Arnaiz K Factors Leading To Antisocial Behavior

Republic of the Philippines
NEGROS ORIENTAL STATE UNIVERSITY

College of Education, Main Campus I
Center of Development
AACUP Re-accredited Level III
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CHAPTER 1
THE PROBLEM AND ITS SCOPE
Introduction
Antisocial behavior has been one of the top problems confronting a nation
today especially among the youth (Kipkeboi, 2013). Antisocial behavior is a set of
behavior that breaks away from the established rules and norms of a particular
community. In fact, Farrington (2005) pointed out the manifestations of antisocial
behavior on individuals which can be observed among children and even
adolescents. He added that individuals who have this particular behavior shows
these characteristics: behavioral disorders, impulsiveness, stealing, vandalism,
resisting authority, physical and/or psychological aggression, bullying, running
away from home, school absenteeism, cruel towards animals and others.
This has become a major problem nowadays since more and more
number of adolescents or individuals exhibiting this type of behavior that seems
to break away from the norm of the community they belong to, which has been
largely criticized. Furthermore, in the long run people who have an antisocial
behavior may have been involved later on to lawlessness and crime that plague
a nation. According to Corrado (1981) he regarded terrorism as another form of
antisocial behavior.
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Given that antisocial behavior may have been the cause of crime and
lawlessness that plague and still perpetuating in our society, it is a must to
resolve this issue from the outset of its manifestation especially in the children up
to the adolescents to prevent them to succumb to this behavior. In order for us to
create a safe community where everyone would feel secured and could enjoy life
free from fear of violence and chaos. Thus, there are questions that would arise
such as these: (1) what are the factors that affect the development of antisocial
behavior, (2) what can one do to aid individual who suffers from this behavior,
and (3) what are the possible ways one can address the issue?
The questions mentioned needs to be considered in order to resolve this
problem that modern society is facing. By considering these questions
researchers will likely know the factors that contribute to the development of this
behavior. And from there they can take positive measures/actions to counter
these to salvage the children from acquiring this unhealthy behavior. As for the
individuals who have this behavior one will be able to help them by efficient ways
to put them to the right track.
This is the reason why the researchers proposed to study the factors that
affect the development of antisocial behavior amongst the individuals to
understand how and why this behavior occurs. Once the factors are known, then
positive actions can be carried out in order to assist those individuals who suffer
from this behavior; at the same, take immediate action if possible, to prevent
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young children from developing this behavior. Since the researchers are
projected to be future educators it is a must to know all the facts and information
about this behavior to have a better understanding. Henceforth, teachers should
be well aware of this societal issue as they are labeled as agents of change. And
as agents of change teachers should be equipped with knowledge to shape the
future generations to be productive individuals that a country can benefit from.
Statement of the Problem
This research shall focus on the factors that lead to the development of
antisocial behavior of the selected students of College of Arts and Sciences of
Negros Oriental State University, Main Campus I of interest are those of 1 st to 4th
year level.
This study shall specifically answer the following questions:
1. What is the profile of selected students of College of Arts and Sciences of
Negros Oriental State University in terms of:
1.1 Age; and
1.2 Sex?
2. What is the perception of the respondents on the following factors that
could lead to antisocial behavior?
2.1 Family factors;
2.2 Genetics factors;
2.3 Media factors; and

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2.4 Physical environment?
3. Is there a significant difference between the factors that lead to the
development of antisocial behavior and the respondents’ profile?
Statement of the Hypothesis
The following null hypotheses were formulated in line with the statement of
the problem presented in order to meet the objectives of the study:
H0: There is no significant difference between the factors responsible to the
development of antisocial behavior of the respondents when grouped according
to their profile.
Significance of the Study
The purpose of this study is to identify the factors that lead to the antisocial
behavior as perceived by selected students of College of Arts and Sciences of
Negros Oriental State University from first year to fourth year level. The outcome
of this study will benefit the following:
Student teachers. The direct beneficiaries of this research shall be the Student
Teachers of Negros Oriental State University since they are future educators of
the country, tasked to mould the future generations. In this sense, the future of
the country is in their hands since they are those who would educate the future
generations to instill in them wholesome qualities. Especially they would be in the
field of teaching and there is a great chance that they would encounter
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individuals that may have this behavioral disorder. And when that opportunity
comes they would know how to act and respond to any challenging situation.
Furthermore, the results of this research will give us a clear view about the
factors responsible for the antisocial behavior of the selected respondents.
Researchers. This study would be important to the researchers since these will
shed light to the factors responsible for antisocial behavior of some individuals as
this behavior is deemed to be unwholesome and can be harmful not only to the
individual who is suffering from such behavior as well as the persons around that
person.
Scope and Delimitation of the Study
This study focused on the factors that lead to antisocial behavior as perceived
by selected students of College of Arts and Sciences of Negros Oriental State
University.
This research was conducted to selected students of College of Arts and
Sciences of Negros Oriental State University Main Campus I, Dumaguete City
from ages 16 years and above, both male and female. The researchers dealit
with the different types of behavior especially antisocial behavior and the factors
that lead to the development of antisocial behavior as encountered by individuals
with behavioral disorder. They would know what to do and how to address the
issue that comes their way. Furthermore, as agents of change the researcher are
tasked to education the younger ones not only academically but as well as
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emotionally and spiritually. That is why teachers should possess wholesome
qualities worthy to be imitated and must be equipped with vast knowledge that
can be used as the need arises. The respondents were chosen randomly from
first year to fourth year level from the selected students of College of Arts and
Sciences of Negros Oriental State University for the school year 2018 – 2019.
Review of Related Literature and Studies
This part of the study presents the related literature and studies that
present the factors that lead to the development of Antisocial Personality
Disorder of an individual.
Related Literature
A person with antisocial personality (antisocial/psychopathic personality)
lacks conscience. Such people are impulsive, selfish, dishonest, emotionally
shallow, and manipulative (Visser et al., 2010). Antisocial persons, who are
sometimes called sociopaths or psychopaths, are poorly socialized and seem to
be incapable of feeling guilt, shame, fear, loyalty, or love (American Psychiatric
Association, 2000). Thus, it is important to know the factors that contribute to the
development of antisocial behavior of an individual.

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Gender. Males are more aggressive than females, not only physically but
also verbally (Eley, Lichtenstein and Stevenson, 1999; Macoby and Jacklin,
1974).
According to Otlmanns in his articles entitled Gender and Personality
Disorders (2012) that antisocial personality disorder is observed in about 3.6% of
the population; the disorder is much more common among males, with a 3 to 1
ratio of men to women, and it is more likely to occur in men who are younger,
widowed, separated, divorced, of lower socioeconomic status, who live in urban
areas, and who live in the western United States (Compton, Conway, Stinson,
Colliver and Grant, 2005). Compared to men with antisocial personality disorder,
women with the disorder are more likely to have experienced emotional neglect
and sexual abuse during childhood, and they are more likely to have had parents
who abused substances and who engaged in antisocial behaviors themselves
(Alegria et al., 2013).
Age. American Psychiatric Association (1980) defined antisocial disorder
as a personality disorder in which there is a history of continuous and chronic
antisocial behavior in which the rights of other are violated, persistence into adult
life of a pattern of antisocial behavior that began before the age of 15. In addition,
a number of scholars agreed that antisocial behavior on children can be
manifested at the age of about four years of age and onwards (Keenan and
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Shaw, 1997; Lahey, Schwab-Stone, Goodman, Rathouz, Miller, Canino, Bird,
Jensen and Waldman, 1998).
Furthermore, Goldstein et al., (2006) antisocial behavior is characterized
by disregard for and violation of the rights of others. People with ASD have a
pattern of aggressive and irresponsible behavior which emerges in childhood or
early adolescence.
Family Factors
Parenting Style. There is much documentation on the relationship
between parenting practices and childhood aggression (Dodge et. al., 2006; Kim,
Hetherington, & Reiss, 1999; Patterson, 1982; Rubin, Stewart, & Chen, 1995).
Coercive, hostile parenting is related to children's aggression. Thus, if parents
want to discourage aggressive behavior in their children, they must not model it
(spanking is aggressive behavior). They must also not reward it (let it succeed or
go unnoticed). And they must teach alternative acceptable behaviors, such as
talking about one's feeling. (Berns, 2007) Gerald Patterson and his
colleagues have found that highly antisocial children and adolescents often grow
up in coercive family environments in which family members are locked in power
struggles, each trying to control the others through negative, coercive tactics
(Kiesner, Dishion, and Poulin, 2001; Patterson, 2008; Patterson, DeBaryshe and
Ramsey, 1989).
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Additional evidence indicates that such persons show reduced reactions
to negative stimuli---for instance, ones that are related to unpleasant experiences
such as punishment (Patrick, Bradley & Lang, 1993). This suggests that persons
with the antisocial personality disorder may be less capable than others of
experiencing negative experiences and less responsive to stimuli that serves as
warnings to most people to "back off" --- for example, angry facial expressions on
the part of others (Ogloff & Wong, 1990). Whatever the origins of this disorder,
one point is clear; Persons with the antisocial personality disorder often pose a
serious threat to themselves and to others (Huffman, 1992).
Family disturbances. Disturbances in family relationships and
communication have also been linked to personality disorders and, in particular,
to antisocial behavior (Benjamin, 1996; Livesley, 1995). Childhood abuse,
neglect, overly strict parenting, overprotective parenting, and parental rejection
have all been put forth as possible causes, making the picture of the
development of personality disorders a complicated one.
Family economic. Family economic circumstances may influence the
development of antisocial behavior. Persistent economic deprivation can
undermine sound parenting by depriving the family of social capital. Poor children
are more likely than other children to commit antisocial acts, and those whose
families are continuously poor tend to become more antisocial with time.
Conversely, when families rise from poverty while a child is still young, the child
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is no more likely to develop behavioral problem than a child whose family was
never poor (Macmillan, McMorris and Kruttschnitt, 2004).
Green et al., (2004) asserts that ASPD and CD are also associated with
low socio-economic status. The prevalence of CD increases as the level of social
deprivation of the child’s family decreases. In adulthood, individuals with ASPD
are poor and live in socially deprived inner-city neighborhoods (Grant et al.,
2004; Moran, 1999).
Genes. According to the experts there is a supporting genetic basis for
individual levels of aggressiveness. Behavioral tendencies that might be
influenced genetically include impulse control, frustration tolerance, and activity
level (Segal, 1997). Aggressive and antisocial behavior shows stability over the
life course (Dodge, et al., 2006).
Physical abuse. Pollock et al., (1990) asserts that physically abused
children were emotionally deprived would resort to antisocial behavior.
Furthermore, adult sociopaths also display subtle neurological problems. For
instance, they have unusual brainwave patterns that suggest under-arousal of
the brain. This may explain why sociopaths tend to be thrill seekers. Quite likely,
they are searching for stimulation strong enough to overcome their chronic
under-arousal and feelings or “boredom” (Hare, 2006).

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Related Studies
This part of the study presents the related studies regarding the factors
affecting the development of antisocial behavior among individuals.
Gender. According to the research conducted by Morgado and Dias
(2016) on students between 9 to 17 years old they found out that boys and girls
have the same higher antisocial tendencies: psychoticism and social conformity.
In addition, the results of the study conducted by Vuijk and Crijnen (2005)
showed that the males has higher trajectory towards antisocial behavior
compared to the female respondents.
It was corroborated by the study conducted by Steffen exhibited that men
are more to resort to antisocial behavior than the women that produces pain or
physical injury. (Steffen, 1986)
Furthermore, there is some evidence if genetic factors in personality
disorders. Close biological relatives of people with disorders such as antisocial,
schizotypal, and borderline are more likely to have these disorders than those
who are not related (APA, 2000; Battaglia et al., 1995; Nigg and Goldsmith,
1994). Adoption studies of children whose biological parents had antisocial
personality disorder show an increased risk for that disorder in those children,
even though raised in a different environment people (APA, 2000).

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Age. The study of Mobarake (Age and Gender Difference in Antisocial
behavior among Adolescents’ School Students, 2015) revealed the relationship
between the antisocial behavior of adolescents and age and gender and the
result of their study showed that there was a positive significant correlation
between age and gender of respondents and antisocial behavior. The finding
showed that older adolescents associated with more frequent of adolescent’s
antisocial behavior than younger adolescents. Furthermore, there was a
difference in adolescent’s antisocial behavior betwixt male and female.
Genes. Antisocial behavior tends to run in families. Analyses of many
studies have included that genes influence 40 to 50 percent of the variation in
antisocial behavior within a population, and 60 to 65 percent of the variation in
aggressive antisociality (Rhee and Waldman, 2002; Tackett, Krueger, Iacono,
and Mc Gee, 2005).
A study of Slutske entitled “the genetics of antisocial behavior” (2001)
suggested that genetic factors account for half of the variation in risk of antisocial
behavior. However, behavioral genetic studies of antisocial behavior still tend to
produce far-ranging estimate of heritability, suggesting that there may be
important moderators of these genetic risk factors.
Media. The aggression can be learned through observation of an
aggressive model causes attention to be turned to the content of the television
shows and their potential impact on children. As has been discussed, a number
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of studies (Comstock and Scharrer, 2006; Murray, 2007; Perse, 2001) report that
both children and adults are exposed to a lot of television violence. Many people
believe that watching a lot of aggression on television increases the tendency of
the viewers, especially children, to behave aggressively. By watching, children
may learn that aggression is acceptable and may even learn aggressive
techniques. Others who believe that the aggressive instinct is present in all
humans suggest that watching aggression acts as a catharsis, or a way of
releasing pent-up aggressive feelings. If this is the case, then watching
aggression on television reduces potential aggressive behavior. Still others hold
that televised aggression has little effect on aggressive behavior, compared to
direct rewards and models for aggression provided by parents, teachers, and
friends. Also, children whose parents mediate TV viewing are less likely to imitate
aggression.
Family problems. The results of the research of Eamon (2014) indicates
that deviant peer pressure and neighborhood problems partially mediate the
relation between poverty and antisocial behavior and that parenting practices and
environmental influences predicts antisocial behavior.
Another study found out that adoptees of biological parents with antisocial
personality disorders were more likely to exhibit adolescent and adult antisocial
behaviors if they were raised in adverse adoptive family environments (e.g.,
adoptive parents had marital problems, were divorced, used drugs, and had legal
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problems) than if they were raised in a more normal adoptive environment
(Cadoret, Yales, Ed, Woodworth and Stewart, 1995).
Furthermore, in the study conducted by Murray entitled “Parental
imprisonment: effects on boys’ antisocial behavior and delinquency through the
life-course (2005), it stated that separation due to parental imprisonment
predicted all antisocial-delinquent outcomes compared to the control predictions.
Separation caused by parental imprisonment was also strongly associated with
many other childhood risk factors for delinquency.
Physical Environment. Carpenter and Nevin (2009) posts that exposure
to environment can have a neurobehavioral effects, including lower IQ, shortened
attention span, and increased frequency of antisocial behavior. In fact according
to research children who were exposed to lead early in life as well as exposure to
arsenic and secondhand smoke are associated with increased rates of conduct
disorder and attention deficit hyperactivity.
The study conducted by Reyes reiterates that early childhood exposure to
lead has an adverse effect on the behavior of a child. (Reyes, 2012)
Genes. Furthermore, Ferguson (2010) provided evidences that
personality and behavior is due to genetic contributions. Moreover, the results
show that antisocial behavior can be influenced through genetic influences.

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Additionally, the study of Cadoret (2012) found out that genetic-
environmental interaction account for significant variability in aggressivity,
conduct disorder, and adult antisocial behavior and have important implications
for the prevention and intervention of conduct disorders and associated
conditions such as substance abuse and aggressivity.
Theoretical Framework
Multi-factor theories integrate a range of variables into a cohesive
explanation of criminality. The first of these to be discussed is the social
development model (Hawkins and Weis, 1985; Catalano and Hawkins, 1996;
Hawkins and Catalano, 1987). The social development model developed by
Catalano and Hawkins examines delinquency as the result of acquired anti-social
and pro-social behaviors brought on by certain risk and protective factors. These
factors encompass a wide range of biological, psychological, and social variables
considered in previous theory and research. Most notably, the social
development model synthesizes control, social learning, and differential
association theory, while acknowledging other associated factors not accounted
for by these theories, such as position in the social structure, acquired skills, and
constitutional (biological) factors. In addition, the theory more adequately
accounts for interactional effects between variables not generally acknowledged
by previous theories.
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The social development model hypothesizes that during the elementary
school developmental period; children learn patterns of behavior, whether pro-
social or antisocial, primarily from the socializing units of the family and school,
with peers and neighborhood influences playing an increasing role as children
progress through the elementary school years. According to the social development
model, children are socialized through processes involving four constructs: (1) perceived
opportunities for involvement in activities and interactions with others, (2) the degree of
involvement in activities and interactions, (3) the skills to participate in this involvement
and interaction, and (4) the reinforcement they perceive from this involvement and
interaction. These constructs are hypothesized to be ordered causally, with more
perceived opportunities for involvement leading to more actual involvement, which in
turn leads to more rewards and recognition. Skills are also hypothesized to affect the
amount of reward and recognition a child receives. When these socializing processes
are consistent, a social bond of attachment and commitment develops between the
individual and the socializing unit.
Once established, the social bond inhibits behaviors inconsistent with the
beliefs held and behaviors practiced by the socialization unit through
establishment of an individual’s stake in conforming to the norms, values, and
behaviors of the socializing unit to which he or she is bonded. It is hypothesized
that the behavior of the individual will be pro-social or anti-social, depending on
the predominant behaviors, norms, and values held by those individuals or
institutions to which the individual is bonded.

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In sum, the social development model provides an integrative,
developmental, and interactive perspective on the nature and causes of
delinquency. Whereas theoretical “traditions” have emerged among the various
perspectives on delinquency, resulting in opposing camps dedicated solely to a
particular framework from which to study, the social development model offers an
avenue for integrative exploration.
The usefulness of the social development model has been demonstrated
by its ability to explain variations in delinquency, violence and drinking in late
adolescence (Ayers et al., 1999; Catalano et al., 1996; Herrenkohl et al., 2001;
Huang et al., 2001), as well as problem behavior among elementary-school-age
children (Catalano et al., 1999). It has also been used to guide interventions that
have demonstrated effects on positive youth development and preventing
problem behavior (Haggerty et al., 1998; Hawkins et al., 1999; Kosterman et al.,
1997).
Conceptual Framework of the Study
The conceptual paradigm shows the variable of the given study. The
independent variable consists of the factors that lead to antisocial behavior as
perceived by students of College of Arts and Sciences of Negros Oriental State
University, Main Campus I from 1st to 4th year level of both male and female with
age of 16 years old and above.

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The dependent variable is the antisocial behavior of some student
The two – tailed arrow represents the relationship of the variables in the given
study.
Profile of selected Factors leading to

students of College of Arts antisocial behavior as
and Sciences perceived by selected
students of College of Arts
 Age
and Sciences
 Sex
 Family factors
 Media factors
 Physical
environmental
factors
 Genetic factors
Figure 1. Schematic Diagram of the Conceptual Framework of the Study
Research Methodology
This part of the study cover the research design, research respondents,
research environment, research instrument, data gathering procedure and
statistical analysis of data. This study about the factors that leads to antisocial
behavior as perceived by College of Arts and Sciences students of Negros
Oriental State University will use descriptive method.

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Research Design. The study is a descriptive and correlational method of
research where it focuses on quantitative type of research. Descriptive method of
research can be either quantitative or qualitative information that can be
tabulated along a continuum in numerical form, such as scores on a test or the
number of times a person chooses to use a certain feature of a multimedia
program, or it can describe categories of information such as gender or patterns
of interaction when using technology in a group situation. Descriptive research
involves gathering data that describe events and then organizes, tabulates,
depicts, and describes the data collection (Glass and Hopkins, 1984).
And correlation research is a type of nonexperimental research in which
the researcher measures two variables and assesses the statistical relationship
(i.e., the correlation) between them with little or no effort to control extraneous
variables (Price, 2018). These study methods describe the situation in the study.
The data will be gathered by employing questionnaire and will be administered in
the College of Education of Negros Oriental State University Main Campus I. The
test questionnaire would serve as a way to know the factors that are responsible
why an individual development antisocial behavior as perceived by the students
of Negros Oriental State University Main Campus I, Dumaguete City.
Research Respondents. The respondents of the study are the selected
students of the College of Arts and Sciences of Negros Oriental State University,
Main Campus I Dumaguete City who are currently enrolled during the school
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year 2018 – 2019. They will be randomly selected from first year to fourth year
level of the given population.
Research Environment. The study will be conducted at Negros Oriental
State University Main Campus I Dumaguete City. This is a public school and one
of the largest University in Negros Oriental. Researchers chose to conduct a
study in the University because they would like to know the factors responsible to
the development of antisocial behavior as perceived by College of Arts and
Sciences students of Negros Oriental State University. Especially teachers since
are the ones responsible to inculcate wholesome qualities to the future
generations through their fine exemplary ways of relating with people within the
school and outside.
Research Instrument. The researchers shall make use of a researcher –
made questionnaire. A pre – testing will be done to validate the questionnaire’s
reliability. This shall be composed of three parts. The first page is designated for
the personal profile of the respondents; while the second page contains the
questions which are designed to identify the extent of factors that leads to the
development of antisocial behavior as perceived by students of Negros Oriental
State University, Main Campus I.
Data Gathering Procedure. Once the instrument had been validated, the
researchers shall secure an approval letter from the Dean of the different
colleges of Negros Oriental State University to conduct the research. After that
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researchers shall request from the Office of the Registrar to furnish us the master
list of the enrolled students of Negros Oriental State University Main Campus I
from all colleges. The researchers shall contact the respondents individually and
the test questionnaire shall be given to the respondents personally. Lastly, after
the respondents have answered the questionnaire, the papers shall be checked,
tallied, and interpreted and analyzed.
Statistical Treatment of the Data. The tools that the researchers shall
use in analyzing the data are the following:
Frequency distribution and percentage shall be used to determine the
profile of the selected respondents coming from the College of Arts and Sciences
students of Negros Oriental State University.
In order to determine the level of perception of the selected students of the
College of Arts and Sciences with regards to the development of antisocial social
behavior weighted mean shall be used. Their profile: age and sex shall be
treated using frequency distribution and percentage formula.
Furthermore, the extent of the respondents’ perception on the factors that
lead to the development of antisocial behavior shall be measured by using the
weighted mean.
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Lastly, the significant relationship between the extents of the respondents’
perception to the factors that lead to the development of antisocial behavior when
grouped according to their profile shall be treated by using Mann-Whitney U Test.
5-Likert’s Scale shall be used to solve problem 2 to describe the degree to
which the respondents responded to the given questionnaire. The respondents
shall rate the scale of 1 to 5 on the level of perception of the factors that lead to
the development of antisocial behavior of an individual, 5 being the highest.
Below is the representation of the factors that lead to the development of antisocial
behavior.
Score Scale Verbal Description Verbal Explanation

Strongly The respondents agrees 81 - 100% on the factors that
5 4.21 – 5.00 Agree lead to the development of Antisocial Behavior
(SA)
Agree The respondents agrees 61 - 80% on the factors that
4 3.41 – 4.20 (A) lead to the development of Antisocial Behavior
Moderately The respondents agrees 41 - 60% on the factors that
3 2.61 – 3.40 Agree lead to the development of Antisocial Behavior
(MA)
Disagree The respondents agrees 21 - 40% on the factors that
2 1.81 – 2.60 (D) lead to the development of Antisocial Behavior
Strongly The respondents agrees 1 – 20% on the factors that
1 1.00 – 1.80 Disagree lead to the development of Antisocial Behavior
(SD)
5-Point Likert Scale
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Definition of Terms
To shed a light to the study, the following terminologies used are defined.
Age. Age (Biological age) is an estimate of an individual's present position
with respect to his or her potential life-span (http:www.acrwebsite.org). In this
study age refers to the years which an individual existed from the moment of birth
up to the present time.
Antisocial behavior. Antisocial behavior is a disruptive acts characterized
by covert and overt hostility and intentional aggression towards others. Antisocial
behaviors exist along a severity continuum and include repeated violations of
social rules, defiance of authority and of the rights of others, deceitfulness, theft,
and reckless disregard for self and others. Antisocial behavior may be overt,
involving aggressive actions against siblings, peers, parents, teachers, or other
adults, such as verbal abuse, bullying and hitting; or covert, involving aggressive
actions against property, such as theft, vandalism, and fire-setting
(www.healthofchildren.com). In this study this shall refer to the aggressive
behavior that an individual shows that is deemed to be against the norm.
Family factors. Family factor is an umbrella term which is used to
describe an element or condition, which is present in a family which then
accounts for a range of diseases, disorders or traits, which can have a range of
effects on individuals (www.psychologydictionary.org). In this study, it refers to
the immediate environment of an individual where it is composed of a father and

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mother figure together with siblings and other individuals related by blood to an
individual.
Genetic factors. Genetic factor is anything which affects the function and
behavior of a living organism. Internally, this factor can be a physical,
physiological, chemical, neurological, or genetic condition which causes a
psychological effect. Biological factors are seen as the primary determinants of
human behavior (www.psychologydictionary.org). In this study, this shall refer to
the hereditary qualities or behavior that an individual inherits from his ancestor or
parent.
In this study this pertain to the emotional support, spiritual, mental,
material, and moral children obtain from their parents.
Media factors. This refers to the means of mass communication
(broadcasting, publishing, and the internet) regarded collectively. (Oxford Living
Dictionary, 2018) In this study, it shall refer to television as a potential impact on
shaping the behavior of individuals.
Modeling factors. Modeling is an effective instructional strategy that it
allows students to observe the teacher’s thought processes. Using this type of
instruction, teachers engage students in imitation of particular behaviors that
encourage learning. (Bandura, 2017) In this study, it shall refer to a model where
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individuals, especially children will imitate in terms of their speech, actions and
other qualities.
Parenting style. Parenting Styles refers to the manner in which parents
raise their children. This can refer to the parents' levels of expectations,
performance demands, attentiveness to rules, etc., as well as the style of
discipline that the parent's utilize to enforce their expectations
(www.alleydog.com). In this study it refers to the way parents enforce discipline
on their children.
Physical abuse factors. Physical abuse according to the Department of
Justice Canada is the intentional use of force against a child. It can cause
physical pain, injury, or injury that may last a lifetime. In this study, this shall refer
to the physical or emotional harm that a person inflicts on an individual especially
in the family where the parents are abusive to their children both physically and
emotionally (www.canada.ca).
Physical environmental factors. Environmental factors are known
characteristics in an environment that impacts the survival, operations, and
growth of an organization. This identifiable element exists as a physical, cultural,
demographic, economic, political, regulatory, or technological characteristic
(https://thelawdictionary.org). In this study, this refers to the immediate
environment or surrounding of an individual where he/she dwells.

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Sex. It is defined as the classification of people as male or female,
typically assigned at birth based on the appearance of external anatonomy
(Yourdictionary, 2017). In this study this pertains to the sex of an individual
classified as male or female.

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Chapter II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the presentation, analysis, and interpretation of the
data gathered through questionnaire. For the purpose of clarity and order in the
presentation of data, sequential entries in the questionnaire are observed.
Table 1
Age Profile of the Students
Age Frequency Percentage (%)
17 1 0.30
18 88 25.50
19 120 34.80
20 63 18.30
21 30 8.70
22 14 4.10
23 9 2.60
24 13 3.80
26 2 0.60
27 1 0.30
28 2 0.60
29 1 0.30
30 1 0.30
Total 345 100.00
The data in table 1 shows the age profile of the students from the College
of Arts and Sciences of Negros Oriental State, Main Campus I. Of the three
hundred and forty five (345) students, majority of the respondents are 19 years of
age with a total number of 120 or thirty-four and eighty hundredth percent
(43.80), this number is followed by respondents whose age is 18 years old with a
total count of eighty-eight (88) or twenty-five and fifty hundredth percent (25.50),
next would be respondents aging 20 years old with a total count of sixty-three
28
(63) or eighteen and thirty hundredth percent (18.30), and the rest of the sample
population is composed of few numbers of respondents coming from ages 17 as
the youngest and 30 years as the oldest. These students are existing students
from the College of Arts and Sciences in Negros Oriental State University, Main
Campus I.
There are a great number of respondents with the age of 19 because
these students are currently taking up the AB Social Science course and by far
their course is the largest in the College of Arts and Sciences department. And
the same also applies with the respondents whose age is 18 years old. The
reason why there are a lot of students in this course is that most of them still are
not able to decide what course they are going to take or they are still deciding
what course does fit to their skills and mental capacity.
Table 2
Sex Profile of the Students
Sex Frequency Percentage (%)

Male 149 43.20
Female 196 56.80
Total 3450 100.00
The data in table 2 shows the sex profile of the students of the College of
Arts and Sciences of Negros Oriental State University, Main Campus I. Of the
three hundred and forty-five (345) students; one hundred and forty-nine (149) or
forty-three point twenty percent (43.20) were males and one hundred ninety-six
29
(196) or fifty-six point eighty percent (56.80) were females. This shows that there
are more females as respondents.
This finding is in fact in consonance with the survey conducted by the
Annual Poverty Indicator Survey where school attendance in higher level of
education is higher among female and male aged from 16 to 24.
Table 3
Family factors as perceived by the respondents
Family Factor Mean Verbal Description

1. Harsh parenting/discipline to the children leads to
3.93 Moderately Agree
2. Child abuse at early age leads to antisocial behavior of
4.23 Strongly Agree
an individual
3. Individual under economic deprivation develops
3.68 Agree
antisocial behavior
4. Children coming from a broken family tends to develop
3.63 Agree
antisocial behavior
5. Poor parental monitoring leads to antisocial behavior
3.77 Agree
of an individual
Average 3.85 Agree
Legend Scale Verbal Description

5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Moderately Agree
2 1.81 – 2.60 Disagree
1 1.0 – 1.80 Strongly Disagree
Table 3 shows the agreement of selected students of College of Arts and
Sciences of Negros Oriental State University, Main Campus I regarding with
family factor as one of the factors they perceived that lead to the development of
30
As shown on the data, it reveals that all of the responses vary which are
strongly agree, moderately agree, and agree. Harsh parenting/discipline to the
children leads to antisocial behavior (x=3.93) which is moderately agree, child
abuse at early age leads to antisocial behavior of an individual (x=4.23) which is
strongly agree, individual under economic deprivation develops antisocial
behavior (x=3.68) which is agree, children coming from broken family tend to
develop antisocial behavior (x=3.63) which is agree, and poor parental
monitoring leads to antisocial behavior of an individual (x=3.85) which is agree. In
this sense it implies that the students of College of Arts and Sciences perceive
Family Factor as contributor to development of antisocial behavior with the
average of 3.85 percent under verbal description of Agree.
The result of this study is in consonance with the study of Kim (1998)
entitled “The effects of harsh parenting and aggressive behavior on adolescent’s
externalizing problem behavior”. In a follow up study of 398 two-parent families
from Midwest, it revealed harsh parenting has significant role in developing
behavioral problem including antisocial behavior on children.

31
Table 4
Media factors as perceived by the respondents
Verbal
Media Factor Mean Description
Exposure to violence on television of children leads to antisocial Agree
3.70
behavior
Exposure to violence on the internet leads to antisocial behavior of Agree
3.70
an individual
Exposure to violent sports through television and internet 3.41 Agree
Exposure to violent electronic games of an individual leads to Moderately
3.64
antisocial behavior Agree
Exposure to violent reading materials either on the internet or on Agree
3.46
the books.
Average 3.58 Agree

4 3.41 – 4.20 Agree
2 1.81 – 2.60 Disagree
Table 4 shows the agreement of the respondents to media as one of the
factors that lead to the development of antisocial behavior. As shown in the data
it reveals that there are two responses; agree and moderately agree responses.
Exposure to violence on television of children leads to antisocial behavior
(x=3.70) which is agree, exposure to violence on the internet leads to antisocial
behavior of an individual (x=3.70) which is agree, exposure to violent sports
through television and internet (x=3.41) which is agree, exposure to violent
electronic games of an individual leads to antisocial behavior (x=3.64) which is
moderately agree, and exposure to violent reading materials either on the

32
internet or on the books (x= 3.46) which is agree. The average mean is 3.58
which show the responses of the respondents as agree.
The study of Huesman (2018) is in consonance with the findings of this
study. According to him, early habitual exposure to media violence in the
middle-childhood predicts increased aggressiveness in the 1st year, the 3rd
year, the 10th year, the 15th year and the 22nd year in adulthood.
Table 5
Physical environment as factors perceived by the respondents
Physical Verbal
Environment Mean Description
Exposure to harmful chemicals or substances of a fetus could
3.45 Agree
lead to antisocial behavior on later life
Exposure to pollution during pregnancy could lead to
3.23 Moderately Agree
antisocial behavior of a child after birth
Alcohol intake of mothers’ during their pregnancy 3.41 Agree
Exposure of pregnant women to secondhand smoke through Moderately Agree
3.39
their husbands or environment
Consuming of illegal and or without prescription during Agree
3.47
pregnancy
Average 3.39 Moderately Agree

4 3.41 – 4.20 Agree
2 1.81 – 2.60 Disagree
Table 5 shows the agreement of the respondents on physical
environment as one of the factors that lead to the development of antisocial

33
behavior. As shown on the data it reveals that there are two responses coming
from the respondents which are agree and moderately agree. Exposure to
harmful chemicals or substances of a fetus could lead to antisocial behavior on
later life (x=3.45) which is agree, Exposure to pollution during pregnancy could
lead to antisocial behavior of a child after birth (x=3.23) which is moderately
agree, Alcohol intake of mothers’ during their pregnancy (x=3.41) which is
agree, exposure of pregnant women to secondhand smoke through their
husbands or environment (x=3.39) which is moderately agree, consuming of
illegal and/or unprescribed drugs during pregnancy (x=3.39) which is agree. The
average mean 3.39 reveals the perception of the respondents of physical
environment as one of the factors that lead to the development of antisocial
behavior with verbal description is moderately agree.
According Mendes et al. (2009) on his study entitled “study review of
biological, social and environmental factors associated with aggressive behavior
she stated that aggressive behavior of a child is due to maternal exposure to
psychoactive substances. Furthermore, she mentioned that use of tobacco,
cocaine during pregnancy constitutes an important risk factor in developing
behavioral problems (including antisocial behavior) likewise the same can be
said to alcohol abuse.

34
Table 6
Genetic factors perceived by the respondents
Genetic Factor Mean Verbal Description
Individuals inherited antisocial behavior from both Agree
3.63
parents
Antisocial disposition of relatives from his/her paternal side 3.57 Agree
Antisocial disposition of relatives from his/her maternal side 3.57 Agree
An individual who has a mother who has an antisocial Agree
3.48
behavior
An individual who has a father who has an antisocial behavior 3.50 Agree
Average 3.55 Agree

4 3.41 – 4.20 Agree
2 1.81 – 2.60 Disagree
Table 6 shows the agreement of the respondents on physical environment
as one of the factors that lead to the development of antisocial behavior. As
shown in the data it reveals that all of the responses are the same which is agree
that Individuals inherited antisocial behavior from both parents (x=3.63),
Antisocial disposition of relatives from his/her paternal side (x=3.57), Antisocial
disposition of relatives from his/her maternal side (x=3.57), An individual who has
a mother who has an antisocial behavior (x=3.48), An individual who has a father
who has an antisocial behavior (x=3.50). The average mean on the agreement of
the respondents on genetic as one of the factors that lead to the development of
antisocial behavior is agree.
The results of this study is in consonance with the study of Tuvlad (2013)
entitled “Genetic and Environmental Influences” on antisocial behavior revealed

35
that genetic and or heritable influences are most important factor in the
development of antisocial behavior. In a survey conducted to 780 respondents
antisocial behavior increased with ages 9-18 years old in males but decreased
for females.
Table 7
Sex and the Factors
Physical
Family Factors Media Factors Genetic Factor Environment
Mann-Whitney U 13380.500 14185.500 14070.000 14265.000
p-value 0.181 0.649 0.561 0.713
Verbal Description Not significant Not significant Not significant Not significant
Table 7 data reveals that in relating the four factors to the sex of the
students there is no factor that has significance in developing antisocial behavior
of an individual as perceived by the respondents’ sex as the p-value should be
below 0.05 to be considered as significant factor. This finding will keep the
original hypothesis which stated that there is no significant relationship between
the factors and the respondents’ sex.
This study is in dissonance with the study of Mookherjee (2016) which
shows that 90% of people diagnosed with antisocial behavior are males and only
10% are females. Furthermore, this study is solely based on the perception of the
students’ regarding the factors that lead to the development of antisocial
behavior.
36
CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the findings, conclusions and recommendations
based on the data analyzed in the previous chapter. Some of the factors that
lead to the development of antisocial behavior as perceived by the selected
students of College of Arts and Sciences have been identified.
Restatement of the Problem
This study aims to determine the agreement of the selected students of College
of Arts and Sciences of Negros Oriental State University, Main Campus I to the
known factors that lead to the development of antisocial behavior of an individual.
Specifically, this study seeks to answer the following questions:
a. Age; and
b. Sex?
2. What is the perception of the respondents on the following factors that
could lead to antisocial behavior?
a. Family factors;
b. Genetics factors;
37
c. Media factors; and
d. Physical environment?
3. Is there a significant difference between the factors that lead to the
development of antisocial behavior and the respondents’ profile?
SUMMARY OF FINDINGS
Based on the data gathered in relation to the statement of the problem, the
following significant findings presented:
1.1 Age. Most of the respondents are 19 years of age (34.80%), while
respondents of 18 years of age (25.50%), respondents who are 20
years of age (18.30%), and the rest of the respondents from all other
ages has fewer numbers that make up the population of 345. As
presented in the table the total population is 345.
1.2 Sex. Over 56.80% of the respondents are female out of 196, while the
rest of the respondents fall into the male gender with number of 149
or 43.20%.
2. Respondents’ perceptions on the following factors that could lead to
antisocial behavior?
2.1 Family factors. The respondents’ response on family as one of the
factors that lead to the development of antisocial behavior has an average

38
mean of 3.85 and has a verbal description of agree. This finding signifies
that the respondents agree that the family plays an important role in the
development of an individual whether it is physically, morally and mentally
and that any good behavior or behavioral disorder part can be attributed to
an individual’s family.
2.2 Media factors. The impact of media as one of the factors that leads to
the development of antisocial behavior as perceived by the respondents
had an average mean of 3.58 and has a verbal description of agree. The
finding suggests that the respondents agree are aware that exposure to
violence through media can influence an individual to succumb to violence
or even develop antisocial behavior.
2.3 Physical environmental factors. While physical environment factors
has an average mean of 3.39 and has a verbal description of moderately
agree. The finding suggests that the respondents don’t agree much on the
physical environment as a contributor to the development of a behavioral
disorder of an individual including antisocial behavior.
2.4 Genetic factors. On the other hand, the respondents doesn’t seem to
agree much on genetic as one of the factors that lead to the development
of antisocial behavior with average mean of 3.39 and has a verbal
description of moderately agree.
3. Different between the Factors that lead to the development of antisocial
behavior.
39
Family factors. This study found out that there is no significant relationship
between these factors and profile of the students.
Media factors. This study found out that there is no significant relationship
between these factors and profile of the students.
Physical environment factors. This study found out that there is no
significant relationship between these factors and profile of the students.
Genetic factors. This study found out that there is no significant
relationship between these factors and profile of the students.
CONCLUSIONS
Based on the findings, the following conclusions were given:
The students of the College of Arts and Science of Negros Oriental State
University, Main Campus I. Majority of the respondents are composed of
female and the rest of the respondents are male. The family and media
factors were viewed by the respondents as contributors to the development of
antisocial behavior of an individual. On the other hand, the respondents agree
moderately to the Physical environment and Genetic factors as contributor to
the development of antisocial behavior or an individual.
The result of the survey shows that on the family factors the respondents
strongly agree on child abuse at an early age could lead to the development
of antisocial behavior.
40
Exposure to violence on television of children leads to antisocial behavior
and exposure to violence on the internet leads to the antisocial behavior of an
individual garnered the highest score and it has an equivalent of strongly
agree.
Physical environment on the other hand, consuming of illegal or
unprescribed drugs during pregnancy garnered the highest score.
And on the genetic factors as individuals inherited antisocial behavior from
both parents obtained the highest score.
RECOMMENDATIONS
1. According to evidences gathered from the study, the development of
antisocial behavior is shared between family, media, physical
environment, and genetic factors. All of these factors were perceived by
the respondents to be contributors to the development of antisocial
behavior.
2. There are still available factors according to scholars that may contribute
to the development of antisocial behavior that we have not included in
this study. Therefore, should any researchers continue to do research
more about antisocial behavior they can explore these available factors
that were cited by the scholars that hasn’t been mentioned in this study.
3. Furthermore, in this study we didn’t do a bracketing of age. In the future
should researchers wish to study more about factors that lead to the
41
development of antisocial behavior they can do age bracketing. They
should have comparison/relationship of the perception of female and
male separated to determine the difference between the females’
perception from the males’ perception with the given factors. As well as
bracketing the year level to compare the different of each year levels’
perception on the factors.

42
Figure 2. Map of Negros Oriental State University, Main Campus I

43
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Republic of the Philippines

NEGROS ORIENTAL STATE UNIVERSITY

THE PROBLEM AND ITS SCOPE

community. In fact, Farrington (2005) pointed out the manifestations of antisocial

behavior on individuals which can be observed among children and even

these characteristics: behavioral disorders, impulsiveness, stealing, vandalism,

resisting authority, physical and/or psychological aggression, bullying, running

number of adolescents or individuals exhibiting this type of behavior that seems

a nation. According to Corrado (1981) he regarded terrorism as another form of

lawlessness that plague and still perpetuating in our society, it is a must to

to the adolescents to prevent them to succumb to this behavior. In order for us to

The questions mentioned needs to be considered in order to resolve this

problem that modern society is facing. By considering these questions

to put them to the right track.

affect the development of antisocial behavior amongst the individuals to

about this behavior to have a better understanding. Henceforth, teachers should

as agents of change teachers should be equipped with knowledge to shape the

future generations to be productive individuals that a country can benefit from.

Statement of the Problem

antisocial behavior of the selected students of College of Arts and Sciences of

This study shall specifically answer the following questions:

1. What is the profile of selected students of College of Arts and Sciences of

Negros Oriental State University in terms of:

1.1 Age; and

2. What is the perception of the respondents on the following factors that

could lead to antisocial behavior?

2.1 Family factors;

2.2 Genetics factors;

2.3 Media factors; and

2.4 Physical environment?

3. Is there a significant difference between the factors that lead to the

development of antisocial behavior and the respondents’ profile?

Statement of the Hypothesis

the problem presented in order to meet the objectives of the study:

H0: There is no significant difference between the factors responsible to the

development of antisocial behavior of the respondents when grouped according

Significance of the Study

behavior as perceived by selected students of College of Arts and Sciences of

of this study will benefit the following:

generations to instill in them wholesome qualities. Especially they would be in the

factors responsible for the antisocial behavior of the selected respondents.

Scope and Delimitation of the Study

by selected students of College of Arts and Sciences of Negros Oriental State

This research was conducted to selected students of College of Arts and

Sciences of Negros Oriental State University Main Campus I, Dumaguete City

that lead to the development of antisocial behavior as encountered by individuals

emotionally and spiritually. That is why teachers should possess wholesome

Review of Related Literature and Studies

present the factors that lead to the development of Antisocial Personality

A person with antisocial personality (antisocial/psychopathic personality)

lacks conscience. Such people are impulsive, selfish, dishonest, emotionally

sometimes called sociopaths or psychopaths, are poorly socialized and seem to

be incapable of feeling guilt, shame, fear, loyalty, or love (American Psychiatric

development of antisocial behavior of an individual.

According to Otlmanns in his articles entitled Gender and Personality

Disorders (2012) that antisocial personality disorder is observed in about 3.6% of

widowed, separated, divorced, of lower socioeconomic status, who live in urban

who abused substances and who engaged in antisocial behaviors themselves

(Alegria et al., 2013).

Age. American Psychiatric Association (1980) defined antisocial disorder

as a personality disorder in which there is a history of continuous and chronic

a number of scholars agreed that antisocial behavior on children can be

Shaw, 1997; Lahey, Schwab-Stone, Goodman, Rathouz, Miller, Canino, Bird,