Aggressive Behaviour in Secondary Schools of Mesken Woreda: Types, Magnitude and Associated Factors

Psychology and Behavioral Science International Journal ISSN 2474-7688 Research Article Psychol Behav Sci Int J Volume 10 Issue 5 - March 2019 Copyright © All rights are reserved by Tadele Fayso DOI: 10.19080/PBSIJ.2019.10.555800 Aggressive Behaviour in Secondary Schools of Mesken Woreda: Types, Magnitude and Associated Factors Tadele Fayso* Researcher, Addis Ababa University, Ethiopia Submission: November 22, 2018; Published: March 11, 2019 *Corresponding author: Tadele Fayso, Researcher, Addis Ababa University, Ethiopia Abstract The objective of this study was to explore types, magnitude, and predictors of aggression as well as methods that teachers use to control aggressions in secondary schools of Meskan woreda of the Gurage zone. Concurrent nested design was used for the study. A total of 352 secondary select student participants whereas purposive sampling technique was used to select teachers and principals. Questionnaire that contained itemsschool on students, socio-demographic 18 secondary variables, school teachers scales for and aggression 2 principals and participatedparenting styles in the were study. used Stratified by the researcher random sampling to collect technique information was from used the to regression analysis were conducted to analyze the data. students. Qualitative data were collected from teachers and principals through FGD. Descriptive statistics, one sample t- test, and step wise linear woredaThe scored findings relatively disclosed high that on thethe measure three forms of indirect of aggression aggression. namely However, indirect, as the verbal data show and thephysical students were reported prevalent low levelamong of indirect,adolescents verbal in andsecondary physical school aggression of Meskan as compared woreda. Regarding to the hypothesized the magnitude population of aggression, mean (i.e.the findings2.0) in each indicate form that of aggression. adolescent inThe secondary linear regression school of analysisMeskan of aggression. Together, the four independent variables have explained 12.8% of the variance in aggression. This indicates that only a small reveals that school setting, age, grade level and scores on the measure of perceived parental warmth/love found to be significant predicators aggression advising the wrong doer, handing over the wrong doer to discipline committee, consulting with parents, expelling from class and suspending/dismissingbut significant part of the from variance the school in aggression were the mostwas explainedcommon methods by the predictor reported variables.by the teachers. Regarding Recommendations the methods teachers were also used forwarded to control in theKeywords: light of the Aggressive findings. behavior; Parenting style; Secondary Schools Introduction that accompanies low scholastic [2]. From the behavioral prob- Manifestation of aggressive behavior is one of the major problems, aggression in schools needs special attention since it affects lems associated with adolescents in the secondary schools today. student’s proper development substantially in their schooling and The pervading incidence of aggressive behavior among secondary later in life. Beck [3] indicates that children who are aggressive school students is alarming. Eziyi & Odoemelam [1] revealed that at early ages tend to show delinquent behavior during adulthood aggressive behavior is “one of the most frustrating issues parents than those children who were not aggressive. In addition, students and teachers face, and that is normal in young children who do who were aggressive tend to score low in their academic achieve- not yet understand that it is wrong and more importantly why it ment than those students who were not aggressive and tend to be is wrong”. Obviously, some adolescents in the secondary schools poor in communication with their peer and teachers. exhibit one form of aggressive behavior or the other. Although the word ‘aggression’ is both recognized and under- Though behavioral problems in schools take different forms; stood in the common usage of the term [4] it is used so broad- truancy, tardiness, insubordination, profanity; vandalism and ag- ly that it becomes virtually impossible to formulate a single and gression are worth to be mentioned. The causes for such behaviors are many in number. In addition to biological factors, the causes topic, and the continuous effort shown by scholars dedicated to for misbehaving reside on parental rejection, poverty, viewing vi- comprehensive definition. Despite the enormous literature on the - the scientific study of aggression, there is still considerable dis olence in the media, peers and gang influence and the frustration Psychol Behav Sci Int J 10(5): PBSIJ.MS.ID.555800 (2019) 001 Psychology and Behavioral Science International Journal agreement about its precise meaning and causes, with no singular lieves that more research needs to be conducted in the areas of behavioral problems as the problems are extensive, vary in nature singular dimension, ‘aggression’ consists of several phenomena and only little has been accomplished so far. On this premise, this or even preferred definition. Far from being a term describing a which may be similar in appearance but have separate genetic study will attempt to investigate the types of aggression, its mag- and neural control mechanisms, show diverse phenomenolog- nitude, predictors of aggression and methods that teachers use/ ical manifestations, have different functions and antecedents, employ to control aggression in secondary schools of Meskan and are instigated by different external circumstances, Ramirez woreda of the Guraghe zone. other similar constructs, such as violence, antisocial behavior, or Context (1996,1998,2000). Further, an insufficient differentiation with The importance of developing positive interpersonal skills is considered essential to our society [10,11]. Prior studies exam- - delinquency, makes the task of its definition even harder. ined the different forms of aggressions in schools. According to Aggressive behavior has been defined by experts in educa Bjorkvist et. al [12] these are physical, verbal and indirect aggres- tional psychology in various ways. Wood et al. [5] defined it as “the sion. Various factors were repeatedly mentioned in the literature intentional infliction of physical or psychological harm on others”. as associated factors of aggression. These factors among others, From this definition, it is obvious that for an act to be classified as were attributable to biological factors, socio demographic vari- harm on others must be intentional. Hence, unintended and acci- an aggressive behavior, the infliction of physical or psychological as aggressive behavior. Aggressive behavior among adolescents in ables, parenting styles, personality and viewing violent films [2]. dental infliction of harm on others may not be rightly classified aggressive behaviors [7]. secondary schools takes various forms. It can be physical or ver- Scholars also identified some techniques that enable to minimize The current researcher has lived for more than ten years in verbal aggression entails using words that are intended to harm Meskan woreda and during his stay in the woreda, it was very bal. Physical aggression refers to inflicting injury on others, while another person. usual for him to hear about prominent aggressive behaviors like talking nasty words, teasing, threatening, disobeying school regu- Aggressive behavior among adolescents in secondary schools lation, quarreling with and criticizing teachers among adolescent sometimes takes the form of an over-reaction, screaming, shout- in secondary schools. However, there is no empirical evidence ing or becoming very agitated as a result of a very minor setback presented so far in the woreda to inform the school community [1]. It also takes the form of quarrelling, insubordination, bully- about the types of aggression, magnitude, predictors and mech- ing, revolution, destruction of school property, protest, angry anisms teachers use to control aggression. This trend, as a social shouts of rebellion etc. It appears that students’ aggressive be- observation, is alarming and suggests the need for studies aimed havior stems from different factors. It can be traced to learners’ at exploring the types of aggression, magnitude of aggression, family backgrounds, community, school and value systems. If the predictors of aggression and methods that teachers practice con- learner is unstable due to the above factors, he/she may suddenly trolling aggressions in secondary schools of Meskan woreda. display deviant behavior, tends to be emotionally disturbed and exhibits destructive tendencies. Theories of aggression suggest Purpose of the Study that aggression is acquired through a process of trial and error, The overall purpose of the study was to explore the types of instructing, and observation of models. The aggressive behavior aggression, magnitude of aggression, predictors of aggression and is affected by reinforcement, the past experiences of the person, methods that teachers use to control aggressions in secondary the social environment or social milieu, and one’s personality [6]. Aggressions in schools revealed in different types and violence schoolsi. Indicating of Meskan the woreda. types of More aggressions specifically that it areis aimed commonly at, ob- is one of the most prevalent and destructive behavior that adoles- served among adolescent in secondary schools of Meskan cents face today, because they are

Load more