Psychosocialaspectsofaggressioninschoolenvironment

Psychosocialaspectsofaggressioninschoolenvironment
byMonikaCsibiSndorCsibi
Source:
RomanianJournalofSchoolPsychology(formerlyRevistadePsihologieScolara)(RomanianJournal
ofSchoolPsychology),issue:8/2011,pages:3247,onwww.ceeol.com.
Romanian Journal of School Psychology, 2011
Vol. 4, No. 8, pp. 32-47
PSYCHOSOCIAL ASPECTS OF AGGRESSION
IN SCHOOL ENVIRONMENT
1
Sndor Csibi
*
Babe-Bolyai University, Cluj-Napoca
Romania
Monika Csibi
**
Reformed High School, Trgu Mure
Romania
Abstract
We analyzed the phenomenon of adolescent aggression showing a strongly
increasing tendency, as evidenced both by professionals in the educational
system, parents, and mass - media. Our goal was to identify possible
sources of aggression, such as the level of perceived psychological stress,
self-appreciation, and conflict solving strategies by our teenager
participants. The main approaches of aggression in our analysis refers to
individual (gender, self-image, coping modalities) and social (cultural,
class type) differences of the surveyed teenagers. We used the following
instruments: Anger Expression Scale; Ways of Coping; Perceived Stress
Scale; Rosenberg Self-Esteem Scale. The participants were 109, 10
th
grade
students, with a mean age of 16 years old. The results show significant
correlations between the level of self-esteem, perceived stress, coping
modalities and the level of expressed aggression. Internal or external
orientations of aggression show differences depending on the subjects
gender. Perceived mental stress presents higher values among girls and is
closely related to expression and orientation of aggressive behavior. Global
self-esteem level is higher among boys and shows correlation with the
expression of aggression and the adopted coping modalities. The discussed
issues may have impact on planning more efficient aggression prevention
programs in schools.
Keywords: expressed aggression; external/internal directed aggression;
conflict resolution modalities; stress; self-esteem
Introduction
Our study shares the increased attention of national and international
scientific communities toward the psycho-social aspects of aggression,
represented by numerous studies and by recent researches.

1
Investing in people! PhD scholarship, Project co-financed by the European Social Fund,
Sectorial Operational Program Humanistic Resources Development 2007 2013, Babe-
Bolyai University, Cluj-Napoca, Romania
*
school psychologist, PhD student in sociology, Babe-Bolyai University, Faculty of
Sociology and Social Work, Cluj-Napoca, Romania; e-mail: sandor.csibi@ubbcluj.ro
**
school psychology, PhD, Reformed High School Trgu-Mure, Romania; e-mail:
csibimonika@yahoo.com
Access via CEEOL NL Germany
Psychosocial aspects of aggression in school environment 33
The problem of aggression is a frequently emphasized issue in
contemporary approaches of social problems and politics, and underlined
often by professionals from the educational system, researchers, parents and
also media sources. The actuality and novelty of our study is conferred by the
multiple changes in the teenagers lifestyle, anchored in societies and cultural-
economical changes characteristic for the present day.
The study focuses on the phenomenon of aggression, framed in a
specific psycho-social context, and also contributes to shaping a
comprehensive image about the Romanian teenagers particularities. In our
conception the aggressive behavior should be primary treated from social-
psychological perspective, specifically focusing on the individuals
perceptions of threat, others and the self. A persons self-appreciation is
formed through social experiences, needed to be considered if we want to
understand the processes that have violent behavior as outcomes. Changing
one's social perceptions in a positive way might be the proper approach for
efficiently reducing violence.
In our study we consider the psychosocial risk factors for aggressive
behavior through individual and social / contextual perspectives. Individual
factors involve a complex interplay of physiological, cognitive, affective, and
behavioral variables and are rooted in past behavior or experiences. Social-
contextual factors have to do with family and peer relationships, as well as
environmental conditions and experiences. Individual and social-contextual
factors might change to different degrees. Somebodys risk for violence will
be the product of dynamic interplay between these factors that increase or
decrease the likelihood of offending (Borum & Verhaagen, 2006). Personal
experiences with violence that share a common cultural familiarity could be
viewed as a determining factor of social environment that facilitate or regulate
violent behaviors in schools (Benbenishty & Astor, 2005).
Increased psychic and social pressure can lead, through difficulties in
adjustment and coping with them, to deficiencies in pro-social behavior and
more frequent violent reaction (Benbenishty & Astor, 2005).
As a scientific question we consider interesting especially the analysis
of relationships between the expression of aggression and the coping
modalities adopted in stressful or problematic situations. Both variables are
socially and culturally determined. Also they are significantly influenced by
personality differences. However teenage aggression can be the consequence
of increased psychic pressure and one of the preventive methods related to
aggressive behavior could be the increase of self-appreciation and the
efficiency of coping modalities.
Psychosocial investigations of expressive aggression behavior
emphasize the socio-cultural conditioning of the teenagers reactions toward
everyday challenges and risk behavior (smoking, substance use, social
isolation, gang affiliation, unhealthy eating habits) as a social phenomenon
(Lupu & Zanc, 1999).
Sndor Csibi, Monika Csibi 34
The analysis of behavioral tendencies among teenagers in a larger
actual social context allows a better understanding of the relationship between
values-attitudes-opinions-behavior, and the characteristics of mentalities
among teenagers (Rotariu & Ilu, 2006). The consciousness of social context
details surrounding school violence also leads to a better understanding of the
potential power of the peer circle, the staffs response, or gender differences
on the school ground. The result of our scientific approach is a better
explanation and intervention in the processes of school violence.
Manifestation of aggression in adolescence
Aggression is described in the literature as a typical reaction to anger,
although it can also occur due to other causes. Anger can stem from anxiety
or different psychic tensions, or can be caused by different conflicts without
solutions, envy, threats, misunderstandings between different social entities.
Several psychological theories describe aggression as a personality
trait with innate and learned factors. The study of aggression needs to
consider the intake of it on personality construction. In a normal measure,
aggression is necessary for surviving, in the case of a psychologically and
physically healthy man. The barriers that appear in the way of aggression
expression lead to the involvement of different mechanisms used to fight
against the new situation. However from a socio-psychological perspective in
most cases the aggressive behavior is perceived as a deviant behavior,
situated in conflict with individual or community values (family, school,
peers) and with the interests of social factors involved in educational
processes (Ilu, 1994).
According to researches, the aggressive behavior manifested in
interpersonal relationships of teenagers proves to be stabile in time. The early
childhood aggression constitutes a confident predictor of later negative
personality traits. The aggressive behavior is determined by the internalized
models of actions, crystallized through previous social experiences. These
models can be learned and might be characterized by animosity, mistrust or
deception (Lansford et al., 2006). The individual reaction tendency of
adolescents toward various stimuli and the motivational structures determines
the establishment of continuance in aggressive behavior.
These constructs of personality contain cognitive components also,
which in case of high level of aggression might cause biased perception of a
certain life situation. In a certain social scene a person can perceive others
reactions as hostile, provocative or aggressive. The deficiencies in social
information processing have their roots in early social experiences (Olweus,
1984).
The analysis of aggression expression level and its orientation
modalities in exterior or toward the person inside offers us important data in
the circumscription of the problem of aggression and generally the level of
quality of life among teenagers. The expressions of anger and aggression
Psychosocial aspects of aggression in school environment 35
among other risk factors may be the predictors for different reactions to
stressful situations, and their consequences for mental health. When facing
frustrating situations teenagers may seek for other peoples help, may adopt
aggressive behavior, consume alcohol, smoke, use drugs, or invest more
effort in solving the situation (Langens & Morth, 2003). The adopted
modalities of answers will depend on the degree in which certain models
succeeded to solve a situation in the past and reduced successfully the
frustration or psychological tension.
Differences in the coping process and the aggressive behavior
The adopted coping strategies among aggressive persons are
predominantly characterized by avoidance mechanisms, possibly explained
because of distrusts in other persons. Physiological reactions underlying
aggression are often related to deficiency in health oriented behavior, such as
alcohol consuming, smoking, excessive use of coffee, and also the avoidance
of any support from other persons (Ogden, 2007). According to Pik (2007),
increasing environment expectancy, higher performance exigencies, family
conflicts, or school bullying, can lead to psychosomatic disorders and
symptoms, which in turn may strengthen an increased level of psychological
stress, and manifestation of aggression. Studies suggest that certain factors of
health oriented behavior (self-image, passive, sedentary lifestyle, alcohol use,
psychosomatic disorders) are associated with high levels of stress, low self-
esteem and a higher level of expressed aggression. (Lohaus et al., 2009).
Attribution researchers (Hazebroek et al., 2001) suggested that
children attributions characterized by a high level of aggression do not differ
significantly from those of other children. Researchers showed that in an
ambiguous situation aggressive children tend to internally attribute more
aggressive, offensive or provocative behaviors and manifestations, than their
less aggressive colleagues. The authors concluded that the experimental
results may be explained by the dysfunctional cognitions and failure to learn
emotionally adequate answers of children with higher level of aggression
manifestation (Lansford et al., 2006).
Even though many scientists were involved in school violence
research, several questions still remained unanswered. These concerned
within-school dynamics and the relationships to other social settings (e.g.
family or community). We consider that one of the most important issues is
the empirical evidences of how social factors in schools determine violence.
In the conflict solving process or in decreasing the tension and stress
of a problematic situation, the specific changes and challenges faced by
teenagers make necessary the use of efficient coping strategies for successful
adjustment (Olh, 1995; Pik, 1997). The coping processes assume specific
behaviors, the flexibility to adjust to various and complex environmental
challenges, and the functioning of efficient cognitive mechanisms through
adjustment (Spielberger, 2004, Litman, 2006).
Sndor Csibi, Monika Csibi 36
Studies sustain that the predominant adoption of passive coping styles
among teenagers and the repression of feelings, emotions show strong
correlations (Langens &Morth, 2003).
The expression of anger and hostile behavior is strongly related to
avoidance of environmental support seeking. Adjustment strategies in
predominantly aggressive teenagers contain biased cognitions. This might be
explained by their thinking about people, who generally cannot be trustful
(Ogden, 2007). The ability of emotional expressiveness affects indirectly the
behavior, through the influence of affiliation processes to mates of an age and
adults. Study results suggest that attachment and security facilitates socially
adequate behavior through assuring a high level of emotional consciousness,
empathy, and positive expressions (Lable, 2007).
Researches centered on personality analysis among adolescents found
that help seeking is strongly related to the positive characteristics of
personality, but is also present in the case of anger. Gender analysis revealed
that girls showed higher abilities in emotional expression than boys (Luebbers
et al., 2007). In anger expression researchers didnt find significant
differences between genders, but among boys the presence of outside oriented
aggression (toward the object which caused the frustration) was more
obvious, while among girls the anger was oriented predominantly toward
their own person (Zoccali et al., 2007). Better internal control of anger is
strongly related to the general tendency to inhibition of verbal aggression,
while in case of hostility we can observe the lack of control in verbal
aggression.
The coping modalities used in challenging situations develop and
become more various with age and experience. Researches show that in less
controllable situations teenagers are adopting predominant emotion centered
coping strategies (Smits & DeBoeck, 2007).
Under stress the adolescents often react aggressively. Researchers
showed that social stress factors (for example difficult economic situations,
including high unemployment levels, or politically tensed situations)
influenced the level of inter- and intra-personal (suicide) violence.
Perceived social support mediates between stress generated by the
social context and individual aggressive behavior. When an individual feels
supported and social solidary, outside stress is not translated into aggressive
behavior (Landau, 1998, cf. Benbenishty & Astor, 2005).
The ability in facing stressful situations also appears as a sign of
mental health (Buda, 2004). Difficulties in coping processes may act together
with depressive symptoms, stress, and anxiety. We emphasize that the
adjustment strategies are related to the specific of situations, to long term
consequences, and also to the controllability level of stress (Wrezniewsky &
Chlinska, 2007).
In aggression analysis it is important to consider the personality as a
whole. The answer given in a stressful or threatening situation and the
Psychosocial aspects of aggression in school environment 37
selected coping modalities will be influenced both by the abilities and
previous experiences of a person and by the environmental and educational
factors (Hardi, 1992).
Self-image and self-appreciation among teenagers
Adolescents tend to appreciate themselves through cultural ideals of
masculinity and femininity. Research in the field underlines the differences
between girls and boys. Interesting issues in adolescent studies examines
identification with others' feelings, empathy, as a dimension of relational
boundaries. High levels of emotional identification indicate a self-image that
is highly connected to other people (Aneshensel & Phelan, 1999).
The influences of previously experienced success and failure support
the teenagers in creating a self-image. This construct of personality will
include information about what they think about their abilities and
performance, and the way in which these fit the self or others expectances.
Depending on this evaluation or self-appreciation teenagers anticipate the
success in a situation or activity, which will support the personal involvement
in activities such as learning.
The disposition of self-evaluation is learned through the process of
socialization, when the person becomes aware of her own value compared to
others. The characteristics of cognitions and feelings about our own person
are the results of previous experiences where success or failure had a certain
determinant goal (Kaplan et al., 1994). Among teenagers self-appreciation is
influenced by factors such as physical development and changes, or
subjective satisfaction with body image. Results obtained by Currie &
Williams (2000) emphasized that girls who were less satisfied with their own
body and physical image reported lower self-esteem.
Teenagers with the tendency of negative self-appreciation, due to
failure anticipation, tend to experience negative affect (depression, anxiety,
anger). Researchers suggest that self-appreciation shows positive correlations
with anxiety and aggression; aggressive students were showing lower self-
esteem (Alsaker & Olweus, 1986). Other authors sustain that aggressive
manifestations in school environment has higher levels for boys (Furlong et
al., 2002). Increased self-esteem is associated with expectancies for success,
optimism toward future performances, fight for goal achieving and
persistence in obstacle oversteps.
The influences of the external contexts are mediated and directly
influenced by within-school contexts. In turn school policies regarding
violence may also mediate the influences of violent models or previous
experience. Researchers underlie that a viable theory of school violence needs
to explore detailed questions about the policies, practices, procedures, and
social influences within the school setting as well as the impact of the
individual variables (Benbenishty & Astor, 2005).
Sndor Csibi, Monika Csibi 38
Self-esteem is considered an essential characteristic of mental health,
being an individual variable relevant in the development of psychological
stress and disease (Cole & Cole, 1997). Self-esteem is influencing the
evaluation of stimuli and the use of coping resources and moderates the
effects of confrontations with stressful circumstances.
Methodology
Objectives and hypothesis
Our main objective is to achieve a better understanding of the psycho-
social factors influencing the behavioral tendencies in our group of
participants. We also want to obtain a better understanding of the school
violence phenomenon from the multidisciplinary perspectives of psycho-
social aspects.
The specific objectives of our research are:
The investigation of personality particularities and the description of the
implications of the school environment in which the aggressive
manifestations take place;
The identification of relevant factors influencing school violence,
prevention programs efficiency and developing possibilities.
Our hypotheses were:
1. The level of expression and the orientation of aggression as personality
factors show significant differences depending on the participants
gender, age and school class type attending (exact sciences or humanistic
profile);
2. The manifestation of aggression shows a significant correlation with the
coping modalities and is strongly influenced by socially determined
contextual and intra-personal factors (perception of stress, self-
appreciation, coping abilities).
Participants
The research included 109 students from Tg. Mure high schools,
including 5 classes of 10
th
grade, randomly selected. The included high
schools were selected from neighborhood environments with a medium level
of performance. Students age ranged from 15 to17, with an average age of 16
years. Among the selected classes two had an exact sciences profile and three
classes had a humanistic profile. Among the exact sciences classes the gender
distribution was 20 boys and 42 girls total. In the humanistic classes 13 boys
and 34 girls were debriefed. The survey was conducted in November 2009
(2009-2010 academic years). Filling in the questionnaire battery took 40
minutes and it was administrated during a school class.
Psychosocial aspects of aggression in school environment 39
Measures
We took measures of:
1. Demographical data, such as: age, gender, school year and type;
2. Data concerning individual psychological factors included in our study
measured through different structured tests:
Anger Expression Scale (AES, Spielberger et al., 1985) evaluates the level
of aggression;
Ways of Coping (WOC, Lazarus & Folkman, 1985) describes the adopted
coping strategies (problem centered, emotion centered and support
seeking) when facing a stressful or problematic situation. The three ways
of coping contain 7 subgroups : planned problem solving, confront coping;
positive reappraisal; self-control; distancing and escape-avoidance; seeking
social support;
Rosenberg Self-Esteem Scale (RSES, Rosenberg, 1965) for measuring the
global perception of personal value and self-acceptance;
Perceived Stress Scale (PSS-10, Cohen & Williamson, 1988) to estimate
the level of chronic stress as a risk factor.
For statistical processing of the obtained data we used SPSS 11 for
Windows. The statistical analysis included descriptive statistics (mean,
standard dispersion), t-test for independent samples and variance analysis
(one-way ANOVA).
Results and discussion
We wanted to show whether the differences in the expression of
aggression might be determined by socio-cultural factor such as gender or
class type (attended by the students). We did not find significant differences
between boys and girls related to the level and orientation of aggression (see
Table 1). Previous studies also reported no gender differences in relational
aggression (see Archer & Coyne, 2005).According to our result the structure
of emotional and personality variables was rather associated with aggression
differentiated for boys and girls. Table 1 contains the obtained results,
although neither of factors significantly differs related to gender.
Table 1. Aggression expressions mean values, t-values and their significances
among boys and girls
Aggression Gender N Mean Std. Dev. t p
General level of aggression boys 33 49.24 8.25
- 0.64 0.52
(A/EX) girls 76 50.34 8.23
Level of repressed aggression boys 33 18.58 4.37
-0.39 0.69
(A/I) girls 76 18.92 4.21
Level of expressed aggression boys 33 18.97 5.00
0.10 0.91
(A/O) girls 76 18.86 5.56
Sndor Csibi, Monika Csibi 40
Burton et al. (2007) sustain that among boys aggression was
correlated with peer rejection and egocentricity, while in girls aggression was
related with low levels of life satisfaction, affective instability, affective
features of depression, and also egocentricity, self-harm behavior, and
bulimic symptoms.
Regarding the class type and the level of aggression we found
significant differences among students attending exact sciences and
humanistic classes in the outside expressed aggression form (see Table 2).
The mean value for expressed aggression (A/O) was 19.76 in the case of
exact sciences classes and significantly lower (17.74) in the case of
humanistic classes.
Table 2. The aggression expression differences related to class types
(mean, t-values, significance)
Aggression Class type N Mean Std. dev. t p
General level of aggression exact sciences 62 50.42 9.14
0.60 0.55
(A/EX) humanistic 47 49.47 6.86
Level of repressed aggression exact sciences 62 19.39 4.65
1.62 0.11
(A/I) humanistic 47 18.06 3.54
Level of expressed aggression exact sciences 62 19.76 5.40
1.96 0.05
(A/O) humanistic 47 17.74 5.16
In our analysis significant correlations (p < 0.01) were found between
the level of self-appreciation and perceived stress for boys and girls.
There was a difference between them depending on adopted coping
modalities (confront coping p < 0.01, escape-avoidance p < 0.05).
Researchers suggested that girls and boys tend to cope differently, and
that the girls coping styles place them more at risk for experiencing
depression. There is evidence in the coping literature that boys are more likely
to use problem-focused coping and that girls tend to use emotion-focused
coping. Thinking or worrying about a problem, the predominant presence of
emotional reactions, being overwhelmed by emotional substrates of a problem
is frequent in girls, while for boys results emphasize the presence of
emotionally distractive coping, for example exercising (Li, DiGiuseppe &
Froh, 2006).
According to the data in Table 3 the mean values of perceived stress
and self-esteem present significant differences between boys and girls. We
can say that the level of self-esteem is significantly higher for boys then for
girls (m
boys
= 29.48, m
girls
= 26.01, p < 0.01). Contrary, the level of perceived
stress shows significantly higher values for girls than for boys (m
girls
= 22.50,
m
boys
= 16.00, p < 0.01). Results also indicate that seeking social support is
more likely to be adopted by girls. These findings might be explained by
culturally learned patterns by girls toward keeping close relationships. Also
the level of self-esteem is related to the capacity to maintain satisfying
Psychosocial aspects of aggression in school environment 41
relationships in adolescence (Remillard & Lamb, 2005). We also found
significant differences by gender in the case of coping modalities. The
confrontational coping had higher values for boys (m
boys
= 6.84, m
girls
= 5.26
p < 0.01), while escape-avoiding is more frequently used by girls (m
girls
=
5.65, m
boys
= 4.78, p < 0.05).
Table 3. Mean, std. deviations and significances of differences for dependent variables
(self-esteem, perceived stress, coping style, aggression) depending on gender
Dependent variables Gender N Mean Std. dev. t p
Self-esteem
boys 33 29.48 4.79
10.71 0.001
girls 76 26.01 5.20
Perceived stress
boys 33 16.06 5.76
27.04 0.000
girls 76 22.50 6.01
Planned problem solving
boys 33 5.93 1.60
2.28 0.13
girls 76 5.42 1.66
Confrontational coping
boys 33 6.84 2.65
9.06 0.003
girls 76 5.26 2.46
Self-control
boys 33 3.69 2.40
0.21 0.64
girls 76 3.94 2.68
Positive reappraisal
boys 33 6.33 2.30
0.70 0.40
girls 76 5.96 2.05
Social support seeking
boys 33 3.42 1.34
0.27 0.60
girls 76 3.59 1.64
Distancing
boys 33 3.15 1.43
0.00 0.94
girls 76 3.17 1.46
Escape-avoiding
boys 33 4.78 2.10
4.37 0.03
girls 76 5.65 1.95
General level of aggression
(A/EX)
boys 33 49.24 8.24
0.41 0.52
girls 76 50.34 8.23
Level of repressed aggression
(A/I)
boys 33 18.57 4.36
0.15 0.69
girls 76 18.92 4.21
Level of expressed aggression
(A/O)
boys 33 18.97 5.00
0.01 0.91
girls 76 18.85 5.55
Table 4 contains data regarding differences of dependent variables
depending on the general level of aggression. The two groups were different
depending on the general level of aggression above or below the mean value
obtained for the whole participant group. Significant differences were found
concerning the coping modalities. Self-control is dominant for participants
characterized by higher aggression, while escape-avoidance shows a strong
relationship in cases of lower aggression.
Sndor Csibi, Monika Csibi 42
Table 4. Mean differences and their significances for participants with below or above mean
levels of general aggression
Dependent variables
Anger
Expression
N Mean Std. dev. t p
Self-esteem
above mean 54 27.41 6.04
0.66 0.51
below mean 55 26.73 4.52
Perceived stress
above mean 54 21.26 7.08
1.11 0.27
below mean 55 19.85 6.11
Planned problem solving
above mean 54 5.30 1.67
-1.78 0.08
below mean 55 5.85 1.61
Confrontational coping
above mean 54 5.59 2.68
-0.59 0.55
below mean 55 5.89 2.57
Self-control
above mean 54 4.69 2.77
3.40 0.00
below mean 55 3.07 2.15
Positive reappraisal
above mean 54 5.80 2.24
-1.35 0.18
below mean 55 6.35 1.99
Social support seeking
above mean 54 3.31 1.81
-1.52 0.13
below mean 55 3.76 1.23
Distancing
above mean 54 3.26 1.47
0.67 0.50
below mean 55 3.07 1.44
Escape-avoiding
above mean 54 5.00 2.07
-2.04 0.04
below mean 55 5.78 1.92
For outward expressed aggression we found significant differences
depending on the perceived level of stress (m
above mean
= 21.91, m
below mean
=
19.11, p < 0.05) which shows a higher level among participants with a higher
level of expressed aggression (see Table 5).
The predominant adoption of confrontational coping is associated
with lower values of expressed aggression. In the case of self-control as a
coping modality we obtained higher values among participants with higher
levels of expressed aggression (this factor includes items such as the tendency
to solve problems through emotional actions toward the source or cause of a
problem - consuming food in excess and drinking for reducing the tension of
the situation, and orientation of tension towards others). Social support
seeking is higher for participants with lower expressed aggression.
Table 5. Differences in levels of self-esteem, perceived stress and adopted coping modalities
depending on the levels of expressed aggression
Dependent variables
Level of
Anger Out
N Mean Std. dev. t p
Self-esteem
>= 19.00 56 26.23 6.02
-1.71 0.09
< 19.00 53 27.94 4.33
Perceived stress
>= 19.00 56 21.91 6.66
2.25 0.03
< 19.00 53 19.11 6.32
(table continues)
Psychosocial aspects of aggression in school environment 43
Table 5 (continued). Differences in levels of self-esteem, perceived stress and adopted coping
modalities depending on the levels of expressed aggression
Dependent variables
Level of
Anger Out
N Mean Std. dev. t p
Planned problem solving
above mean 56 5.39 1.74
-1.20 0.23
below mean 53 5.77 1.55
Confrontational coping
above mean 56 5.27 2.50
-1.97 0.05
below mean 53 6.25 2.67
Self-control
above mean 56 4.88 2.57
4.50 0.00
below mean 53 2.81 2.19
Positive reappraisal
above mean 56 6.34 2.19
1.35 0.18
below mean 53 5.79 2.04
Social support seeking
above mean 56 3.27 1.77
-1.91 0.06
below mean 53 3.83 1.24
Distancing
above mean 56 3.21 1.55
0.36 0.72
below mean 53 3.11 1.35
Escape-avoiding
above mean 56 5.14 1.99
-1.34 0.18
below mean 53 5.66 2.06
Table 6. Differences in levels of self-esteem, perceived stress and coping modalities
depending on the value of inside oriented aggression
Dependent variables
Level of
Anger In
N Mean Std dev. t p
Self-esteem
above mean 52 25.58 5.06
-2.88 0.00
below mean 57 28.42 5.22
Perceived stress
above mean 52 22.00 6.22
2.22 0.03
below mean 53 19.11 6.32
Planned problem solving
above mean 52 5.77 1.71
1.15 0.25
below mean 57 5.40 1.60
Confrontational coping
above mean 52 5.44 2.57
-1.15 0.25
below mean 57 6.02 2.66
Self-control
above mean 52 4.12 2.65
0.94 0.35
below mean 57 3.65 2.55
Positive reappraisal
above mean 52 6.46 1.98
1.84 0.07
below mean 57 5.72 2.21
Social support seeking
above mean 52 3.62 1.56
0.47 0.63
below mean 57 3.47 1.56
Distancing
above mean 52 3.08 1.56
-0.60 0.55
below mean 57 3.25 1.35
Escape-avoiding
above mean 52 5.79 1.89
1.96 0.05
below mean 57 5.04 2.10
Research shows that boys have significantly higher self-esteem than
girls. A possible explanation of these results is offered by the daily
experienced differences in the perceived level of stress. This might be higher
Sndor Csibi, Monika Csibi 44
in the case of girls, because of developmental specificities of adolescence,
related to the importance accorded by girls to self-and body image and also
generally self-appreciation.
Among boys the body image receives less attention, so their self-
image will show higher values together with a lower level of perceived stress.
(Zimmermann et al., 2003) Table 6 shows the differences in the level of self-
esteem and perceived stress depending on the inward orientation of
aggression. Self-esteem values are significantly lower and the level of
perceived stress is shown to be significantly higher for participants with high
inward oriented aggression.
Conclusions
Our study offered a detailed image regarding the school violence
phenomenon from the perspectives of individual, personality and social
factors.
The study allows for a deeper analysis of the specificities of the
teenage population, regarding the levels of expressed aggression and the
different modalities of manifestation, and also the adopted coping
modalities in stressful situations. The differences found for the variables
analyzed by us depending on the gender of the participants underlines the
impact of cultural and societal changes in present days. The differences
between boys and girls are not significant in the case of most variables
measured by our battery of instruments, teenagers showing the same
psychological particularities. Also we mentioned that the level of aggression
expression doesnt show significant differences between boys and girls.
Self-esteem and the level of perceived stress show significant
differences for girls and boys which denotes the characteristics of this specific
developmental period. Teenage in the case of girls is predominantly marked
by a special concern with their own body image, attention for the exterior
image and general self-image. Among boys these preoccupations are less
dominant. The perceived stress is also higher for girls, explainable exactly by
these preoccupations and concerns that are characteristic for their age.
Regarding the levels of aggression, these show significant differences
especially depending on adopted coping modalities, perceived stress and self-
esteem. We can conclude that aggressive behavior is strongly related to other
constructs within the personality. The mentalities and the tendencies within
teenagers living environments are determined by the social phenomenon
such as aggression. In the educational process the establishment of an
appropriate environment for the students development represents a priority.
Our results support the idea of planning and implementing of
prevention models in the field of health promotion among teenagers through
identified risk factors. Also, this can be useful for the elaboration of new
Psychosocial aspects of aggression in school environment 45
educational programs in the purpose of optimizing the school environment.
Our findings support the idea that programs which teach the skills needed for
constructive coping can be efficient in preventing the negative consequences
of stress among adolescents. More efficient coping skills are playing a
determinant role in healthy adjustment among adolescents, assuring more
perceived social support and less antisocial manifestations.
Our findings represent an important starting point for designing
preventive interventions or programs in the future, focusing on supporting the
adolescents to adopt effective ways of coping with stress and raise their self-
appreciation.
Our scientific approach allows educational professionals and
caregivers responsible with treatment networks to review the causes and
consequences of both pro-social and aggressive behavior.
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