Predicting Aggression among Male Adolescents: an Application of the Theory of Planned Behavior

A Structural Model for Aggression in Middle School Students in Korea: Based on Ajzen's Theory of Planned Behavior

(1) Purpose: The purpose of this study was to construct a hypothetical model for the variables that can explain aggression in middle school students in order to promote mental health and the growth and development of middle school students in Korea. Through this model, we tried to confirm the structural relationship between the variables and their influence. (2) Methods: The subjects of this study were middle school students in the Korean city of D, and the data collection period was from July to September 2016. The data were collected from the final 310 completed copies of the questionnaire, excluding 23 copies with insufficient data. SPSS 26.0 and AMOS 26.0 were used for data analysis. (3) Results: The fit indices of the final model (GFI = 0.88, AGFI = 0.84, IFI = 0.95, CFI = 0.95, SRMR = 0.06, and RMSEA = 0.07) met the acceptable levels. The variables that affected middle school students' aggression were parenting behavior and aggression regulation intention, and together, their explanatory power for aggression was 50.5%. Perceived behavioral control was the most influential variable for aggression regulation intention. (4) Conclusions: The results of this study will be used as a basis for studying aggression and developing aggression control training programs with the aim of reducing aggression in middle school students.

The Effect of a Theory-Based Educational Intervention on Reducing Aggressive Behavior among Male Students: A Randomized Controlled Trial Study

Introduction

One of the most challenging issues in public health is preventing aggression and violent behavior, generally in the adolescent population. Intervention studies in this field, especially in Iran, were few. Moreover, their findings are controversial. Therefore, this study was conducted to investigate the effect of educational intervention based on the theory of planned behavior (TPB) on reducing aggression among male students.

Method

This study used a randomized controlled trial design. The sample comprised 98 middle school students aged between 13 and 16 years (14.28 ± 0.7). Educational intervention for the experimental group consisted of five sessions of 45-60 minutes. Data were collected using two self-administered questionnaires to measure aggression and constructs of TPB. Data were analyzed using paired t-test, independent t-test, and chi-square test at a significance level of 0.05.

Results

After the intervention, the experimental group showed a significant increase in all TPB constructs except the subjective norms, compared to the control group (p < 0.001). After two months of intervention, the mean score of the aggression behaviors in students in the experimental group showed a remarkable improvement in the experimental group, while the control group showed no significant difference.

Conclusion

The findings of this study showed that the theory-based educational intervention was effective on the improvement of aggressive behavior. To achieve a significant change in perceived mental norms, more training sessions are recommended, and emphasis is placed on educating parents, peers, and school staff.

Reducing Aggression and Improving Physical Fitness in Adolescents Through an After-School Volleyball Program

This study aimed to determine the effects of an after-school volleyball program on aggression and physical fitness in 14–16 years old students. One hundred and seven participants were randomized to a small-sided volleyball (SSV) training group or a control group (CON). The SSV group completed 8 months of small-sided volleyball training twice a week after school in addition to the regular physical education classes. Yo-Yo Intermittent Recovery Level 1 test (YYIRT1), medicine ball throw (MED), vertical jump (VJ), and Buss and Perry’s aggression questionnaire were evaluated before and after 8 months of training. Results revealed a significant interaction effect (group × time) in total sample for physical aggression [F(1, 105) = 17.688; p < 0.001], verbal aggression [F(1, 105) = 4.973; p = 0.028], anger [F(1, 105) = 7.662; p = 0.007], medicine ball throw [F(1, 105) = 36.143; p < 0.001], and YYIRT1 [F(1, 105) = 12.508; p = 0.001]. After-school small-sided volleyball for adolescents was accompanied by a significant decrease in aggression compared to physical education classes only. Additionally, adolescents from SSV group showed better results in physical fitness compared to the control group. Our findings significantly contribute to the understanding of possible mechanisms for reducing adolescents’ aggression, which include enjoyment, motivation, and self-control through sport intervention.

Aggression and its predictors among elementary students

Background:

Aggression is the most significant psychopathological risk factor. It is a multifaceted construct and can affect students’ social, mental and physical health. The present study was conducted to investigate factors associated with aggression among elementary school girls and boys using the theoretical framework of Social Cognitive Theory in Kermanshah city, Iran.

Methods:

The cross-sectional study was conducted on 900 students, including 445 girls and 455 boys, 563 parents and 104 elementary school teachers in the fourth, fifth and sixth educational grades in Kermanshah city in 2018. The proportionate stratified random sampling was used. The Adolescent Peer Relations Instrument (APRI) was used to measure aggression. To measure the variables of social cognitive theory, a researcher-made questionnaire was used. Data analysis was conducted using descriptive and inferential statistics via the SPSS software.

Results:

It was showed that 29% and 10% of the students had moderate and high levels of aggression, respectively. Also, 30.6% of them were moderate victims and 45.6% were intense victims. Self-efficacy (p less than 0.001), perceived social norms (p=0.011), observational learning (p less than 0.001), outcome expectations (p=0.027), outcome expectancies (p=0.028) and per-ceived situational (p less than 0.001) were reported as the significant predictors of aggressive behaviors in the students based on the Social Cognitive Theory constructs. In total, they explained for 37.3% of changes in aggressive behaviors. Parents’ knowledge (p=0.005), parents’ attitude (p=0.012), teachers’ attitude (p less than 0.001), and teachers’ self-efficacy (p=0.021) had statistically significant relationships with aggression in the students.

Conclusions:

Aggression among children and adolescents is getting alarmingly prevalent. The Social Cogni-tive Theory is the appropriate framework for the prediction of aggression behaviors in children and adolescents. Therefore, designing and implementing educational interventions based on this theory can help with the management of aggression in children and adolescents.

Students' Aggression and Its Relevance to Personal, Family, and Social Factors

Background:

Aggression is defined as behaviors intended to hurt, harm, or injure another person. Aggression is by no means a new concern in human society, especially in youth. Universities are among the institutions in which most of the members are young people and because of facing with various personal and social stressors, the students usually experience high level of stress.

Objectives:

This study aimed to determine aggression among university students and its association with their personal, family, and social characteristics.

Materials and Methods:

This cross-sectional, analytic study was conducted on a representative sample (n = 809) of university students (1 state university and 2 private universities) locating in Gonabad, Iran in 2012. Using proportional to size stratified sampling, we selected the respondents and gathered the required data using a valid and reliable questionnaire. The data were entered into SPSS (version 20) and analyzed through t test, ANOVA, and regression model.

Results:

A total of 381 (47.2%) male and 428 (52.8%) female students participated in the study. Mean (SD) age of the respondents was 21.79 (2.86) years. Overall mean aggression score (SD) in the students was 72.45 (15.49) and this score for in dorm and out of dorm students was 74.31 (15.59) and 70.93 (15.23), respectively. There were significant associations between the mean aggression score of dormitory students and sex (P = 0.004), age (P = 0.044), and type of the university (P = 0.039). On the other hand, there was no significant association between all independent factors and mean aggression score of students living out of dorm.

Conclusions:

Regarding the control of aggressive behaviors, paying attention to male, young students living in dormitory, especially in non-governmental universities has the highest priority.