learners' aggressive behaviour in secondary school

174 Pages·2006·0.42 MB·English

LEARNERS’ AGGRESSIVE BEHAVIOUR IN
SECONDARY SCHOOL: A PSYCHO-SOCIAL
PERSPECTIVE

by

VELISIWE GOLDENCIA GASA

Submitted in accordance with the requirements for the degree
of

DOCTOR OF EDUCATION

in the subject

SOCIO-EDUCATION

at the

UNIVERSITY OF SOUTH AFRICA

PROMOTER: DR A.M. DICKER

June 2005
Student number: 3090-300-9

I declare that LEARNERS’ AGGRESSIVE BEHAVIOUR IN SECONDARY
SCHOOLS: A PSYCHO-SOCIAL PERSPECTIVE is my own work and that
all the sources that I have used or quoted have been indicated and
acknowledged by means of complete references.

………………………… ………………………….
SIGNATURE DATE
(V.G. GASA)
DEDICATION

Dedicated to my God-given children, Simphiwe, Thandeka and Mpho who
inspired me through their love, understand and respect.

Prologue:
It is in the fire that the intensity
of the clay is tested and its spirit is
allowed to dance.
It is in the fire where the fierce light
pierces to the core and the once
fragile become strong.
It is in the fire where an individual piece
of clay claims its own true
identity.
Some of the most beautiful pieces
will crumble under the extreme conditions,
while crumble under the extreme conditions,
while other average looking pieces,
will get stronger
and take on whole new identities.
Whatever the case,
the process is not complete until the clay
has had its time in the
fire.
Aknowledgements

My gratitude to

(cid:190) My promoter, Dr A.M. Dicker, for guidance and support.

(cid:190) Prof S. Schulze, for the tireless efforts and patience in processing and
analysing all the questionnaires.

(cid:190) Prof E Lemmer, for editing my work.

(cid:190) The Free State Head of Education for giving me permission to conduct
research in the schools.

(cid:190) The principals of the following secondary school: Ntsu (Mr M.S.
Machere), Tiisetsang (Mr M.S. Simelane), L.K. Ntlabathi (Mr A.T.
Ramakatsa), Thabo Thokoza (Mr J.D. Ngozo), Behtlehem Combined
(Mrs Jacobs – Deputy), Khanyeng (Mr K.N. Ngozo) and Bethlehem
Comprehensive (Mr N. Mofokeng), for allowing me to engage their
learners in the survey.
Summary

This study was undertaken to determine the extent of aggressive behaviour
exhibited by secondary school learners.

Many factors were considered when investigating the problem of aggressive
behaviour. The problem was traced from the theorists’ perspectives and
factors related to the family, school and community. An extensive literature
review showed that the above factors contribute to aggressive behaviour
among adolescents.

In order to support or reject the findings of the literature study, quantitative
(questionnaire) research and qualitative research (interviews) were
conducted. The results of the quantitative research concerning learners’
aggressive behaviour in secondary schools were analysed and interpreted
while at the same time a deeper understanding of aggressive behaviour was
revealed through qualitative research.

The results of the empirical research indicated that the more negative the
family climate, school climate, community climate or influence of friends are,
or the more negative the emotional self-concept of the adolescent is, the
more aggressive the adolescent is, and vice versa. Based on these findings
recommendations for the implementation of prevention programmes were
made.

Keywords:
Aggression, aggressive behaviour, adolescent, dysfunctional family, peer
pressure, conformity, substance dependency, frustration-aggression theory,
behavioural theory, learner, single parenthood, intergroup relations,
community, domestic violence, prevention programmes.
i
Table of contents

Page
CHAPTER ONE: AN INTRODUCTORY ORIENTATION
1.1 INTRODUCTION 1
1.2 PROBLEM ANALYSIS 3
1.2.1 Exposition of the problem 3
1.2.2 Exploration of the problem 5
1.2.3 Statement of problem 8
1.3 THE OBJECTIVES OF THE STUDY 9
1.4 DEMARCATION OF THE FIELD OF INVESTIGATION 9
1.5 DEFINITION OF CONCEPTS 9
1.5.1 Learner 9
1.5.1.1 Development of the secondary school learner (adolescent) 11
1.5.2 Aggression 14
1.5.3 Aggressive behaviour 16
1.5.4 Family 19
1.6 THE RESEARCH METHOD 20
1.6.1 Literature study 20
1.6.2 Empirical research 20
1.6.3 Questionnaire 20
1.6.4 Interviews 20
1.7 PLAN OF STUDY 21

CHAPTER TWO: THEORETICAL PERSPECTIVE ON ACQUISITION OF
AGGRESSIVE BEHAVIOUR
2.1 INTRODUCTION 22
2.2 GENETIC AND BIOLOGICAL THEORIES OF AGGRESSION 23
2.3 INSTINCTUAL BEHAVIOUR THEORY 24
2.4 FRUSTRATION-AGGRESSION THEORY 26
2.5 AGGRESSIVE-CUE THEORY 26
2.5.1 Cognitive neo association model 27
2.5.2 Reactive aggression theory 27
2.6 BUSS’S THEORY OF AGGRESSION 28
2.7 TWO-FACTOR THEORY OF EMOTIONS 30
2.7.1 Schachter’s theory of emotions 31
2.7.2 The James-Lange theory of emotions 32
ii
2.8 THEORY OF EXCITATION TRANSFER 33
2.9 SOCIAL LEARNING THEORY 35
2.10 BEHAVIOURAL THEORY 38
2.11 CONCLUSION 38

CHAPTER THREE: THE FAMILY AS AN EXTERNAL DETERMINANT OF
AGGRESSIVE BEHAVIOUR
3.1 INTRODUCTION 41
3.2 AGGRESSION AND THE DYSFUNCTIONAL FAMILY 42
3.2.1 Divorce, separation and single parenthood 43
3.2.2 Domestic violence 46
3.2.3 Abusive parents 50
3.2.4 Substance dependency 54
3.2.5 Socio-economic status of parents 56
3.3 CONCLUSION 57

CHAPTER FOUR: SCHOOL AND SOCIETY AS EXTERNAL DETERMINANTS OF
AGGRESSIVE BEHAVIOUR
4.1 INTRODUCTION 58
4.2 AGGRESSION AND UNCONDUCIVE SCHOOL CLIMATE 59
4.2.1 Excessive discipline 59
4.2.2 Peer pressure 61
4.3 AGGRESSION AND SOCIETY 64
4.3.1 Intergroup relations 65
4.3.2 Gangs 70
4.3.3 Community instability 72
4.3.4 Cultural diversity 74
4.4 CONCLUSION 77

CHAPTER FIVE: RESEARCH DESIGN
5.1 INTRODUCTION 78
5.2 RESEARCH QUESTIONS AND HYPOTHESES 78
5.3 THE RELATIONSHIP BETWEEN QUANTITATIVE AND QUALITATIVE
METHODS 79
5.4 THE USE OF QUANTITATIVE METHODS 80
5.4.1 Procedures followed in the development and implementation of the
instrument 80
iii
5.4.2 Validity and reliability of the questionnaire 82
5.4.3 Pilot study 82
5.4.4 Selection of the schools 83
5.4.5 Selection of participants (sampling) 83
5.4.6 Application of the questionnaire 84
5.4.7 Scoring procedure 84
5.5 THE USE OF QUALITATIVE METHODS 84
5.5.1 The research instrument 85
5.5.2 The problem of subjectivity 86
5.5.3 Data collection 87
5.5.4 Procedure used for conducting interviews 87
5.5.5 Recording of data 88
5.5.6 Analysis of data 88
5.5.7 Presentation of data 89
5.5.8 Measures to ensure trustworthiness 89
5.5.8.1 Truth value ensured by the strategy of credibility 89
5.5.8.2 Applicability ensured by the strategy of transferability 90
5.5.8.3 Consistency ensured by the strategy of dependability 91
5.5.8.4 Neutrality ensured by the strategy of confirmability 91
5.6 SUMMARY

CHAPTER SIX: DATA ANALYSIS AND INTERPRETATIONS
6.1 INTRODUCTION 93
6.2 RESULTS OF QUANTITATIVE SURVEY 93
6.2.1 Introduction 93
6.2.2 Research questions and hypotheses 94
6.2.3 Biographical data of the respondents 94
6.2.4 Frequencies and percentages of various factors 97
6.3 RESULTS OF THE QUALITATIVE SURVEY 109
6.3.1 Introduction 109
6.3.2 Aggression exhibited by learners in the school 109
6.3.3 Home as a bi-product for learners’ aggressive behaviour 110
6.3.4 The causes of learners’ aggressive behaviour 111
6.3.5 The availability of weapons 112
6.3.6 The problem gangs in the school and neighbourhood 113
6.4 SUMMARY 114
iv
CHAPTER SEVEN: PREVENTION PROGRAMMES FOR AGGRESSIVE
BEHAVIOUR
7.1 INTRODUCTION 115
7.2 OBTAINAING PARENTAL CONSENT 116
7.3 INVOLVING PARENTS IN THE INTERVENTION 118
7.4 THE ROLE OF SCHOOL PERSONNEL 121
7.5 THE ROLE OF THE COMMUNITY 121
7.6 INVOLVING AGGRESSIVE LEARNERS IN THE INTERVENTION 122
7.6.1 Cognition-targeted programmes 122
7.6.2 Emotion-targeted programmes 123
7.6.3 Behaviour-targeted programmes 124
7.6.4 School, family and community programmes 125
7.6.4.1 Family intervention models 125
7.6.4.2 School programmes 125
7.6.4.3 Moral education training 126
7.6 THE RADS PEER SUPPORT (RPS) PROGRAMME 127
7.6.1 Important aspects in the RPS programme 127
7.6.2 Advantages of a peer support programme 128
7.6.3 Roles of the RPS team 129
7.6.4 Selection and recruitment of the RPS team 130
7.7 POSSIBLE SUGGESTED PROGRAMME 131
7.8 CONCLUSION 135

CHAPTER EIGHT: CONCLUSIONS AND RECOMMENDATIONS
8.1 INTRODUCTION 136
8.2 CONCLUSIONS FROM THE LITERATURE STUDY 136
8.2.1 Theoretical perspectives on acquisition of aggressive behaviour 137
8.2.2 The family as an external determinant of aggressive behaviour 137
8.2.3 School and society as an external determinant of aggressive behaviour 139
8.3 CONCLUSION FROM EMPIRICAL INVESTIGATION 139
8.3.1 Quantitative survey 139
8.3.2 Qualitative survey 140
8.4 RECOMMENDATIONS 141
8.5 SUMMARY 142

BIBLIOGRAPHY 143
v
APPENDICES
Appendix A: Learners’ questionnaire 156
Appendix B: Summary of the questionnaire indicating each variable 161
Appendix C: Interview questions 162
Appendix D: Letter to Department of Education for permission to conduct research
Bethlehem schools 163
Appendix E: Letter to Principals for permission to conduct research in schools 164

TABLES
Table 2.1: A summary of the theories explored in this chapter 40
Table 6.1: Biographical data of the respondents 95
Table 6.2: Frequencies and percentages for family climate 98
Table 6.3: Frequencies and percentages for school climate 100
Table 6.4: Frequencies and percentages for community climate 101
Table 6.5: Frequencies and percentages for peer interaction (friends) 102
Tables 6.6: Frequencies and percentages for other social relations 103
Table 6.7: Frequencies and percentages for emotional self-concept 104
Table 6.8: Frequencies and percentages for aggression instinct 105
Table 6.9: Correlation between various factors and aggression instinct 106
Table 6.10: Mean aggression instincts of learners who live with different types of
people at home 107
Table 6.11: Mean aggression instincts of learners who live with different types of
friends in the community 108
Table 6.12: Mean aggression instincts of learners who live with different types of
community members 108
Table 7.1: Adolescent in totality 133

FIGURES
Figure 7.1: Adolescent in totality 131