Aggression in Boys and Girls as Related to Their Academic Achievement and Residential Background

doi:10.4236/psych.2013.45065

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Psychology

2013. Vol.4, No.5, 459-462

Published Online May 2013 in SciRes (http://www.scirp.org/journal/psych) http://dx.doi.org/10.4236/psych.2013.45065

Aggression in Boys and Girls as Related to Their Academic

Achievement and Residential Background

Md Shahinoor Rahman, Lailun Nahar

Department of Psychology, University of Chit tagong, Chittagong, Bangladesh

Email: [email protected]

Received February 1st, 2013; revised March 4th, 2013; accepted April 3rd, 2013

Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any

medium, provided the original wor k is properly cited.

The study was conducted to explore aggression in boys and girls as related to their academic achievement

and residential background in Bangladesh. Stratified random sampling technique was used and total 80

respondents constituted the sample of the study. They were equally divided into boys and girls. Each

group was again equally divided into high and low grade. Each subgroup was again equally divided into

urban and rural residential background. Thus the study used a 2 × 2 × 2 factorial design consisting of two

levels of gender (boy/girl), two levels of academic achievement (high grade/low grade) and two levels of

residential background (urban/rural). The Bengali version of measure of aggressive behavior (Rahman, A.

K. M. R., 2003) originally developed by Buss and Perry (1992) was used for the collection of data. It was

found that regardless of gender, boys expressed more aggression than girls. Similarly, regardless of aca-

demic achievement, students with high academic grade will show more aggressive behavior than low

academic grade students. Finally, students of urban areas will not show significantly more aggressive be-

havior than rural areas students. Thus the differential treatment in gender, academic achievement and re-

sidential background provides a new dimension in understanding aggression in rural and urban boys and

girls.

Keywords: Aggression; Academic Achievement; Residential Background

Introduction

Aggression is an overt behavior of a person that intended to

harm another person physically or psychologically or to dam-

age or destroy or take that person’s property. According to Ba-

ron (1994) aggression is any form of behavior directed toward

the goal of harming or injuring another living being who is mo-

tivated to avoid such treatment. Aggression viewed as a form of

behavior. The outcome of aggressive behavior is a very com-

mon phenomenon of our daily life. Considering social, political

and religious context, aggression is seen as a natural system.

Most of the time people show aggressive behavior for predo-

minant each others. In the family it is very as usual matter. For

example, clash between husband and wife, father and son, and

dominating one person to other. It simply reminds us that ag-

gression has a biological and social basis. Thus, aggressive

behavior in humans, for example, threat, attack and defense, are

commonly related to competition over resources. Moreover,

some environmental factors associated with the cause of aggres-

sion like crowding (Kaya & Erkip, 2001), noi se (Geen & O’Neal,

1969) and density. Thus, home environment may have any ef-

fect on aggression. Considering above matter this study on ag-

gression in boys and girls as related to their academic achieve-

ment and residential background is framed.

The present world-view experiences aggression repeatedly in

individual life as well as in national and international areas.

USDJ (2012) reported 1,203,564 crimes of violence in 2011. In

the same year, there were 83,425 forcible rapes and 751,131

assaults that resulted in injury to the victim. USGAO (2011)

reported more than 5 children die every day as a result of child

abuse. Harlow (1999) reported that family members were the

primary abusers of the men: a parent, guardian, or other relative

was identified by 57% to 70%.

In Bangladesh, violence is a common phenomenon and it in-

creases day by day. In 2007, more than half of married women

aged 15 - 49 experienced physical violence from their husbands

(NIPORT, 2009). ASF (2012) reported that since 1999 to 2011,

total 3321 person were victimized acid violence, among these

victim 818 were children, 812 were men and 1689 were women.

Eve teasing and rape are another type of violence against wo-

men in Bangladesh. Approximately 13,000 women were the

victim of eve teasing in 2010 (Masum, 2012) and more than

3092 were raped in 2012 (Police, 2013). A considerable part of

these violence, terrorism and rape prevailing in the country are

alarming for future generation for comfortable livings on this

earth. They confirm a basic lesson of human history that ag-

gression exists everywhere in our individual, social, national or

international life. The present study was an empirical investiga-

tion aimed at exploring the phenomenon of aggression in boys

and girls as related to academic achievement and residential

background in Bangladesh.

Several studies showed that poor academics predicted bad

behavior, which hampered academic progress (Chen et al.,

2010; Christle, Jolivette, & Nelson, 2005; Schwartz, Chang, &

Farver, 2001). Connor (2004) found a strong association be-

tween academic failure and aggression. Johnson (2009) in his

M. S. RAHMAN, L. NAHAR

research showed that an overall low average was a better pre-

dictor for the likelihood of a student displaying aggression at

school than was a specific learning disability label. Chen and

his associate (2010) found their research that aggression had

unique effects on later social competence and academic achieve-

ment. Stipek and Miles (2008) found relationship between ag-

gression and achievement is complex and reciprocal. Schwartz

et al. (2006) found adolescents who were highly aggressive,

increases in popularity were associated with increases in unex-

plained absences and decreases in grade point average. Chen et

al. (1997) found that academic achievement predicted chil-

dren’s social competence and peer acceptance. They also found

children’s social functioning and adjustment, including social

competence, aggression-disruption, leadership, and peer accep-

tance, uniquely contributed to academic achievement. Anderson

and Dill (2000) found their study that real-life violent video

game play was positively related to aggressive behavior and de-

linquency. They also showed stronger relation for individuals

who are characteristically aggressive and for men. Academic

achievement was negatively related to overall amount of time

spent playing video games. Hoover et al. (1992) found com-

petitiveness and regimentation have also been blamed in part

for an increase in the rate of students’ aggressive behaviour in

Japan. Mukerjee and Dagger (1990) claimed that leisure bore-

dom may be correlated to an increase in adolescent participa-

tion in crime. However, Barriga and his associate (Barriga et al.,

2002) showed aggressive behavior syndromes exhibited signi-

ficant zero-order correlations with the academic achievement

measures.

Objectives of the Study

 The main objective of this study is to determine the effect

of aggression on sex, academic achievement and resid e n c e .

 Second objective of this study is to find out the consistency

of the recent study of aggressive behavior with previous re-

search.

 Final objective is to search for some predisposing causes of

aggression and to explain their moderating effects.

Rationale of the Study

According to Social learning theory of aggression, People

want to acquire self respect, to become supreme, to avoid feel-

ing of inferiority complex and try to dominate others in social

life, household life and national or even in universal life. In this

aspect the students of higher grade will try to dominate lower

grade students and students of urban will try to dominate rural

students showing more aggressive behavior. On the basis of

this logic, following hypotheses were framed.

H1: Boys will show more aggressive behavior than Girls.

H2: Students with high academic grade will show more ag-

gressive behavior than low academic grade students.

H3: Students of urban areas will show significantly more ag-

gressive behavior than rural areas students.

Materials and Methods

Sample

The sample of present study was constituted of 80 respon-

dents and equally divided into boys and girls. Each category

was again divided into high and low academic grade. Each sub-

group was then equally divided into urban and rural residen-

tial background. A stratified random sampling procedure was

taken for the collection of data from different department of Chit-

tagong University. They were between 20 - 25 years old.

Instrument

The Bengali version of Measure of Aggressive Behavior

(Rahman, A. K. M. R., 2003) originally developed by Buss and

Perry (1992) was used for data collection. It contains 25 items

and was divided into 5 dimensions such as physical aggression

(five items), verbal aggression (nine items), hostile aggression

(five items), anger aggression (three items) and indirect aggres-

sion (three items). Hypothetical situations were constructed on

each item. Each item was followed by 5 alternatives ranging

from totally true to totally false. Totally true was given 5 points,

true was given 4 points, neutral was given 3 points, false was

given 2 points and totally false was given 1 point. The Highest

Possible Score (HPS) was 25 × 5 = 125 and the Lowest Possi-

ble Score (LPS) was 25 × 1 = 25. A score following on 75 or

above was regarded as Aggressive Behaviour Score. Its coeffi-

cient alpha is 0.89 and test-retest reliability is 0.80. The Meas-

ure of Aggressive Behaviour was confirmed by validation at se-

veral stages.

Design of the Stu dy

The present study used a 2 × 2 × 2 factorial design consisting

of two levels of gender (boy/girl), two levels of academic

achievement (high grade/low grade) and two levels of residen-

tial background (urban/rural). Analysis of Variance (ANOVA)

was computed on total scores of the MAB. Three independent

variables such as 1) gender, 2) Academic achievement and 3)

residential background were used. Thus, a three-way ANOVA

involving two levels of gender, two levels of academic achieve-

ment and two levels of residential background was computed.

Results

The summary of ANOVA has been presented in Table 1.

The results on total score of MAB showed that the main effect

for gender and academic achievement is statistically significant

(p < 0.01). A three-way interaction involving gender, residen-

tial background and academic achievement is statistically sig-

nifycant (p < 0.01).

The results of ANOVA shows (Table 1) significant main ef-

fect for gender (F = 122.18, df = 1/72, p < 0.01). An inspection

of mean scores (Table 2) shows that regardless of gender, the

male respondents (M = 71.70) expressed significantly higher

aggression as compared to female respondents (M = 63.30).

Similarly, ANOVA shows (Table 1) significant main effect for

Academic achievement (F = 18.29, df = 1/72, p < 0.01). An

inspection of mean scores (Table 2) shows that regardless of

academic achievement, the high grade respondents (M = 69.13)

expressed significantly higher aggression as compared to low

grade respondents (M = 65.95).

Gender × Academic achievement × Residential Background:

The results of ANOVA shows (Table 1) significant interaction

effect for gender, academic achievement and residential back-

ground (F = 7.35, df = 1/72, p < 0.01). In case of high academic

grade, it shows (Table 3) that rural boys respondents (74.50)

460

M. S. RAHMAN, L. NAHAR

Table 1.

Summary of the Anova involving gender, academic achievement and

residential background on t he t ot a l s c ores of the MAB.

Sources of variance SS df MS F

Gender (A) 1411.2 1 1411.2 122.18*

Academic

achievement (B) 211.25 1 211.25 18.29*

Residenc e (C) 12.8 1 12.80 1.10ns

AB 1.25 1 1.25 0.10ns

AC 24.15 1 24.15 2.09ns

BC 1.25 1 1.25 0.10ns

ABC 84.95 1 84.95 7.35*

Error 832.10 72 11.55

Total 2579 79

Note: ns = No t Significant, *p < 0.01.

expressed significantly more aggression as compared to urban

boys respondents (72.40). However, urban girl respondents

(66.90) expressed significantly more aggression as compared to

rural girl respondents (62.70). In case of low acade mic grade, it

is seen that there is no significant difference among boys of ur-

ban and rural respondent and girls of urban and rural respon-

dent.

In case of urban, it has found that girls with high academic

grade (66.90) expressed significantly more aggression as com-

pared to low academic grade respondents (61.60). But no sig-

nificant difference is found between boys with high and low

academic grade respondents. Similarly, In case of rural, boy

respondents with high academic grade (74.50) expressed sig-

nificantly more aggression as compared to boy respondents

with low academic grade (69.20). However, no significant dif-

ference is seen between girls with high and low academic grade

respondents of rural areas.

After analyzing means of different groups, it has seen that

there is a contrast pattern of aggressive behavior both in boys

and girls. In case of boys, there is no different between high and

low academic grade of urban respondents. But, high academic

grade respondents showed more aggressive behavior than low

academic grade of rural respondents. Contrary, In case of girls,

there is no different between high and low academic grades of

rural respondents. But, significant different have found in high

and low academic grade of urban respondents.

The findings of the study may be summariz e d a s follows:

1) The main effect of academic grade and gender was signifi-

cant.

2) The interaction effect of gender, academic achievement

and residence was significant.

3) Boys are more aggressive than girls.

4) Respondent with high academic grade is more aggressive

than respondent with low academic grade.

5) Boys with high academic grade of rural areas are more ag-

gressive than boys with high academic grade of urban areas.

6) Girls with high academic grade of urban areas are more

aggressive than girls with high academic grade of rural areas.

7) In rural areas, Boys with high academic grade are more

aggressive than boys with low academic grade.

Table 2.

Showing overall mean scores and significant mean differences between

gender and academic achievement on the total scores of the MAB.

Parameters Respondents Mean scores

Male 71.70

Gender Female 63.30

High grade 69.13

Academic achievement Low grade 65.95

Note: Mean difference was computed using Newman-Keuls formula.

Table 3.

Showing overall mean scores and significant mean differences between

gender, socio-economic status and residential background on the total

scores of the MAB.

Gender Residential ba ckground Academic achievement

High grade Low grade

Urban 72.40 a 70.70 a

Boy Rural 74.50 b 69.20 a

Urban 66.90 c 61.60 d

Girl Rural 62.70 d 62.00 d

Note: Mean difference was computed using Newman-Keuls formula.

8) In urban areas, Girls with high academic grade are more

aggressive than boys with low academic gr ad e.

Discussion

The present study was primarily design to observe the effect

of gender, academic achievement and residence on aggression

and whether these effect decrease or increase the aggressive

behavior. The analysis of result has reported that our first and

second hypotheses were supported objectively but third hy-

pothesis was not supported by our result. But, overall analyses

have reported that our third hypothesis is supported partially.

In first hypothesis, it was said that boys will show signify-

cantly more aggressive behavior than girls. The analysis re-

ported on the basis of academic achievement and residence,

boys exposed significantly more aggressive behavior than girls.

This result supported our hypothesis. Our findings is contradict

with Rahman and Huq (2005) in the context of Bangladesh.

This finding might be explained in the basis of conceptual the-

ory of aggressive behavior. Social learning theory of aggression

said that, at the various stages of society, member of it try to

dominate each other by means of aggressive behavior as a

technique.

In our practical life, it is seen that power full person of the

society try to establish predominance over forlorn people using

various technique of aggressive behavior. In domestic life, has-

sle of husband and wife, duel and adversity attitude is driven

for self-esteem and self-respect. From the consequence of pre-

vious study it has seen that, each society all over the world

male shows significantly more aggressive behavior than female

(Anderson & Bushman, 2002). Hence, the theory of aggressive

behavior and past research supported our hypothesis. Social,

economical, spiritual and cultural context of Bangladesh, it is

argued that men are trying to wield on women. Nevertheless

M. S. RAHMAN, L. NAHAR

462

women at the society try to continue compromising with men

anyway. In Bangladesh the outcome of culture and religion has

seen that men become the guardian of women in taking social

responsibility everywhere. On the other hand women suppose

that to secure their responsibility and social security is the so-

cial obligation of men. In this perspective we can say that boys

want to hold his best position showing aggressive behavior to

girls. On the contrary, girls show less aggressive behavior to

give the hint that her security and responsibility rely on boys.

In the second hypothesis, it was said that students with high

academic grade will show significantly more aggressive be-

havior than low academic grade students. The analysis shows

that student with high academic grade expose more aggressive

behavior than low academic grade students. Hence, considering

this analysis it can be said that our second hypothesis is sup-

ported objectively by our result. This finding might be explain-

ed on the basis of social learning theory of aggressive behavior.

Accordant to social learning theory, it can be said that aggres-

sive behavior is an art which can help acquire to become su-

preme. Respondent with high academic grade have came about

successful to become best. On the other hand, respondent with

low academic grad fall down the lower stage of social status. In

this perspective, it can be said that respondent with high aca-

demic grade to secure their best social position used strategy of

aggressive behavior. On the other hand, respondent with low

academic grade stay at lower stage of social status. Then, they

show comparatively low aggressive behavior. This result is con-

tradictory with Schwartz and his associate (2006) and Connor

(2004) but in the line with Chen (2010, 1997).

In third hypothesis, it was said that students of urban areas

will show significantly more aggressive behavior than rural

areas students. The results reveal that there is no statistically

significant difference between urban and rural areas respon-

dents. Then, it can be said that our third hypothesis is not sup-

ported by our result. But the interaction effects of gender, aca-

demic achievement and residence have found difference sig-

nificantly. This result indicates that girls with high grade of

urban areas expressed more aggressive behavior than that of

rural areas girls. With this analysis it can be said that our third

hypothesis is supported partially.

In conclusion, it can be said that rural boys with high grade

expressed more aggression than urban boys with high grade.

Similarly, rural boys with high grade expressed more aggres-

sion than boys with low grade. The results of this study have

proved that aggressive behavior can be increase or decrease as a

function of environment. Considering previous research and the

theory of aggressive behavior, it can be explained that, lower

class family member shows moderate behavior towards higher

class family member as a result of various socioeconomic con-

ditions. To explanation of this matter it can be said that some

times, lower class people do not show aggressive behavior to-

wards higher class people to calm down or balance the social

environment.

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