Saldırganlık Davranışının Boyutları ve İlişkili Olduğu Faktörler: Lise ve Üniversite Öğrencileri Üzerine Karşılaştırmalı Bir Çalışma
Yükleniyor...
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Lise ve üniversite öğrencilerinin saldırganlık davranışlarının çeşitli değişkenler açısından incelendiği bu araştırma genel tarama modelinde gerçekleştirilmiştir. Araştırma örneklemini 2007–2008 öğretim yılında Konya ilindeki liselerde öğrenim gören öğrenciler ve Selçuk Üniversitesi’nin farklı fakültelerinde öğrenim görmekte olan (1294’ü lise (%57,7), 948’i (%42,3) üniversite ) toplam 2242 öğrenci oluşturmuştur. Araştırma verilerini toplamak amacıyla “kişisel bilgi formu” ve “saldırganlık ölçeği” kullanılmıştır. Verilerin analizi; bağımsız değişkenlerin, bağımlı değişkenler üzerindeki etkilerini ortaya koyabilecek bir desen içinde ele alınmıştır. Bu araştırmanın bağımsız değişkenleri; devam edilen eğitim kurumunun düzeyi, cinsiyet, geldikleri yerleşim yerinin türü (Köy-mezra, Kasaba, İlçe, İl ve Büyükşehir), mezun olunan/devam edilen lise türü (Genel Lise, Meslek Lisesi ve Kolej), baba eğitim düzeyi, anne eğitim düzeyi, sosyo ekonomik düzey ve kitle iletişim araçlarını kullanma düzey ve biçimleridir. Araştırmanın bağımlı değişkeni ise saldırganlık düzeylerindir. Lise ve üniversite öğrencilerinin saldırganlık düzeyleri puan ortalamalarının devam edilen eğitim kurumu düzeyi ve cinsiyet değişkeni açısından farklılaşma durumunu ortaya koymak amacıyla bağımsız gruplar için t testi kullanılmıştır. Saldırganlık düzeyi puan ortalamalarının geldikleri yerleşim yerinin türü devam edilen /mezun olunan lise türü, baba eğitim düzeyi, anne eğitim düzeyi ve sosyoekonomik düzey değişkenleri açısından farklılaşma durumunu ortaya koymak amacıyla tek yönlü varyans analizi (F testi) kullanılmış, farklılaşmanın kaynağını belirlemek için tukey testi uygulanmıştır. Saldırganlık düzeyinin kitle iletişim araçlarını kullanma düzey ve biçimleri açısından incelenmesi amacıyla Pearson momentler çarpımı korelasyon tekniği kullanılmıştır. Araştırmadan elde edilen bulgular ışığında ulaşılan sonuçlar aşağıda özetlenmiştir: Araştırma bulguları lise ve üniversite öğrencilerinin saldırganlık davranışının alt boyutları açısından anlamlı düzeyde farklılaştığını ortaya koymuştur. Diğer taraftan saldırganlık davranışının öğrencilerin cinsiyetleri açısından da anlamlı düzeyde farklılaştığı sonucu elde edilmiştir. Araştırma bulguları ışığında öneriler geliştirilerek tartışılmıştır.
Nowadays one of the most debated subjects by the social scientists is anger and its further dimension aggression; because the intensity of the aggression emotion changes from person to person. There might be lots of reasons that determine individuals’ aggressive behaviors and aggression behaviors can be projected in different ways depending on age. When developmental periods are considered the behaviors that cause aggression in childhood, adolescence, adulthood or old age periods differentiate. The environment in which individuals survive affects their emotional and behavioral development especially socio economic environment might cause aggression tendencies. This research in which aggression behaviors of high school students and university students were observed according to several variables was carried on by survey method. The scope of the research was constituted of 2242 students who were students in Konya high schools and students in Selçuk University in 2008-2009 educational semester (1294 high school (57,7%), 948 university (42,3%)). In order to gain research data “Aggression Questionnaire” and “Personal Information Form” were used. Research’s data determined that the aggression behaviors of high school students and university students differentiated according to aggression behavior sub dimensions. On the other hand aggression behavior differentiated according to their gender. Recommendations were discussed according to findings of the research. Aggression concept is a multi dimensional concept like concepts used in behavioral sciences. For that reason this concept has different meanings in psychiatry, neurology, social psychology and psychology’s different sub branches. Aggression and violence can be used for each other. There are several approaches which try to explain the reasons of aggression and its sources. These approaches observe the reasons of aggression as personal factors and factors independent from persons. Theoretical analyses depending on personal reasons try to explain the reasons with biological, instinctive and psycho-social causes. Individual is aggressive because s/he was genetically coded like that or structural abnormalities (hormonal disorders or brain damage) cause aggression. Theories focused on factors independent from persons developed a discourse which depends on social and cultural variables. In this research it was aimed to observe the aggression behavior of university and high school students according to their educational level, gender and socio economic status comparatively. It is seemingly important that educational level, gender and socio economic status affect aggression when previous researches which are about mentioned variables are considered. This research’s aim is to determine the effect of these variables on aggression by considering character qualities of Turkish university and high school students. This research is survey method. Relational survey with comparison between dependent and independent variable was conducted. The data were collected in order to determine the differentiation high school and university students’ aggression behavior according to their demographic features. The time when the questionnaires would be conducted to sample classes was determined. The sample classes were determined by random sampling method. The participant information form and Aggression Questionnaire (AQ) were conducted together. Before the gathering data process started the directions had been read to the students. The questionnaires were collected according to the classes and they were classified. Statistical analyses were made on data gathered from 2242 participants. Participant information form and Aggression Questionnaire (AQ) were the instruments used in this study. Aggression Questionnaire (AQ): which was developed by Buss and Perry (1992) was used in order to measure the aggression levels of the respondent students. The questionnaire is an updated questionnaire which is used to evaluate anger and aggression. This questionnaire has 34 items and 5 sub dimensions which are “Physical Aggression”, “Verbal Aggression”, “Anger”, “Hostility” and “Indirect Aggression”. While the lowest score from this questionnaire is 34, the highest score is 170. The evaluation of the scores is according to factor, the scores taken from whole questionnaire are not used. The test again test scores which were made by Buss and Perry differ from .72 to .80. Cronbach alpha coefficient is for total measurement for first test is r=0.913, for retest is r=0,915; for sub dimensions are physical aggression r=0.832-0.854, verbal aggression r=0.599-0.361, anger r=0.728-0.740, hostility r=0.740-0.757, indirect aggression r=0.539-0.361. The gathered findings for this study in reliability procedure are r=0,843 for physical aggression, r=0.651 for verbal aggression, r=0,712 for anger, r=0,765 for hostility and r=0,523 for indirect aggression. These findings were accepted as an indicator of having high interior validity and reliability of the questionnaire. Males are more likely to effect from exterior factors than females. In current research when the differentiation of respondents’ behaviors were observed according to gender, there was a significant difference in physical aggression, verbal aggression, anger and hostility sub dimensions except indirect aggression. This differentiation is in the favor of male respondents. The male university and high school students’ physical aggression levels are significantly higher than female students. The difference in verbal aggression, anger and hostility sub dimensions is because of the average scores of male students. It can be said that this difference was caused by the different attitudes in raising child strategies. In other words there are different behaviors either in social environment or in family in Turkish culture. The behavior including aggressive behaviors from males are approved unlikely, the females cannot behave like that. This situation causes that the males are more physical aggressive than females. It can be said that males are physically aggressive, whereas females are verbally aggressive. This research determined important findings about relationship between aggression and some factors such as educational level, gender and socio economic level. According to these findings it is significant that when the educational level is high the aggression level is low. The precautions should be taken in order to increase the educational level of individuals in today’s increasing the aggression level world. In addition some policies about this issue should be developed. On the other hand when the relationship between aggression and socio economic level is considered education is again important because there is so much aggressive behavior in lower socio economic level. According to level of education the socio economic level is going higher. As a result education is seen as a fundamental factor in improving the socio economic conditions.
Nowadays one of the most debated subjects by the social scientists is anger and its further dimension aggression; because the intensity of the aggression emotion changes from person to person. There might be lots of reasons that determine individuals’ aggressive behaviors and aggression behaviors can be projected in different ways depending on age. When developmental periods are considered the behaviors that cause aggression in childhood, adolescence, adulthood or old age periods differentiate. The environment in which individuals survive affects their emotional and behavioral development especially socio economic environment might cause aggression tendencies. This research in which aggression behaviors of high school students and university students were observed according to several variables was carried on by survey method. The scope of the research was constituted of 2242 students who were students in Konya high schools and students in Selçuk University in 2008-2009 educational semester (1294 high school (57,7%), 948 university (42,3%)). In order to gain research data “Aggression Questionnaire” and “Personal Information Form” were used. Research’s data determined that the aggression behaviors of high school students and university students differentiated according to aggression behavior sub dimensions. On the other hand aggression behavior differentiated according to their gender. Recommendations were discussed according to findings of the research. Aggression concept is a multi dimensional concept like concepts used in behavioral sciences. For that reason this concept has different meanings in psychiatry, neurology, social psychology and psychology’s different sub branches. Aggression and violence can be used for each other. There are several approaches which try to explain the reasons of aggression and its sources. These approaches observe the reasons of aggression as personal factors and factors independent from persons. Theoretical analyses depending on personal reasons try to explain the reasons with biological, instinctive and psycho-social causes. Individual is aggressive because s/he was genetically coded like that or structural abnormalities (hormonal disorders or brain damage) cause aggression. Theories focused on factors independent from persons developed a discourse which depends on social and cultural variables. In this research it was aimed to observe the aggression behavior of university and high school students according to their educational level, gender and socio economic status comparatively. It is seemingly important that educational level, gender and socio economic status affect aggression when previous researches which are about mentioned variables are considered. This research’s aim is to determine the effect of these variables on aggression by considering character qualities of Turkish university and high school students. This research is survey method. Relational survey with comparison between dependent and independent variable was conducted. The data were collected in order to determine the differentiation high school and university students’ aggression behavior according to their demographic features. The time when the questionnaires would be conducted to sample classes was determined. The sample classes were determined by random sampling method. The participant information form and Aggression Questionnaire (AQ) were conducted together. Before the gathering data process started the directions had been read to the students. The questionnaires were collected according to the classes and they were classified. Statistical analyses were made on data gathered from 2242 participants. Participant information form and Aggression Questionnaire (AQ) were the instruments used in this study. Aggression Questionnaire (AQ): which was developed by Buss and Perry (1992) was used in order to measure the aggression levels of the respondent students. The questionnaire is an updated questionnaire which is used to evaluate anger and aggression. This questionnaire has 34 items and 5 sub dimensions which are “Physical Aggression”, “Verbal Aggression”, “Anger”, “Hostility” and “Indirect Aggression”. While the lowest score from this questionnaire is 34, the highest score is 170. The evaluation of the scores is according to factor, the scores taken from whole questionnaire are not used. The test again test scores which were made by Buss and Perry differ from .72 to .80. Cronbach alpha coefficient is for total measurement for first test is r=0.913, for retest is r=0,915; for sub dimensions are physical aggression r=0.832-0.854, verbal aggression r=0.599-0.361, anger r=0.728-0.740, hostility r=0.740-0.757, indirect aggression r=0.539-0.361. The gathered findings for this study in reliability procedure are r=0,843 for physical aggression, r=0.651 for verbal aggression, r=0,712 for anger, r=0,765 for hostility and r=0,523 for indirect aggression. These findings were accepted as an indicator of having high interior validity and reliability of the questionnaire. Males are more likely to effect from exterior factors than females. In current research when the differentiation of respondents’ behaviors were observed according to gender, there was a significant difference in physical aggression, verbal aggression, anger and hostility sub dimensions except indirect aggression. This differentiation is in the favor of male respondents. The male university and high school students’ physical aggression levels are significantly higher than female students. The difference in verbal aggression, anger and hostility sub dimensions is because of the average scores of male students. It can be said that this difference was caused by the different attitudes in raising child strategies. In other words there are different behaviors either in social environment or in family in Turkish culture. The behavior including aggressive behaviors from males are approved unlikely, the females cannot behave like that. This situation causes that the males are more physical aggressive than females. It can be said that males are physically aggressive, whereas females are verbally aggressive. This research determined important findings about relationship between aggression and some factors such as educational level, gender and socio economic level. According to these findings it is significant that when the educational level is high the aggression level is low. The precautions should be taken in order to increase the educational level of individuals in today’s increasing the aggression level world. In addition some policies about this issue should be developed. On the other hand when the relationship between aggression and socio economic level is considered education is again important because there is so much aggressive behavior in lower socio economic level. According to level of education the socio economic level is going higher. As a result education is seen as a fundamental factor in improving the socio economic conditions.
Açıklama
Anahtar Kelimeler
Saldırganlık, demografik faktörler, saldırganlık davranışları, Aggression, Demographic Factors, Aggression Behaviors
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
21
Künye
Eroğlu, S. E., (2009). Saldırganlık Davranışının Boyutları ve İlişkili Olduğu Faktörler: Lise ve Üniversite Öğrencileri Üzerine Karşılaştırmalı Bir Çalışma. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 205-221.
