A PROJECT REPORT

ON

IMPACT AND INFLUENCE OF MEDIA VIOLENCE ON

YOUTH IN BAREILLY CITY U.P
Submitted for partial fulfillment of the requirements for the award of the degree

Of

BACHELOR OF COMMERCE (HONORS)

SESSION 2017-2018

BY-

SIDDHARTH JAISWAL

(1510102115)

Under the guidance of-

MRS.SHILPI DIXIT

(ASSISTANT PROFESSOR)
Department of management

INVERTIS UNIVERSITY, BAREILLY

INVERTIS
UNIVERSITY, BAREILLY
(U.P.)
SESSION 2017-18

Certificate

8
 TO WHOM IT MAY CONCERN

This is to certify that Mr. Siddharth Jaiswal student of B.Com (H)-VI semester in our
institute has successfully completed her project work entitled “A STUDY ON IMPACT
AND INFLUENCE OF MEDIA VIOLENCE ON YOUTH ” for the partial fulfillment of
the degree of Bachelor of Commerce (honors) for the session 2017-18.

I deem it fit for submission.

Ms. SHILPI DIXIT Dr. DHEERAJ GANDHI DR.MANISH GUPTA

(Assistant Professor) (HOD, BBA & B.Com) (Dean Management)

9
 ACKNOWLEDGEMENT

I will always remain deeply indebted to my teacher and supervisor Ms. Shilpi Dixit
(Assistant Professor), Department of Management, Invertis University for his excellent
guidance and moral support at every step of my work. His vast knowledge, scientific
temperament, critical evolution, encouraging supervision and patient outlook have always
been a constant source of inspiration for me. Apart from helping me understand the problem
associated with it, he has made me realize the need and power of rationalism and optimism to
conquer the unknown, in this fast developing scientific world.

I would like to place on record, my deep sense of gratitude for the guiding hand of my
father Mr. Avinash Jaiswal and the humble and loving care of my mother Mrs. Rajni
Jaiswal who always supported me despite of all odds.

I extend my gratitude to INVERTIS UNIVERSITY for giving me this opportunity.

At last but not least gratitude goes to all of my friends who directly or indirectly helped me to
complete this project report.

Any omission in this brief acknowledgement does not mean lack of gratitude.

Thanking You.

SIDDHARTH JAISWAL
BCOM (HONOURS)
BC02015126

TABLE OF CONTENTS

PAGE NUMBER

10
Title Page ……………………………………………………………………. i

Certificate ……………………………………………………………………. ii

Acknowledgement …………………………………………………………… iii

Table Of Contents ……………………………………………………………… iv

List Of Tables ………………………………………………………………… v-vi

List Of Figures ………………………………………………………………… vii-viii

CHAPTER ONE

Introduction………………………………………………………………………..8-13

CHAPTER TWO

Literature Review ………………………………………………………………. 14-18

CHAPTER THREE
3.1 Research Objectives ………………………………………………………….19

3.2 Hypothesis ……………………………………………………………………20.

3.3 Research Methodology ………………………………………………………21

3.4Research Design ………………………………………………………………22

CHAPTER FOUR

Data Presentation And Interpretation …………………………………………………….24-46

11
 CHAPTER FIVE

Research Findings ……………………………………………………………………… 48-51

CONCLUSION ……………………………………………………………………………52

RESEARCH SCOPE AND LIMITATIONS …………………………………………… 53-54

BIBLIOGRAPHY ………………………………………………………………………55-56

LIST OF TABLE
S.NO TABLE TABLE NAME PAGE

12
 NUMBER NUMBER
1 4.a frequency distribution of people on their age basis 25 
2 4.b frequency distribution of people on their qualification basis 26
3 4.c Frequency distribution of people on their gender basis   27
4 4.d Frequency distribution on their religion basis   28
5 4.1 Frequency distribution of people media to use on weekly basis   29
6 4.2 Frequency distribution of people media contains the violent content   30
Frequency distribution of people violent content may affect your
7 4.3 behavior 31
8 4.4 Frequency distribution of people media affected them the most  32
Frequency distribution of people emotions you felt the most by using
9 4.5 the type of media  33
10 4.6 Frequency distribution of people as media have affected schedule  34
Frequency distribution of people improved the learning abilities of
11 4.7 youth  35
Frequency distribution of people media improved the learning
12 4.8 abilities of youth  36
13 4.9 Frequency distribution of people age group is more affected by media  37
Frequency distribution of people as which category in media they
14 4.10 enjoy to watch  38
Frequency distribution of people as media violence bring domestic
15 4.11 conflicts  39
16 4.12 Frequency distribution o people advertising is having negative affect  40
Frequency distribution of people on basis of media had taken reality
17 4.13 far away from youth  41
Frequency distribution of people seeing violent things on media may
18 4.14 increase the aggression of people  42
frequency distribution of cross tabulation o between gender of
19 5.1 people and which of the media affected them the most 45 
frequency distribution of cross tabulation between age group and
20 5.2 media violence bring family conflicts  46

LIST OF FIGURES
FIGURE PAGE
S.NO NUMBER FIGURE NAME NUMBER

13
1 Fig.4.a Graphical representation of people on their age basis 26
Fig.4.b
2 Graphical representation of people on their qualification basis 27
Fig.4.c
3 Graphical representation of people on their gender basis 28
Fig.4.d
4 Graphical representation on their religion basis 29
Fig.4.1
5 Graphical representation of people media to use on weekly basis 30
Fig.4.2
6 Graphical representation of people media contains the violent content 31
Fig.4.3 Graphical representation of people violent content may affect your
7 behavior 32
Fig.4.4
8 Graphical representation of people media affected them the most 33
Fig.4.5 Graphical representation of people emotions you felt the most by
9 using the type of media 34
Fig.4.6
10 Graphical representation of people as media have affected schedule 35
Fig.4.7 Graphical representation of people improved the learning abilities of
11 youth 36
Fig.4.8 Graphical representation of people media improved the learning
12 abilities of youth 37
Fig.4.9 Graphical representation of people age group is more affected by
13 media 38
Fig.4.10 Graphical representation of people as which category in media they
14 enjoy to watch 39
Fig.4.11 Graphical representation of people as media violence bring domestic
15 conflicts 39
Fig.4.12
16 Graphical representation people advertising is having negative affect 40
Fig.4.13 Graphical representation of people on basis of media had taken reality
17 far away from youth 41
Fig.4.14 Graphical representation of cross tabulation o between gender of
18 people and which of the media affected them the most 42
Graphical representation of cross tabulation between age group and
19 Fig .5.1 media violence bring family conflicts 46

14
 CHAPTER – 1

INTRODUCTION

The presence and intensity of media influences—television, radio, music, computers, films,
videos, and the Internet—are increasingly recognized as an important part of the social
ecology of children and youth, and these influences have become more visible and volatile in
recent decades. Research that explores the level and effects of media influences calls for
measurements of the quantity and character of exposure to a variety of potentially

15
overlapping media sources, an analysis of the content of the media output, and examination
of the social context and relationships that are associated with the media experience.
Additional effort is needed to develop theories that can identify underlying processes and
mechanisms that link media influences to outcomes. Outcomes in turn call for tools that can
measure, evaluate, and help explain how certain media experiences influence, and are
influenced by, health and behavioral factors as well as cognitive and developmental
processes. Methodologies from a variety of disciplines— communications, economics,
neuroscience, pediatrics, and psychology, to name a few— have been applied to these
questions, and a strong body of research and valuable findings has emerged. Nevertheless, the
field is relatively young and many methodological and theoretical questions remain, even as
new digital technologies continue to pose unique challenges to researchers.
While current media studies focus on the social environment of the millennium generation,
there is nothing new in adults being worried about corrupting influences on young people.
Early Greek philosophers argued about the relative merits of a focus on rhetoric in the
education of their youth at the expense of reason and understanding. When novels were first
published during the eighteenth century, many people were concerned that readers, especially
the young, would be corrupted by the licentious and immoral behavior described, as well as
by the indolent lifestyle they perceived novel readers to follow. By the twentieth century, the
potential causes for concern had proliferated dramatically. Today, media experiences seem to
expand by the month, and while much of the concern about their influence on young people
may represent older worries in new forms, the media ecology of today’s children and youth
also presents a new frontier that offers unique challenges for research studies.
A child born in the 1930s might have spent as much as several hours a week listening to
the radio; reading comic books, newspapers, or magazines; or watching a film at a local
theatre. Since television was first introduced in the 1950s, the number of hours young people
spend interacting in some way with media, as well as the range and capabilities of the many
devices and activities that could be considered media experiences, have increased to an extent
far beyond the imagining of today’s grandparents when they were young. Children today use
electronic media from two to five hours daily, and infants—even in utero—are regularly
exposed to a variety of media
Researchers are increasingly concerned not only with how much time children spend with
the media in general, but also with how they apportion their exposure over different sources
and types of media. Furthermore, interest is growing in examining how the experience with
media exposure, content, and context has changed over the decades in response to new media
features and technologies as well as reflecting other social and economic trends. As an
increasingly pervasive and vibrant part of the social ecology of children and youth, media
influences have drawn the attention of parents, practitioners, and policy makers who seek to
curb risky exposures as well as to identify ways to promote positive media practices that can
foster healthy development.
These questions are extremely complicated to investigate. Recognizing the importance of
this research, the Board on Children, Youth, and Families, under the auspices of the National
Research Council and the Institute of Medicine, and with the sponsorship of the Henry
J.Kaiser Family Foundation, held a workshop in March 2006. Its purpose was twofold: to
examine the quality of the measures used in studies of the effects of media on children’s
health and development and to identify gaps in both research and practice. The goal was for a
variety of experts to consider steps and strategies that could move this research forward and
improve its utility for helping parents, practitioners, and policy makers guide young people in
navigating a media-rich environment.

16
 The specific charge to the Program Committee for a Workshop on Improving Research on
Interactive Media and Children’s Health, which planned the workshop, was to consider:
1. The nature of key research literatures that examine different types of media exposure
among children and youth; as well as the types of behaviors and interactions associated with
media use (including television, video games, computers, cell phones, and the Internet);
2. The strengths and limitations of different types of measures used in studies of media,
children, and youth; and
3. Opportunities and strategies for developing one or more studies in this field that can
inform the development of research, policy, and practice guidelines regarding media use,
content, controls, and guidance for children and youth.
The committee met once by phone and collaborated via electronic mail to develop strategies
for describing how media research is conducted and the methodological issues it poses. This
planning effort prompted the development of two background papers and a subsequent day-
long discussion that included sessions on the state of the art in current measures of media
exposure; the research designs, tools, and frameworks used in social epidemiological and
prevention research; and the role of theory in explaining relationships among media exposure
and outcomes. In this way the committee was able to represent a variety of perspectives, even
though the available time would not allow for comprehe nsive coverage of any of the issues.
of the potential impact of media exposure, followed by a description of the basic research
questions and the methods currently used to study them. Methodological questions and
challenges and theoretical approaches are described; they are discussed from the perspective
of other kinds of epidemiological research. The report closes with a discussion of future
directions for the field.

17
VIOLENT MEDIA AND AGGRESSION: WHAT IS THE ISSUE?
The media landscape is ever changing, with new technologies resulting in greater
interactivity on smaller,
graphically superior, and computationally more powerful devices. These new technologies
are tremendous resources
for learning and knowledge acquisition at a rate unparalleled in the past. Unlike traditional
media
(such as broadcast TV), these new technologies, in combination with an Internet connection,
give children and
adolescents new ways of playing games as well as access to more diverse forms of visually
stimulating content
than ever before (Donnerstein, 2011). Access to such content has many benefits, but it also
carries risks. Youth
can now download, view, play, and listen to violent material any time of day or night, often
from the privacy
of their own rooms, and with little supervision from their parents. With new technologies, the
opportunities for
viewing violent content, which was once relegated to more public spaces (such as the
neighborhood, the movie
theater, or the living room), have become increasingly private.
For other media contents unrelated to violence, it is widely accepted that what people see in
the virtual reality
of the media has an effect on their behavior in the real world. For example, the multibillion
dollar advertising
industry flourishes on the assumption that showing people media advertisements will make
them more likely
to buy the advertised product. Airlines train prospective pilots on flight simulators to teach
them virtual flying
skills before allowing them to fly a real plane. Limiting sexually explicit material from being
shown at times
when children might be watching reflects the belief that such media contents adversely affect
young people’s
development. These examples show that media contents of different sorts are accepted to
have an impact on
how people feel, think, and act in real life. However, there seems to be more reluctance to
accept the conclusion
that depictions of violence in the media have a similar capacity to influence people’s behavior
in the real wor

18
 CHAPTER – 2

LITERATURE REVIEW

19
LITERATURE REVIEW

Bushman ,B.J.(1995)The result report in the article indicate that the media violence
is more likely to elicit aggressive behaviour in high traint.

Result is ordiovascular arousal ,unprovoked aggression and provoked aggression. The study
was conducted to test the hypothesis that high traint aggressive indivisuals are more affected
by violent media.

Savage J, Yarvey(2008)Article present a meta –analysis –yielding 26 sample of

subjects on relationship between exposure to media violence and violent aggression

Method was selection of studies ,the research paper for the present study is”Does a published
literature establish a link between media violence?” Result was 36 studies met the criteria
outlined in our introduction though only 33 of them reported adequate information to tecode
of summary measure of significance and only 29 information to code of summary effect size.

-Funk J.B.Baladauri The goal of this study was to determine if their are
relationships between real life media and violence exposure and decentralisation
reflected in different characterstics.
Method was a sample of 150 students was recruited from elementary school and
deycare center located in a mid side and Midwestern city. Result was media score was
calculated for each of four categories by computing the frequencies of violence
category choices.

Gentile ,D.A coyine and Violesh This study expands upon the previous research in
two directions. : By examines subtypes aggression

By measuring media violence exposure.

Result a series of analyses were conducted on the data . We first provide some basic
descriptive statistics for data and correlations between the variables. Method was a
participant student participated in the study . The students were taken from the school ethical
principle of psychologist and code of conduct.

Bushman ,B.J Objective was participants made free hymonyms,with one meaning and one
more than the other and no nonaggressive word after viewing a violent or nonviolent video.

20
 Method was participants were 200 undergraduate psychology students who spoke
English as their first language .After 87% of participants were white which was higher than
the national average of 83%. Video tape content was expected to have a significant effect
upon reaction time to te aggressive word but not on reaction timeto non aggressive word.

Ostrov , J.M,Jentile , D.A and Grick - Pre school children enrolled a multi
informant , longitudinal study were participated in study design to investigate the role of
media exposure on concurrent and future aggressive and prosocial behaviour.

Method was the participants of the study included the 38 boys and 38 girls their parents and
the head teachers who were the part of the ongoing longitudinal study in the large mid-
western study. Finding children matched television for average of 11 hours per week . boys
views television for 10 per week as girls watch television for 13 per week.

Stein AA.Friedrich Article given by the experts include the effect of television violence
on children and Mitchelyouthberg. Implications for the psychological effect of the television
programming on the black children by carlyon block towards the most daring ground , by
Peter Almond. The final paper by of the committee on children’s television addresses the
workshop major television.

Othenberg, MB (1975) Several classic studies were conducted during that period. These
investigations can broadly be distinguished from more recent television research by their
focus on their effect on the television as per rather than the effect of specific content.

Method was experimental studies during the laboratories constructed films. Experimental
studies using real life content. Finding was overall it appers that violent cartoons investigate
children to aggressive behaviour on a short term basis . repeated exposure either increases or
maintains what ever effects are initially created.

Yanowitz and Styker - This study examines the validity of reinforcement approach as
the complementary model to direct media effect on the health behaviour change. For using on
the news coverage effects on youth brings drinking o te between the 1978 and 1996. It was
hypothesized that the media have contributed to the reduction .

Method was data on the beief and the reinforcement in bridge drinking behaviour
between 1978 and 1996 to obtained by monitoring the future project that is funded by
national institute of drugs.Result was that examines the trends in bridge drinking related
belief and involvement in belief

21
-Brown J.D ,older Television viewing aggressive behaviour were accessed over 17 years
internal over of community sampe of 707 indivisual .Their was significant association
between the amount of time spent watching the television.

Result was that the present finding was indicate the extencive television viewing by young
adult is associated with increased likely hood of committing by the aggressive heads aganist
orders .Method was experimenatal and longitudinal studies have provided considerable
support for hypothesis that the children viewing of televoisoned violence is associated with
the subsequent increases in aggressive behaviour.

22
REFERENCE
1-Bushman ,B.J(1995),moderating volt traint aggressiveness . Journal of personality and
social psychology .(69)5,950

2-Savage J and Yarvey (2008)

The effect of media violence on criminal aggression , criminal justice and behaviour .(35)
6,772-791.

3-Funk J.B.Baladauri , Violent exposure in real life television , movies , internet is their
Journal of adolescent . 27(1) 23-29

4-Gentile ,D.A coyine and Violesh D.A media violence anfd relational aggression and school
age children ,aggressive behaviour 37(2),196-206

5-Bushman ,B.J ,primary effect of media violence of accessesability of aggressive

behaviour .Social psychological bulliten . 24(5) , PP , 537-545.

6- Ostrov , J.M,Jentile , D.A and Grick . Media exposure , a longitudinal study . Social
development 15(4) ,612-625.

7-Othenberg, MB (1975) effecting television violence on children and youth . Jama 234 (10)
1043-1046

8-Stein AA.Friedrich , impact of television of children on youth university of the Chicago

press.

9-Yanowitz and Styker , mass media , social norms , health promotion effect , effect on
bringe drinking , research 28(2), 208-239.

10-Brown J.D ,older and the newer media pattern of use and effect on adolescent health and
wealth being . 21(1) ,95(113)

23
 CHAPTER – 3

RESEARCH
OBJECTIVES /
HYPOTHESIS /
RESEARCH DESIGN /
METHODOLOGY

24
RESEARCH OBJECTIVE
1-To examine the multivariate nature of risk factors for youth violence including domestic
violence in the house , family conflict , depression level and exposure to television.

a) Is media violence having domestic violence in house.

b) Is media violence leads to family conflicts.
c) Media violence leads to depression level.

2- Examine the impact of the media violence on the youth.

a) Is media affecting the youth in positive or negative way.

HYPOTHESIS

HYPOTHESIS 1

Ho (NULL HYPOTHESIS)- . H0 –There is no relation between the gender to the media affected
them the most.

H1(ALTERNATIVE HYPOTHESIS). H1-There is a relation between gender to the

media affected them the most

HYPOTHESIS 2

 Ho (NULL HYPOTHESIS). H0- There is no relationship between age limit and

the media violence bring domestic conflicts.

25
H2(ALTERNATIVE HYPOTHESIS). H2- there is relationship between age limit between
age limit and media violence bring domestic conflicts.

RESEARCH METHODOLOGY

Research methodology is a systematic way to solve a problem. It is a science of studying how

research is to be carried out. Essentially, the procedures by which researchers go about their
work of describing, explaining and predicting phenomena are called research methodology. It
is also defined as the study of methods by which knowledge is gained. Its aim is to give the
work plan of research

TYPE OF RESEARCH
DESCRIPTIVE RESEARCH-
Descriptive research is a study designed to depict the participants in an accurate way. More
simply put, descriptive research is all about describing people who take part in the study.
There are three ways a researcher can go about doing a descriptive research project, and they
are:

 Observational, defined as a method of viewing and recording the participants

 Case study, defined as an in-depth study of an individual or group of individuals
 Survey, defined as a brief interview or discussion with an individual about a specific
topic

TYPE OF DATA
 PRIMARY DATA-  Primary data is information that you collect specifically for the
purpose of your research project. An advantage of primary data is that it is
specifically tailored to your research needs. 
 SECONDARY DATA- Secondary data refers to data that was collected by
someone other than the user. Common sources of secondary data for social science
include censuses, information collected by government departments, organizational
records and data that was originally collected for other research purposes

26
27
STATISTICAL TOOLS
 The analyzing tools like- cross tabulation , percentage analysis , graphical
representation , measure of central tendency , chi-square test will be used for
analyzing data. Statistical Analysis Tools are required for a thorough and scientifically
valid analysis of survey results. There are several choices available for the researcher to
choose from – ranging from the simple tools available with all survey packages that
calculate percentages and totals – to the very advanced tools requiring a graduate
education to learn and use.

28
 Research design
1- Type of research methodology _ Descriptive

2- Sample unit _ Indivisual

3- Sample area _ Bareilly

4- Sample size _ minimum 70

5- Data collection technique :

 Research method _ Primary

 Sampling type _ Random sampling
 Analysing plan _ pie chart

29
 CHAPTER – 4

DATA PRESENTATION /
INTERPRETATION

Table 4.b frequency distribution of

people on basis of qualification

Qualification Frequency Percent

Graduate 60 77.9

Intermediate 7 9.1

30
Pursuing studies 10 13.0

Total 77 100.0
 Fig 4.b Graphical representation of people on basis of qualification

(Source: online survey 2018)

Interpretation-The table implies the qualification of the youth. In which the 12.99% are
pursuing studies,9.09% are intermediate, 77.92% are graduated.

Table 4.a tabular representation of

people on their age basis

Age Frequency Percent

15-18 2 2.6

18-21 35 45.5

21-24 23 29.9

24-27 17 22.1

Total 77 100.0

31
 (Source: online survey)
Fig 4.a graphical representation of people on age

Interpretation-The table implies the age limit of the people as there are 2.60% people in 15-
18 group, there are 22.08% people in 24-27 group, there are 29.87% people in 21-24 group
and there are 45.45% people in 18-21 group

Table 4.c Frequency distribution of

people on gender basis

Gender Frequency Percent

Female 31 40.3

Male 46 59.7

Total 77 100.0

32
 (Source : online survey 2018)

Fig 4.c graphical

representation of people
on gender basis

Interpretation- The table implies gender of person as there are 59.74% male people and
there are 40.26% female people

Table 4.d Frequency distribution of people on

religion basis

Religion Frequency Percent

Hindu 69 89.6

Musli 4 5.2
m

others 4 5.2

Total 77 100.0

33
 (Source : online survey 2018)

Fig 4.d graphical representation of people on basis of religion

Table 4.1 Frequency distribution of

people how much media use in weekly
basis

Interpretation- Table implies the religion basis as there are 5.19% people in other
religion ,there are 5.19 % people in muslim religion , there are 89.61% people in hindu
religion.

1-How much media do you use on weekly basis?

Options Frequency Percent

34
 0-3 hours 7 9.1

10+ hours 43 55.8

3-6 hours 11 14.3

6-10 hours 16 20.8

Total 77 100.0

(Source : online survey)

Fig 4.1 graphical representation of people using the media on the weekly basis

Interpretation-Table implies that media used by people on weekly basis as those who use
media from 0-3 hours there are 9.09% people, those who use 3-6 hours there are 14.29%
people, those who use 6-10 hours there are 20.78%, those who use 10+ hours there are
55.84% people.
2-Does the media contains the violent content?

Table 4.2 Frequency distribution of

people that media contains the violent
content

Options Frequency Percent

can't say 13 16.9

35
 Maybe 25 32.5

No 21 27.3

Yes 18 23.4

Total 77 100.0

Table4.3 Frequency distribution of people that

affect the behaviour of them on violent content

(Source : online survey 2018)

Fig 4.2 graphical representation of people that media contains violent contents

Interpretation- Table implies that media contains the violent contents as who say yes there
are 23.38%, the persons who say no there are 27.27% people, who say may be there are
32.47%, people who say can’t say there are 16.88% people.

3-How much of violent content affect your behaviour?

Options Frequency Percent

1 1.3

Drastically 16 20.8

36
 it has't 18 23.4

Maybe 16 20.8

Never paid attention 26 33.8

Total 77 100.0

(Source: online survey 2018)

Fig 4.3 graphical representation of people that affect their behaviour on violent content

Interpretation-Table implies as media affect the behaviour of people as 1.30% says yes,
33.77% person sys as they never paid attention, 20.78% person says may be, 20.78% person
says drastically media have affected the behaviour, 23.38% says that it hasn’t affected the
behavior

4-Which of the media affected you the most?

Table 4.4 Frequency distribution of

people on basis of the media affected
them the most

Options Frequency Percent

1 1.3
Internet 28 36.4
Movies 23 29.9
Television 20 26.0
Video game 5 6.5

37
 Total 77 100.0

(Source: online survey 2018)

Fig 4.4 graphical representation of

people on basis of which media
affected you the most

Interpretation-Table represents that which media affected them the most as 6.49% people
says video games have affected them , 25.97% says television have affected them the most,
29.87% says movies have affected them, 36.36% of them says internet have affected them the
most.

5-Which emotions you feel the most using the type of media?

Options Frequency Percent

Aggressive 8 10.4

Anger 16 20.8

can't say 37 48.1

Dipressed 16 20.8

38
 Total 77 100.0

(Source : online survey 2018)

Table4.5 Frequency distribution of

people felt the emotions using the type of
media

Fig 4.5 graphical representation of people felt the emotions using the type of media

Interpretation-Table represents the emotions felt by them by using particular media as

48.05% can’t say anything, 20.78% says anger, 10.39 says aggression, 20.78 says the
depression .

6-How have these type of media affected your schedule?

Options Frequency Percent

Table4.6
can't say Frequency
17 distribution
22.1 of
people whose schedule been affected
No change 25 32.5
through media
sleeping less 24 31.2

sleeping more 11 14.3

Total 77 100.0

39
 Fig 4.6 graphical representation of people whose schedule is been affected by media

Interpretation-Table represents that how schedule is been affected by media as 14.29%

person says they sleep more , 31.17% says they sleep less, 32.47% says there is no change in
them, 22.08% can’t say about it.
7-Media have improved the learning abilities of youth?

Table 4.7 Frequency distribution of

people improved the learning abilities

Options Frequency Percent

Agree 40 51.9

can't say 24 31.2

Disagree 13 16.9

Total 77 100.0

(Source : online survey 2018)

Fig 4.7 graphical representation of people improved the learning abilities

Interpretation-Table implies that media improved the learning abilities of people as 16.88%
1people disagree with it,31.17% can’t say,51.95% people agree about it.

40
 Table 4.8 Frequency distribution of
people by age group is affected by
8- Which age group is most affected by the
media
media?

Options Frequency Percent

15-18 16 20.8

18-21 40 51.9

24-27 21 27.3

Total 77 100.0

(Source :online source 2018)

Fig 4.8 graphical representation of people by age group is affected by media

Interpretation-Table implies the which age group is mostly affected by media as 51.95%
says 18-21 age group of people are been affected by it,27.27% people says 24-27 age group
of people are been affected,20.78% of people says 15-18 age group are been affected the
most.

41
 Table 4.9 Frequency distribution of people
as which category in media they enjoy to
9-Which category in media you enjoy to
watch
watch?

Options Frequency Percent

New channels 13 16.9

Others 24 31.2

Reality shows 16 20.8

Sport 24 31.2

Total 77 100.0

(Source : online survey 2018)

Fig 4.9 graphical representation of people as which category in media they enjoy to watch

Interpretation-Table implies that which category you enjoy to watch in media 31.17% says
they enjoy to watch sports, 20.78% says they enjoy to watch reality shows, 16.88% says they
42
 enjoy to watch news channels, 31.17% says the others.

Table 4.10 Frequency distribution of

10-Do you people on media violence gone out of think that media violence have
gone out of control control?

Options Frequency Percent

Agree 33 42.9

can't say 27 35.1

disagree 17 22.1

Total 77 100.0

(Source: online survey 2018)

Fig 4.10 graphical representation of people on media violence gone out of control

Interpretation-Table implies that the media violence have gone out of control as 42.86%
agree with it,22.08% people disagree with it, 35.06% can’t say about it.

43
11-Does the media violence bring the
Table 4.11 Frequency distribution of
domestic conflicts ,family
people bring domestic conflicts
conflicts?

Options Frequency Percent

1 1.3

Agree 28 36.4

can't say 21 27.3

disagree 27 35.1

Total 77 100.0

(Source : online survey 2018)

Fig 4.11 graphical representation of people bring domestic violence

44
Interpretation-Table implies as media violence bring family conflicts so 35.06% of people
disagree with it , 36.36% agree with it , 27.27% can’t say about it.

Table 4.12 Frequency distribution

12-Do you of people is advertising having think violence in advertising is
having negative affect on people negative affect on youth?

Options Frequency Percent

agree 26 33.8

can't say 16 20.8

disagree 13 16.9

maybe 22 28.6

Total 77 100.0

(Source : online survey 2018)

Interpretation-Table implies that media advertisement have negative affect on youth as

33.77% agree with it, 16.88% people disagree with it, 28.57% says may be,20.78% can’t say
about it.
Fig 4.12 graphical representation of
people is advertising having negative
affect on people

45
 13-Media has taken Table 4.13 Frequency distribution of reality far away from
the youth? people that media had taken the reality
far away

Options Frequency Percent

agree 28 36.4

cant say 7 9.1

disagree 11 14.3

maybe 22 28.6

No 9 11.7

Total 77 100.0

(Source : online survey 2018)

Fig 4.13 graphical representation of people that media had taken media reality far away

Interpretation- Table implies that media violence had taken reality far away in this 36.36%
agree with this, 14.29% disagree with it, 28.57% say may be , 11.69% says no,9.09% can’t
say as reality is far away.

46
14- Do you think that seeing violent things on internet , listening violent music, may increase
the aggression ofyouth?

Table 4.14 Frequency distribution of

people on seeing violent things may
increase the aggression of people

Options Frequency Percent

Agree 34 44.2

can' say 17 22.1

Disagree 14 18.2

May be 12 15.6

Total 77 100.0

(Source : online survey 2018)

Fig 4.14 graphical representation of people on seeing violent things may increase the
aggression of people

47
Interpretation-Table implies that seeing violent things may increase the aggression in this
44.16% agree with this, 22.08% can’t say about it , 18.18% disagree about this, 15.58% says
maybe it increases the aggression.

48
 CHAPTER – 5

RESEARCH FINDINGS

49
Table 5.1 frequency distribution of cross tabulation o between gender of
people and which of the media affected them the most
Gender Particular Which of the media affected you the most
others Internet movies Television VIDEO GAMES TOTAL

Count 0 11 12 6 2 31
Female 0.0% 35.5% 38.7% 19.4% 6.5%
% within Gender

46
Count 1 17 11 14 3
2.2% 37.0% 23.9% 30.4% 6.5% 100%
Male % within Gender

Count 1 28 23 20 5 77

% within Gender 1.3% 36.4% 29.9% 26.0%

Total
6.5% 1OO%

(Source :online survey)

Fig 5.1 graphical representation of cross tabulation between gender of

people and which of the media affected them the most
Total

Video game

Television
total
male
movies
female
Internet

0 10 20 30 40 50 60 70 80 90

50
 FINDINGS: From the above data we can see that there are total number
of 77 respondents with in which 31% person belongs to female gender,and with in which
46% belongs to male gender .In female gender 35.5% are affected by the internet, 38.7%
females are affected by the movies, 19.4% females are affected by the television, 6.5% are
affected by the video games and 0% are affected by the other media .In male gender 37% are
affected by the internet, 23.9% are affected by the movies, 30.4% are affected by television,
6.5% are affected by the video games and 2.2% of males are affected by other type of media.

CONCLUSION: According to the above data we came to know that female youth is
mostly affected by the internet and movies ,they are not much affected by television and other
type of media and in male youth is much affected by the internet and television as compared
to movies and video games . the conclusion is mostly both are affected by internet.

51
 Table 5.2 frequency distribution of cross tabulation between age group and media vio
conflicts
age Does the media violenc ebringthe domestic conflicts family
Can’t say Agree can't say

Count 0 1 0
15-18
% within Age 0.0% 50.0% 0.0%

18-21 Count 0 12 12

% within Age 0.0% 34.3% 34.3%

Count 1 8 4
21-24
% within Age 4.3% 34.8% 17.4%

Count 0 7 5
24-27
% within Age 0.0% 41.2% 29.4%
Count 1 28 21
Total
% within Age 1.3% 36.4% 27.3%

Fig 5.2 graphical representation of cross tabulation of

different age group and media violence bring conflicts in family

total

24-27

total
21-24 disagree
can't say
agree
Series1
18-21

15-18

0 10 20 30 40 50 60 70 80 90

52
 FINDING :From the above data we can see that there are total number of 77 respondents
with in which 2% are from 15-18 age limit, 35% of youth is from the age limit of 18-21 , 23
% of youth is from the age limit of 21-24 , 17% of youth is from 24-27. As in in the age limit
of 15-18 50% agree about it and 50% disagree for it , as in the age limit of 18-21 34.3%
agree about it , 34.3% can’t say for it and 31.4% disagree for it , as in the age limit for 21-24
4.3% can’t say for it , 34.8% agree for it, 17.4% can’t say and 43.5% disagree about it . as
in the age limit of 24-27 1.3% can’t say for it, 36.4 % agree for it, 27.3% can’t say about it ,
35.1% disagree for it.

CONCLUSION- According to above data we came to know that the age group youth of
15-18 and 24-27 agree that medi violence brings conflicts in family and domestic areas. Age
group of 15-18 and 21-24 disagree for it.

53
HYPOTHESIS FINDINGS

54
Table 5.a expected frequency distribution table for hypothesis 1
Chi-Square Tests

Value df Asymp. Sig. (2-

sided)

Pearson Chi-Square 2.918 a

4 .572
Likelihood Ratio 3.277 4 .513
N of Valid Cases 77

a. 4 cells (40.0%) have expected count less than 5. The minimum

expected count is .40.

Research finding:
Since the P value .572 is more than 0.05, so we accept
the null hypothesis i.e. there is no relationship between
the gender and the media affected you the most.

 H0 –There is no relation between the gender to

the media affected them the most.
H1-There is a relation between gender to the media affected
Them the most

55
Chi-Square Tests

Value df Asymp. Sig. (2-

sided)

Pearson Chi-Square 5.523 a

9 .787
Likelihood Ratio 6.162 9 .724
N of Valid Cases 77

a. 8 cells (50.0%) have expected count less than 5. The minimum

expected count is .03.
Fig 5.b expected frequency distribution table for
hypothesis 2

RESEARCH FINDINGS:
Since the P value .787 is more than 0.05, so we except the null hypothesis i.e there is no relationship
between age limit and the media violence bring domestic conflicts.

 H0- There is no relationship between age limit and the media violence bring
domestic conflicts.

H2- there is relationship between age limit between age limit and media violence bring
domestic conflicts.

56
TABLE I. Effects of Media Violence on Aggression and Prosocial Behavior as
Documented by Meta-analyses
Bushman and Huesmann (2006)
TV, movies, video games, music,
and comic books
Ferguson (2007) Video
games (Experimental
studies)
Anderson et al. (2010) Video games
(Experimental, cross-sectional, and
longitudinal studies)
Number of independent samples 431 14 381
Number of participants 68,463 1,189 130,296
Aggressive thoughts .18 .25 .16
Physiological arousal .26 .27 .14
Aggressive feelings .27 – .14
Aggressive behavior .19 .29 .19
Prosocial behavior −.08 −.30 −.10
the American Academy of Pediatrics, the American Psychiatric Association, and the
American Psychological
Association (among others) have all concluded that “the data point overwhelmingly to a
causal connection
between media violence and aggressive behavior” (American Academy of Pediatrics, 2000).
A large body of
research accumulated since then corroborates this conclusion.
It is important to note, however, that these conclusions are about aggressive behavior, not
criminally violent
behavior (Coyne et al., 2008). Very few studies have looked at the effects on serious
criminally violent behavior,
and the existing evidence (and theory) suggests that the effect on criminally violent behavior,
while significant
for males (Huesmann, 1986; Huesmann et al., 2003), is smaller than the effect on general
aggression (Savage &

WHAT ACTION SHOULD BE TAKEN?

Parental Monitoring
It is getting harder and harder for parents to monitor their children’smedia use, primarily
because of increasing
access to portablemedia devices.However, studies have shown that parents can go a long way
toward monitoring
their children’s access to violent media, and importantly, toward teaching their children to be
critical viewers of
the media, both of which may lessen the impact of media violence effects (Nathanson, 2003).

57
We recommend that parents know what media their children and adolescents are using.
Rating systems often
provide too little detail aboutmedia content to be helpful, and in any case are no substitute for
parents’ watching,
playing, or listening to the media their children use. Parents can also set limits on screen use
(The American
Academy of Pediatrics recommends no screen time for children under 2 and no more than 1–
2 hr total screen
time per day for children/youth 3–18), and that parents discuss media content with their
children to promote
critical thinking when viewing. Schools may help parents by teaching students from an early
age to be critical
consumers of the media and that, just like food, the “you are what you eat” principle applies
to healthy media
consumption (Warburton, 2012).
Public Policy Implications
Most public policy has focused on restricting children’s access to violent media, an approach
that has significant
political and legal challenges in many countries. It would be more fruitful to put efforts into
improving
media ratings, classifications, and public education about the effects of media on children.
Several studies have
demonstrated that the current age-based ratings favored by most countries have serious
validity problems (Gentile,
Maier, Hassonde, & Bonnetti, 2011). In addition, they may act as magnets to attract children
to violent
media (Nije Bijvank, Konijn, Bushman, & Roelofsma, 2009). Therefore, ratings could be
greatly improved,
and if linked to increased public education about why it is important to use ratings, this could
be greatly

American Academy of Pediatrics. (2000). Joint statement on the impact of entertainment

violence on children congressional public health summit.
Retrieved on July 16, 2012, from http://www2.aap.org/advocacy/releases/jstmtevc.htm
Anderson, C. A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J., Linz, D., . . .
Wartella E. (2003). The influence of media

58
CONCLUSION:
This review has evidance that compelling points to conclusion that media violence increases
the risk significantly that a user or viewer will behave more violently in the short run and in
the long run. Randomized experiment demonstrate that conclusively that exposure to media
violence immediately increases the likelihood of aggressive behavior for children and the
adults in short run. The most important underlying process for the effect is probably priming
though mimicry and increased arousal also play important roles. The evidence from the
longitudinal study is aso compelling that that children’s exposure to electronic media
including violent games leads to long term increases in their risk behaving aggressively and
violently. These long term effects are the consequences of the powerful observational
learning and desensitization process that neuroscientists and psychologists now understand
automatic occur in the human child. Children automatically acquire script that the observe
around them in real life or with the media along with the emotional reactions and social
cognitions that support those behavior.

In conclusive way , exposure electronic media violence increases the risk of children and the
adults behaving aggressively in long run. It increases the risk significantly and it increases
much as many other factors that are considered as public health threats . As with many other

59
public healths threats , not every child who is exposed to this threat will acquire the affliction
of violent behavior. And many will acquire the affliction who are not exposed to threats .
However , that do not diminish the need to address the threat .

RESEARCH SCOPE:
This survey conducted has a wider scope and can be studied and analyzed further on a large
scale to get more better findings, for the media violence affecting the youth and their
awareness towards the various negative effects and the positive effects of media for
them. .This survey can be done on a very large scale where large number of participants can
take participation . More over the study can be made on not only to the youth as well as to the
adults who are been now are media addicted.. This survey can further extend by studying the
various factors in household way which can give the more better results.

60
 LIMITATIONS

The following are the limitations that were faced during the survey and the findings and also
acted as a barrier in analyzing the data of the literacy level of rural people , their awareness
towards the media violence and their behavior towards society :-

The shortage of time was one of the major factor that was faced during the survey due to
which it was unable to work on the large scale and get better findings and results.

The other limitation was the low participation of the youth because the area surveyed consists
mainly students as compared to the job workers .

The age limit was also one of the boundation that was faced during the survey.

61
62
 BIBLIOGRAPHY

REFERANCES
1-Bushman ,B.J(1995),moderating volt traint aggressiveness . Journal of personality and
social psychology .(69)5,950

2-Savage J and Yarvey (2008)

The effect of media violence on criminal aggression , criminal justice and behaviour .(35)
6,772-791.

63
3-Funk J.B.Baladauri , Violent exposure in real life television , movies , internet is their
Journal of adolescent . 27(1) 23-29

4-Gentile ,D.A coyine and Violesh D.A media violence anfd relational aggression and school
age children ,aggressive behaviour 37(2),196-206

5-Bushman ,B.J ,primary effect of media violence of accessesability of aggressive

behaviour .Social psychological bulliten . 24(5) , PP , 537-545.

6- Ostrov , J.M,Jentile , D.A and Grick . Media exposure , a longitudinal study . Social
development 15(4) ,612-625.

7-Othenberg, MB (1975) effecting television violence on children and youth . Jama 234 (10)
1043-1046

8-Stein AA.Friedrich , impact of television of children on youth university of the Chicago

press.

9-Yanowitz and Styker , mass media , social norms , health promotion effect , effect on
bringe drinking , research 28(2), 208-239.

10-Brown J.D ,older and the newer media pattern of use and effect on adolescent health and
wealth being . 21(1) ,95(113)

11-Anderson, C. A., Carnagey, N. L., Flanagan, M., Benjamin, A. J., Eubanks J., & Valentine
J. C. (2004). Violent video games: Specific effects of
violent content on aggressive thoughts and behavior. Advances in Experimental Social
Psychology, 36, 199–249.

12-Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings,
and behavior in the laboratory and in life. Journal of
Personality and Social Psychology, 78, 772–790.

13-Anderson, C. A, Gentile, D. A, & Dill, K. E. (2012). Prosocial, antisocial, and other

effects of recreational video games. In D.G. Singer, & J. L.
Singer (Eds.), Handbook of children and the media (2nd ed., pp. 249–272). Thousand Oaks,
CA: Sage

64
.
14-Anderson, C. A., Sakamoto, A., Gentile, D. A., Ihori, N., Shibuya, A., Yukawa, S., . . .
Kobayashi, K. (2008). Longitudinal effects of violent video
games aggression in Japan and the United States. Pediatrics, 122, 1067–1072

15-Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B.

Saleem, M. (2010). Violent video game effects on
aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta-
analytic review. Psychological Bulletin, 136, 151–173
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16-Bailey, K.,West, R., & Anderson, C. A. (2011). The association between chronic exposure
to video game violence and affective picture processing:
An ERP study. Cognitive, Affective, and Behavioral Neuroscience

17-Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through
imitation of aggressive models. Journal of Abnormal and Social
Psychology, 63, 575–582.
Bartholow, B. D., Sestir, M. A., & Davis, M. D. (2005). Correlates and consequences of
exposure to videogame violence: Hostile personality

ANNEXURE

65
QUESTIONNAIRE

Name *

Your answer
Email *

Your answer
Age *
15-18
18-21
21-24
24-27
Gender
Male
Female
Qualifications *

66
Intermediate
Graduate
Pursuing studies
Religion *
Hindu
Muslim
others
1- How much media do you use on weekly basis ?(gaming, internet,
music, etc)
0-3 hours
3-6 hours
6-10 hours
10+ hours
2- Does the media contains the violent content?
Yes
No
Maybe
can't say
3- How much of violent content may affect your behaviour ?
it has't
Drastically
Never paid attention
Maybe
4- Which of the media affected you the most ?
Television
Inter
Video game
movies
5- Which emotions you felt the most using the type of media ?
Anger
Aggressive
Dipressed
can't say
6- How have these type of media affected your schedule?
No change
sleeping less
sleeping more
can't say
7- Media have improved the learning abilities of youth?
Agree
Disagree
can't say
67
8- Which age group is more affected by media ?
15-18
18-21
24-27
24-27
9- Which category in media you Enjoy to watch ?
New channels
Reality shows
Sport
others
10- Do you think that media violence have gone out of control ?
agree
disagree
can't say
11- Does the media violence bring the domestic conflicts, family
conflicts etc ?
agree
disagree
can't say
12- Do you think violence in advertising has negative affect on
youth ?
agree
disagree
can't say
maybe
13- Media has taken reality far away from the youth ?
agree
disagree
cant say
maybe
No
14- Do you think that seeing violent thing on inernet, lisenting
violent music, etc may increase the aggression of youth ?
agree
disagree
can' say
May be

68