducing aggression in students. The research results show that interpersonal communication training can reduce aggression in students. Students who took part in interpersonal communication training showed a significant reduction in aggression scores compared to students who did not take part in the training.

Impact of Dysfunctional Parenting on Aggression and Disruptive Behaviour among Children

This quantitative study aimed to explore the impact of dysfunctional parenting on aggression and disruptive behaviour among children. The data were collected from 100 children studying at different institutes in Rawalpindi, using a purposive sampling technique. The participants of the study varied in age between 11-14 years. Three scales, that is, the Parenting Scale (PS), the Aggression Scale (AS), and the Disruptive Behaviour Sale Professed by Students (DBS-PS) were used for data collection. The data analysis was performed using correlation analysis, linear regression, and independent sample T-test. It was hypothesized that dysfunctional parenting would be positively correlated with aggression and disruptive behaviour, and dysfunctional parenting would have a significant impact on aggression and disruptive behaviour. The findings revealed that dysfunctional parenting was positively correlated with disruptive behaviour, but not with aggression. On the other hand, aggression and disruptive behaviour were positively correlated. Moreover, it was also proved that dysfunctional parenting had a significant impact on aggression and disruptive behaviour. However, there were no significant gender differences to be found in the study outcomes. This research will help to fill the gap in the research on student aggression and dysfunctional parenting.

Perbedaan Tingkat Perilaku Agresi Siswa SMA Sederajat di Kabupaten Labuhanbatu Ditinjau dari Jenis Kelamin dan Jenis Sekolah

This study was conducted with the aim of finding out the difference in the level of student aggression behavior reviewed from gender and type of school in Labuhan Batu Regency in 2019, this study is quantitative research with a sample of 346 students, sampling using Random Sampling. The instrument used is the aggression behavior scale. Data analysis with the Mann-Whitney Test. The results of the study showed that there was a difference in aggression behavior between men and women, where male aggression behavior was higher than female aggression behavior

Strategies for Controlling Aggression among Secondary School Students in Bayelsa State

The study evaluated the strategies for controlling aggression among secondary school students in Bayelsa State. A descriptive survey design was adopted for the study. Three research questions and corresponding hypotheses were raised to guide the study. The population of the study was all students and teachers in the 192 public secondary schools in Bayelsa state. A sample of 567 comprising of 100 teachers and 467 SS3 students were randomly selected from the population. The instrument for data collection was a “Strategies for Controlling Students’ Aggression Questionnaire (SCSAQ)” developed by the researcher and validated by experts. The reliability of the instrument was established using Cronbach Alpha formula and a coefficient of 0.87 was obtained which was considered appropriate for the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test statistic at 0.05 level of significance. It was revealed that the extent of implementation of strategies for controlling students aggression in secondary schools was low. It was recommended amongst others that the school management should be encouraged to implement the strategies for controlling students’ aggression in secondary schools in Bayelsa state.