Are our kids really that angry? : an empirical investigation into adolescent aggression in the South African context

115 Pages·2014·0.75 MB·English

by  Elliott

Gary Elliott
Are our kids really that angry?
An empirical investigation into adolescent
aggression in the South African context
Anchor Academic Publishing
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Elliott, Gary: Are our kids really that angry? An empirical investigation into adolescent
aggression in the South African context. Hamburg, Anchor Academic Publishing 2014

Buch-ISBN: 978-3-95489-170-2
PDF-eBook-ISBN: 978-3-95489-670-7
Druck/Herstellung: Anchor Academic Publishing, Hamburg, 2014

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Dedication & Acknowledgement
The completion of this study has been a long, arduous journey. A tremendous
amount of hard work and many hours have gone into the end produce. The process
has been facilitated by the assistance of the following people:
(cid:2) Firstly, to my academic advisor, Dr Valcin for his patience, astute guidance
and encouragement towards the completion of this paper.
(cid:2) To Louise, for the proofreading and advice regarding grammar and style.
(cid:2) To Jeanette and Ida, for their assistance with the administration of this ques-
tionnaire.
(cid:2) To the College Staff for their professionalism with regards conducting this
questionnaire.
(cid:2) To Reshmee, your constant support and encouragement is greatly appreciat-
ed.
(cid:2) Finally, to my friends and parents, for their understanding when I was so often
absent and for believing in my ability to fulfil this dream.
V
Introduction
The primary objective for this study was to conduct an empirical investigation to
gather information in the form of data from adolescent males and females in the
Pretoria region of South Africa. Information was gathered with respects to their level
of physical aggression, verbal aggression, anger, hostility and depression. The
information was used to identify whether correlations exist between the three varia-
bles anger, aggression and depression for South African adolescents.
A literature study was conducted and the following hypotheses were developed for
this study:
I. Males are more likely to engage in physical aggression than females.
II. Males and females are equally likely to engage in verbal aggression.
III. Males are more likely to experience feelings of anger towards others.
IV. Females are more likely to experience feelings of hostility towards others.
V. Males and females are equally likely to report feelings of depression.
VI. Rates of physical aggression are higher in younger adolescent males than
older adolescent males.
VII. The expressions of verbal aggression in females are constant throughout ad-
olescence.
VIII. There is a significant positive correlation between feelings of anger and ex-
pressions of aggression.
IX. There is a significant positive correlation between feelings of anger and feel-
ings of depression.
X. There is a significant negative correlation between physical aggression and
feelings of depression.
The quantitative data gathered came from the completion of a structured question-
naire comprising four distinct sections: demographic information, the Buss-Perry
Aggression Questionnaire (BPAQ), the Anger Questionnaire (AQ) and the Choate
Depression Inventory for Children (CDIC). The questionnaire was administered to
Grade 7-12 pupils (aged 12-19 years old) in an independent school in Pretoria. The
sample group was randomly selected and yielded 243 completed questionnaires.
The data was coded and entered into the Moon Stats statistical programme for
VI
analysis; affording the opportunity to generate both univariate and bivariate statistics
in conjunction with the calculation of Pearson product moment correlations.
Analysis of the data yielded the following results:
More males than females recorded ‘medium’ levels of physical aggression at 58% to
42% respectively; this trend remains for ‘high’ levels on this section, with males
recording 66% against 34% for females.
Moderate levels of verbal aggression were relatively equally spread across the sexes
but higher levels were recorded in males at 62% than females at 38%, this is a ratio
of approximately 2:1 for males to females.
Levels of anger were fairly equal in both sexes at a moderate levels but ‘high’ levels
of anger were reported in 67% of males and 33% of females, again this is an approx-
imate ratio of 2:1 for males to females.
Hostility levels were generally even among the sexes at both ‘medium’ and ‘high’
levels. In the same manner, levels of depression were very similar for males and
females. High levels of depression were recorded for 43% of males and 57% of the
females in the sample group.
Levels of physical aggression in males were found to peak at around 14 to 15 years
of age and decline steadily towards 18 years of age.
The Pearson product moment correlation was calculated from the raw data for Anger
and Aggression. The Pearson ‘r’ was calculated at r(x,y) = 0,75 which suggests a
strong positive correlation, statistically significant at the 1% level.
The Pearson product moment correlation was calculated from the raw data for Anger
and Depression. The Pearson ‘r’ was calculated at r(x,y) = 0,59 which suggests a
strong positive correlation, statistically significant at the 1% level.
The Pearson product moment correlation was calculated from the raw data for
Aggression and Depression. The Pearson ‘r’ was calculated at r(x,y) = 0,43 which
suggests a moderately strong positive correlation, statistically significant at the 1%
level.
Recommendations for further study and limitations to the study are discussed.
VII
Table of contents
(cid:2)
Dedication & Acknowledgement(cid:2).............................................................................................(cid:2)V(cid:2)
Introduction(cid:2)...............................................................................................................................(cid:2)VI(cid:2)
List of figures(cid:2).............................................................................................................................(cid:2)X(cid:2)
Orientation(cid:2)..................................................................................................................................(cid:2)1(cid:2)
Background(cid:2).......................................................................................................................................(cid:2)1(cid:2)
Analysis of the problem(cid:2)...................................................................................................................(cid:2)3(cid:2)
Awareness of the problem(cid:2)..........................................................................................................(cid:2)3(cid:2)
Exploring the problem(cid:2)..................................................................................................................(cid:2)8(cid:2)
Problem statement(cid:2).....................................................................................................................(cid:2)11(cid:2)
Aims of research ................................................................................................................. 12
General aims(cid:2)...............................................................................................................................(cid:2)12(cid:2)
Specific aims(cid:2)...............................................................................................................................(cid:2)12(cid:2)
Research methods(cid:2).........................................................................................................................(cid:2)13(cid:2)
Demarcation of the study(cid:2)..............................................................................................................(cid:2)13(cid:2)
Explanation of the concepts(cid:2).........................................................................................................(cid:2)14(cid:2)
The Research Programme(cid:2)...........................................................................................................(cid:2)16(cid:2)
What does the literature have to say? .............................................................................. 18
Introduction(cid:2)......................................................................................................................................(cid:2)18(cid:2)
Anger(cid:2)................................................................................................................................................(cid:2)19(cid:2)
Stress(cid:2)...........................................................................................................................................(cid:2)23(cid:2)
Causes of stress(cid:2).........................................................................................................................(cid:2)25(cid:2)
Impulsive and inhibited stress(cid:2)..................................................................................................(cid:2)27(cid:2)
Aggression .......................................................................................................................... 28
Warning signs(cid:2).............................................................................................................................(cid:2)30(cid:2)
Causes of aggression(cid:2)................................................................................................................(cid:2)33(cid:2)
Male and female aggression(cid:2)....................................................................................................(cid:2)36(cid:2)
Dating aggression and peers(cid:2)...................................................................................................(cid:2)38(cid:2)
Depression .......................................................................................................................... 41
Prevalence of adolescent depression(cid:2).....................................................................................(cid:2)43(cid:2)
Symptoms of depression(cid:2)...........................................................................................................(cid:2)44(cid:2)
Causes of depression(cid:2)................................................................................................................(cid:2)45(cid:2)
VIII
Predictive factors of depression(cid:2)...............................................................................................(cid:2)46(cid:2)
Conclusion(cid:2).......................................................................................................................................(cid:2)48(cid:2)
How was the research conducted? ................................................................................... 50
Introduction(cid:2)......................................................................................................................................(cid:2)50(cid:2)
Hypotheses(cid:2).....................................................................................................................................(cid:2)50(cid:2)
Sample selection(cid:2)............................................................................................................................(cid:2)51(cid:2)
Screening tools (Measuring instruments)(cid:2)...................................................................................(cid:2)52(cid:2)
Buss-Perry Aggression Questionnaire (BPAQ)(cid:2).....................................................................(cid:2)52(cid:2)
Anger Questionnaire (AQ)(cid:2)........................................................................................................(cid:2)55(cid:2)
Choate Depression Inventory for Children (CDIC)(cid:2)................................................................(cid:2)56(cid:2)
Coding of data.................................................................................................................................(cid:2)57(cid:2)
Procedure(cid:2)........................................................................................................................................(cid:2)59(cid:2)
Processing of the results(cid:2)...............................................................................................................(cid:2)61(cid:2)
Testing the hypotheses(cid:2).................................................................................................................(cid:2)62(cid:2)
Source of error(cid:2)................................................................................................................................(cid:2)64(cid:2)
What results did the study produce? ................................................................................ 66
Introduction(cid:2)......................................................................................................................................(cid:2)66(cid:2)
Results(cid:2).............................................................................................................................................(cid:2)66(cid:2)
Demographic results(cid:2)..................................................................................................................(cid:2)66(cid:2)
Buss-Perry Aggression Questionnaire(cid:2)....................................................................................(cid:2)68(cid:2)
Anger Questionnaire(cid:2)..................................................................................................................(cid:2)70(cid:2)
Choate Depression Inventory for Children(cid:2).............................................................................(cid:2)71(cid:2)
Additional analysis(cid:2).....................................................................................................................(cid:2)73(cid:2)
Conclusions from the study .............................................................................................. 78
Introduction(cid:2)......................................................................................................................................(cid:2)78(cid:2)
Summary of results(cid:2)........................................................................................................................(cid:2)78(cid:2)
Evaluation of hypotheses(cid:2)..............................................................................................................(cid:2)81(cid:2)
Recommendations(cid:2).........................................................................................................................(cid:2)85(cid:2)
Conclusion(cid:2).......................................................................................................................................(cid:2)87(cid:2)
References ........................................................................................................................... 88
Appendices .......................................................................................................................... 97
Appendix A: Questionnaire(cid:2)...........................................................................................................(cid:2)97(cid:2)
Appendix B: Raw data(cid:2).................................................................................................................(cid:2)102(cid:2)
IX
List of figures
Figure 1: Potential progression towards aggression(cid:2)......................................................................(cid:2)8(cid:2)
Figure 2: Risk factors in aggressive behaviour(cid:2)..............................................................................(cid:2)35(cid:2)
Figure 3: Screening tools(cid:2)..................................................................................................................(cid:2)52(cid:2)
Figure 4: Chart of Sex by Grade(cid:2)......................................................................................................(cid:2)67(cid:2)
Figure 5: Chart of Sex against Physical Aggression(cid:2)....................................................................(cid:2)69(cid:2)
Figure 6: Cross tabulation for Sex against Verbal Aggression Level(cid:2).........................................(cid:2)69(cid:2)
Figure 7: Cross tabulation for sex vs. anger level(cid:2).........................................................................(cid:2)70(cid:2)
Figure 8: Bar chart for Anger Level against Age(cid:2)...........................................................................(cid:2)71(cid:2)
Figure 9: Cross tabulation for Sex against Depression Level(cid:2).....................................................(cid:2)72(cid:2)
Figure 10: Chart of Depression vs. Age(cid:2)..........................................................................................(cid:2)72(cid:2)
Figure 11: Cross tabulation for Physical Aggression vs. Sex(cid:2)......................................................(cid:2)73(cid:2)
Figure 12: Cross tabulation for Hostility vs. Sex(cid:2)............................................................................(cid:2)73(cid:2)
Figure 13: Cross tabulation for Age vs. Physical Aggression(cid:2).....................................................(cid:2)74(cid:2)
Figure 14: Cross tabulation for Age vs. Verbal Aggression(cid:2).........................................................(cid:2)74(cid:2)
Figure 15: Scatterplot of Anger and Aggression(cid:2)...........................................................................(cid:2)75(cid:2)
Figure 16: Scatterplot of Anger and Depression(cid:2)...........................................................................(cid:2)76(cid:2)
Figure 17: Scatterplot of Aggression and Depression(cid:2)..................................................................(cid:2)77(cid:2)
X
Orientation
Background
Anger is probably one of the most frequently expressed emotions during childhood.
Children soon discover that they are able to acquire attention or have their needs
met through the display of anger (Hurlock: 1987). Anger is an emotion; it is often
described with synonyms such as enraged, annoyed, at the end of my rope, fuming
and furious (Mann: 2012). While anger is a relatively common emotion, it is not to be
confused with aggression. Anger remains an emotion while aggression is an action.
The frustrated child becomes angry and may or may not express their anger with
aggression.
The concept of aggression has been described as a threat of harm or an action
aimed at harming others (Loeber & Hay: 1997). The aggressive actions often com-
mence in early childhood and reach a peak at around four years of age, declining
thereafter (Campbell, Shaw & Gilliom: 2000).
A number of children display aggression with regularity and displays of aggression
among young children is fairly common but becomes more of a concern when the
child continues to aggress into the teenage years and on into adulthood.
As an educator working with adolescents, the concept of aggression is of personal
interest; within the workplace and in the general population as a whole. It has been
suggested that aggressive displays are caused by a complex relationship of factors.
These factors can be defined as social, personal or situational. Social factors include
aspects such as frustration, arousal, media violence and provocation. The work of
Strube et al (1984) gave tremendous insight into the concepts of the A and B Type
personalities and how they are related to a propensity for violent behaviour. The
hostile attributional bias, as described by Dodge et al (1986) explains how certain
aggressors perceive hostile intentions in others and are thus more inclined to ag-
gress. Research conducted by Baron & Lawton (1972) focused on the situational
aspects of aggressive behaviour. This in conjunction with Gantner & Taylor’s work
(1992) into alcohol consumption and aggressive behaviour gives us some insight
into this factor of aggression.
1
Anger in children is a result of feelings of injustice, unfair treatment or frustration
because they are not getting their way. When anger is felt in adolescence, these
teenagers report their anger having connection to their siblings, peers, teachers and
sometimes their parents. It is important to note that the majority of teenagers decline
in their teacher and peer rated aggression during adolescence but this phase of their
life is characterised by an increase in delinquent behaviour (Berk: 2000).
Aggression is displayed in a number of forms; physical aggression, verbal aggres-
sion and indirect aggression. Verbal and physical aggression is more overt than
indirect aggression and is more evident in boys than girls (Berk: 2000). The more
covert displays of aggression are usually reserved for girls; this hostility-relational
aggression is often connected to higher levels of anxiety and lower levels of self-
esteem in girls (Crick: 1997).
The research of Farrington (1995) indicated that the levels of aggressive behaviour
tended to increase from eight years of age and peaked at around sixteen years, then
drops off at around 18 years of age and beyond. If this is correct, one would expect
to see this trend mirrored in the sample group. Conversely, longitudinal studies in
Canada, New Zealand and the United States indicated that physical aggression in
primary school was the best predictor of violent behaviour during adolescence
(Nagin & Tremblay: 1999).
In the studies of Brooks-Gunn & Warren (1989) it was suggested that the hormonal
levels during adolescence were partly responsible for the increased irritability of
teenagers. The fluctuation in hormones manifests as anger and frustration in males
but as depression among females. It would appear that there should be a connection
between levels of aggression and feelings of depression among female adolescents,
but I purport that the displays of aggression in teenage males is a manifestation of
their own feelings of depression. Kellerman (1999) suggested that testosterone
(male sex hormone) is responsible for the increase in aggressive behaviour during
puberty, while females experience higher levels of estrogen (female sex hormone)
and are thus more passive during puberty than their male counterparts.
Symptoms of depression increase during adolescence and these feelings are often
compounded by feelings of sadness and worthlessness, accompanied by feelings of
futility that can manifest in teenagers withdrawing from social situations (Sue, Sue &
2