Aggressive Behaviour in Bulgarian Schools

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1		Yolanda Konstantinova Zografova	--	4333	2023-11-21 12:46:13	\|
2	Reference format revised.	Lindsay Dong	-1585 word(s)	2748	2023-11-22 01:53:37	\|

This entry is adapted from the peer-reviewed paper 10.3390/soc13100222

The article examines the influence of two of the main social environments on students’ aggressive behaviours. On the one hand, attention is paid to the general socio-psychological climate in the family environment and the attitude of the parents towards the child; and on the other hand, a less frequently studied aspect related to aggressive manifestations of the children and adolescents towards the parents is addressed. The verbal aggression towards parents (insulting and shouting) is mostly associated with verbal aggression towards both teachers and classmates. Regarding the influence of TV shows and movies containing aggression, it was found that students who watched movies with military, fighting and bloody scenes demonstrated more frequent manifestations of verbal aggression, but the TV contents did not significantly influence the manifestations of indirect aggression and physical aggression. However, the frequency of playing video games with aggressive content has a significant effect on all investigated forms of aggression, with the strongest effect on physical aggression. Aggression in social networks is a significant factor that affects the frequency of manifestation of various forms of aggression.

aggression family environment students school parents media behaviour

1. Introduction

Aggression and violence among children and adolescents in school are phenomena prevalent and growing worldwide. But it would not be possible to put all countries in general statistics—there are different data for different groups of countries due to various factors, including climatic features ^[1].

Regarding the specific figures for Bulgaria, it would be possible to indicate those with approximate accuracy, as many acts of aggression at school or at home remain unregistered. In 2017/2018, 3520 cases of aggression and harassment were registered at schools, and in 2018/2019, 3717 cases were registered. In 2019/2020, 2600 cases of aggression and harassment were registered at schools. There is a trend of decreasing cases that occur in e-learning during the pandemic and isolation, but increasing cases of vandalism, theft, and encroachment on authority ^[2]. On the one hand, dynamic modern social development raises similar problems in different countries. On the other hand, high mobility and developed forms of communication in the virtual space, through the Internet and various social networks, facilitate the transfer of patterns of behaviour in children and adolescents. In recent decades, the field of social psychology has paid particular attention to the influence of video games on adolescent aggression, and there is much evidence of a direct relationship between violent games and aggressive behaviour among adolescents ^[3]^[4].

A combination of factors play a role in the formation of aggressiveness in the behaviour of the child and, later, the adolescent—family, friends, school, media, movies, video games, and, in recent years, more and more social networks. For each of these factors, there are different characteristics—for example, in what family is the child and the student formed; with what and how many parents do they live; are there other relatives around them; what is the educational and socio-economic level of this family; in what region do they live, etc. All this complicates the already complex setup of the problem and outlines the need for systematic and periodic research among different types of schools and in different classes. Interactions between family environment and aggressive behaviour ^[5] or between media environment and aggressiveness, e.g., ^[6], of adolescents have been found in a number of studies, e.g., ^[7]^[8]^[9]; but, verification of the parallel impact of these factors is necessary, especially due to the fact that that, most often, video games or various media shows are watched and played at home in a family setting. This outlines the need for systematic research among different types of social, cultural, and family contexts in which children and teenagers learn and are brought up.

2. Family Environment and Aggressive Behaviour of Children and Adolescents

The problem of aggression is multifaceted. Among the factors that come into the focus of research attention, particular importance is attributed to parental influences and to the family environment. Ineffective parenting, especially in terms of dealing with deviant behaviour, is thought to increase the risks of destructive behaviour ^[10].

The characteristics of parental styles, especially if they contain aggression and violence, have a significant impact on the formation of aggression in adolescents. In a family environment, there is a direct formation of cognitive models of aggressive behaviour that contain specific forms of reaction in specific situations. Domestic violence is positively linked to adolescent aggression ^[4]. Children who grow up in a violent family environment are more likely to identify violent behaviour as an acceptable way to resolve conflicts ^[11].

When children enter adolescence, they develop more complex relationships not only in a family environment, but also in other types of relationships. During puberty, friends and peers play an important role in adolescent life. Learning aggressive behavioural patterns and problem-solving strategies in a social environment also extends to other social spheres of interpersonal interactions. Under the influence of violence in the family, children are more likely to exhibit problematic behaviour outside of it ^[11].

Children who experience physical violence in the parent-to-child dyad may view violence as a behaviour accepted by social norms and realise it in other contexts or relationships. On the other hand, the practice of imposing physical punishments on adolescents can play a role of legitimising violence as a habitual pattern of behaviour. Confirmation of the role of physical punishment on juvenile violence was measured in samples from 411 three-generation families, where researchers Smith and Farrington (2004) found that severe punishment leads to the emergence of child abuse ^[12].

In a family environment in which communication between parents and children is negative, there is a lack of cohesion; and parental support has a negative impact and contributes to the development of various behavioural problems in adolescence. As Estévez, Jiménez and Musitu (2008) point out in their detailed analysis: “if the interaction between family members is not a quality one, it can constitute a risk factor of special relevance which may predispose the adolescent to learn violent and socially inappropriate responses.” ^[13] (p. 16).

The family is the first and highly significant socialising factor for the formation of prosocial, aggressive, or even antisocial forms of behaviour in children. Another factor that has been shown to be closely related to behavioural problems in children and adolescents is parental style, defined as a constellation of attitudes toward the child, creating an emotional environment in which parental behaviour is expressed ^[14]. In this area, the classic study is that of Baumrind (1978), which lists three types of parenting styles: authoritarian style—when parents value obedience and limit the autonomy of the child; lenient style—when parents do not exercise control over the child and let them be autonomous, as long as they are not in physical danger; and authoritative style: parents try to control the behaviour of the child by persuasion instead of imposition ^[14]

.Observing aggressive behaviour between the most significant others for the child—parents and peers have an impact on the development of tolerance to violence. Family conflicts, in which anger, hostility, and aggression are often manifested, are considered a risk factor favourable for the formation of aggressive behaviour, especially during childhood and early adolescence ^[15].

Aggressiveness in adolescents against parents is formed under the influence of various factors. Some affect the behaviour of parents towards their children, the general climate in the family, the relationship between parents, etc. When “boundaries” are crossed and accepted norms of relationships and behaviours in the family are violated, this is often expressed in the form of aggressiveness. As Estevez and Gongora (2009) write, “physical abuse implies hitting, punching, throwing things, and any other kind of physical violence; psychological abuse refers to intimidating and humiliating parents by means on many occasions of verbal violence; emotional abuse involves lies, blackmails and other malicious mind games such as manipulative threats; and financial abuse refers to stealing money from parents, selling their possessions or incurring debts that parents must cover” ^[16] (p. 144). However, there are very few studies on these aspects, and the negative consequences that this type of behaviour has on the family context and on the physical and psychological health of both children and other family members require both scientific research and the creation, on its basis, of practical recommendations for reducing the manifestations of aggression.

Parents rarely admit when their children are abusive towards them. This fact makes it difficult to know the real number of cases of violence against parents. Usually, mothers and fathers tend to deny the occurrence of aggressive manifestations to “maintain the myth of family harmony” ^[17] (p. 1290). On the one hand, this is their way of defending their image of parents being able to properly raise their children, and on the other, there is shame and fear of being accused by society of not having performed their socially significant role well.

Personality factors in the study of aggressiveness are typically considered as part of a complex interplay with social environmental factors, school and family socialization, among others. Specific personal traits, including self-confidence, emotional instability, and moral disengagement, are emphasized, as they emerge as crucial predictors of various forms of aggressive behavior ^[18]. Research is being conducted on the role of important factors such as life satisfaction ^[19], adolescent reputation enhancement ^[20] and others. Participation in antisocial activities, smoking, alcohol consumption, and drug use in middle school were associated with subsequent destructive behaviour several years later ^[21]. As for the manifestations of antisocial and aggressive behaviour, usually, if no timely measures are taken by the authorities, it has an escalating trend—there is a continuity from minor to more serious actions during different stages of development of the child and adolescent ^[22].

Researchers found that there is a direct correlation between violent behaviour in adolescence and certain characteristics of the family environment. Despite some conflicting data regarding the influence of parental relationships, the family environment is among the most important factors in children’s behaviour ^[23]. Interesting results were obtained in a research on a complex of factors—it is proven that the quality of communication between children, parents, teachers is related to aggressive behaviour “through the influence in adolescents’ self-concept, sociometric status, and attitude towards formal authority” ^[24] (p. 789). At the same time, however “parents who use harsh child-rearing techniques are more at risk of being assaulted in comparison to those who use non-aggressive techniques” ^[16] (p. 148).

There are some basic types of family contexts that can activate adolescent aggression towards parents ^[25]^[26]. Prekop (2007) analyses in details leading characteristics of the family environment that are associated with provoking child aggression come to attention: (1) when parents are not perceived as authoritative figures by children for various reasons—in families with unsatisfactory parental guidance, in which parents do not put any restrictions on children because of poor educational principles, feel guilty in divorce, or are unable to cope with the upbringing of children for financial, social, or health reasons; (2) families with overprotective parents who do not allow any autonomy to adolescents—children become dependent on their parents, fulfilling the parents desires and avoiding any behaviour that could cause them disappointment. Under these conditions, there is a great risk that the requirements of children will increase, and they will become tyrannical ^[27]. Aggression committed by these adolescents can be understood as a search for autonomy.

Aggression among adolescents in a more severe form, manifested in a family environment, began to be studied several decades ago. The specifics of a particularly destructive family environments with obviously antisocial characteristics influence the subsequent behaviour of adolescents. Some adolescents with deviant behaviours and displays of violence against their parents “have been physically or sexually abused or have been exposed to abuse by an intimate partner” ^[28] (p.3). As one of the main factors for such behaviors of teenagers, the researchers point to the bad climate in the family ^[28]. The problems of adolescent aggression towards mothers are particularly serious ^[29]. Some authors point out that these adolescents exhibit “parenting patterns” ^[30] (p. 171) in their families, i.e., there is a shift of roles.

Adolescent aggression towards parents has also been linked to problems in school learning—for example, poor adaptation or lack of adaptation, learning difficulties and disruptive behaviour, lower student participation, and less task orientation ^[31].

Some studies have shown that school failure can be an indicator of low family cohesion. On the other hand, low family cohesion may be a predictor of child-to-parent violence ^[32]. This means that failure in school has an indirect impact on child–parent violence. On the one hand, failure in school can cause stress for families, creating prerequisites for family conflicts and low cohesion, as it is related to the expectations of parents about the learning achievements of children and their future professional realisation. On the other hand, family cohesion is a positive factor that stops possible child-to-parent violence. In the presence of a negative family environment characterised by conflict, violence between parents, or parent-to-child violence, children and adolescents are more likely to use violence against their parents ^[33]^[34].

3. Relationship of the Media Environment (Television and Video Games) with the Aggressive Behaviour of the Student

In most scientific studies, a link is sought between exposure to violent media content and subsequent manifestations of antisocial behaviour and aggression in children and adolescents. According to Kronenberger et al., “while many hypotheses have been offered to explain this relationship, leading theories emphasise the role of social learning, cognitive appraisals and beliefs, problem-solving strategies, and desensitisation” ^[35] (p. 3).

As noted by Anderson and Bushman (2002), “a child who has witnessed several thousand instances of using a gun to settle a dispute on television” ^[36] (p. 32) is very likely to build and keep the scenarios in his memory and realise them as similar patterns of behaviour in real relationships as well (ibid.).

Some authors even accept that two types of effects exist from exposure to violence projected by media. First are the short-term effects mainly due to primary processes, excitation processes, and immediate modelling of specific behaviours or so-called observation learning. Second are long-term effects and are associated with a longer-term influence of cognition and behavioural scripts and with activation of emotional processes ^[37]. In teens in Australia, China, Germany, and the United States, exposure to media violence, including television, film, and video games, was positively associated with adolescent aggression, demonstrating intercultural similarity as well ^[38].

More than two decades ago, innovative modern models were developed in the socio-psychological knowledge of aggressiveness—the information-processual models with leading researchers in this field—Anderson and Bushman ^[36], Heusmann ^[39], Dodge ^[40], and others.

Anderson and Bushman’s General Aggression Model (GAM) covers three main categories—inputs, which are personal and situational factors, channels/routes—cognitive, affective and arousal variables, and outcomes—such as “appraisal and decision processes” and “thoughtful or impulsive actions” ^[36] (p. 34). The authors place the person in the concrete social situation or case and develop a multi-stage and complex model of aggressiveness.

Based on the GAM information-processing model, violent video games can teach teens different schemes that can be repeated and solidified as models for aggressive behaviour (^[41], see also ^[42] for a detailed analysis). Aggressive beliefs and attitudes, schemes of aggressive perception, schemes of aggressive expectation, scenarios of aggressive behaviour, and desensitisation to aggression are also learned. Thus, the formation of an aggressive personality is encouraged, increasing the possibility of aggressive behaviour. For these individuals, due to the lack of mitigating mechanisms, exposure to violent video games can significantly predict that violence is a good way to solve problems, leading to the establishment of normative beliefs about aggression. In addition, in the theory of social learning of aggression, a direct path to modelling aggressive reactions is made by observing similar patterns ^[43].

Aggressive content transmitted on the one hand through television shows and on the other hand through video games influences the real aggression of adolescents ^[44]. “Violent video games could be more harmful in this sense since they are interactive, very engrossing and require the player to feel identified with the aggressor” ^[16] (p. 143). There is a tendency for parents to rate video games as less violent than the adolescent assessment, which comes to show that parents are less aware of the extent of violence in games. Unlike the ordinary visualisation of violence on television, video games take one more step: the player takes on the role of a “virtual aggressor” ^[16]. Various studies have shown that children prefer violent video games to violent television or violence on the Internet ^[45].

Donnerstein (2011) points out the following effects of playing violent video games, which are indicative of increased aggressive behaviour, hostile impact, physiological agitation, aggressive cognitions, and a decrease in prosocial behaviour due to desensitisation ^[46]. The effects of video games are similar to the effects of television violence, as noted by Gentile and Anderson (2003), but the violent video games probably influence more pronounced aggression in children ^[47].

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1. Introduction

2. Family Environment and Aggressive Behaviour of Children and Adolescents

3. Relationship of the Media Environment (Television and Video Games) with the Aggressive Behaviour of the Student

References