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DILLA UINIVERSITY
INSTITUTE OF EDUCATION AND BEHAVIORAL
SCIENCE

DEPARTMENT OF PSYCHOLOGY

ASSESSMENT OF THE CAUSE, CONSQUENCE AND

PREVALENCE OF AGGRESSIVE BEHAVIOR OF
ADOLECENT STUDENTS: IN THE CASE OF DILLA
PREPARATRORY SCHOOL

BY: KIDIST KAPITAIN

ADVISOR: BANTIGEGN TEGEGNE
JUNE, 2017

DILLA ETHIOPIA

Approved by

Name head department of

Psychology Signature Date
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___________________________ ____________ ___________

Examiner Signature Date

___________________________ ____________ ___________

Advisor Signature Date

___________________________ ____________ ___________

ACKNOWLEGEMEN

Thank "GOD" you for giving me purpose in life and being with me in all the way
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The completion of this thesis would not have been possible without the supporter of many
people. First and for most my special thanks goes to my advisor Mr. Bantigegn Tegegne. My
aunt sun behailu zenebe and my class mate tekeba teka who should receive much credit for
giving me valuable comments, suggestion and corrections. I would like thank to my family
who give an advice and financial support starting from my birth dates up to final graduate day
and my research work.
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TABLE OF CONTENTS

Contents Page
Acknowledgement.....................................................................................

List of Table................................................................................................

Abstract......................................................................................................

CHAPTER ONE......................................................................................

1. Introduction....................................................................................
1.1 .Background of the Study.....................................................................

1.2 .Statement of the Problem....................................................................

1.3. Objective of the Study..........................................................................

1.3.1. General Objective of the Study................................................

1.3.2. Specific Objectives of the Study..............................................

1.4. Significance of the Study.....................................................................

1.5. Delimitation of the Study......................................................................

1.6. Limitation of the Study..........................................................................

1.7. Operational Definition of the Terms......................................................

CHAPTER TWO........................................................................................

2. Review of Related literature.....................................................................

2.1. Ethnology................................................................................................

2.2. Gender..................................................................................................

2.3. Genetics..................................................................................................

2.4. Society and Culture..................................................................................

2.5. Culture.....................................................................................................

2.6. Children...................................................................................................
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2.7. Child hood...............................................................................................

2.8. Media.......................................................................................................

2.9. Situational Factor.....................................................................................

CHAPTER THREE.....................................................................................

3. Methodology...............................................................................................

3.1. Research Design.......................................................................................

3.2. Population................................................................................................

3.3. Research Variable.....................................................................................

3.3.1. Independent Variable........................................................................

3.3.2. Dependant Variable..........................................................................

3.4. Sample and Sampling Technique.............................................................

3.5. Data Collection Instruments.....................................................................

3.6. Procedure of Data Collection....................................................................

3.7. Methods of Data Analysis.........................................................................

CHAPTER FOUR........................................................................................

4. Result and Discussion.................................................................................

4.1. Data Analysis...........................................................................................

4.2. Aggression Response rate........................................................................

4.3. Socio Demographic Characteristics of Respondent...................................

4.4. The Prevalence of Aggressive Behaviour Indicator..................................

4.5. Analysis of Students Open ended question..............................................

4.6. Cause of Aggressive Behaviour................................................................

4.7. Discussion....................................................................................................
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CHAPTER FIVE...............................................................................................

5. Summer, Conclusion and Recommendation.....................................................

5.1. Summary......................................................................................................

5.2. Conclusion...................................................................................................

5.3. Recommendation.........................................................................................

Reference......................................................................................................

Appendix......................................................................................................

List of Tables
Table. 1. The number of questionnaires distributed and percentage................................
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Table. 2. Socio demographic characteristics of participant.......................................

Table. 3. The prevalence of aggressive behaviour............................................................

Table. 4. Gender difference between male and female.....................................................

ABSTRACT

This study is an investigation in to the prevalence and cause of aggressive behaviour among
adolescents in Dilla preparatory school. The participants comprised (23)) female and male)
preparatory school is randomly selected from the participant their ranges from 15-18 years.
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The study adopted cross sectional study design. The data generated were subjected to analysis
using table, percentage. The result of the analysis showed that adolescent frequently manifest
aggressive behaviour such as slapped someone, called student bad name, argue too much,
e.t.c. with the male exceed the female at the rate of manifestation of aggressive behaviour
most of the time insulted other. The study further revaluated that television viewing, culture;
family genetic, situational factor, gender, environmental factor and peer influence are the
major cause of aggression. The study shown that is significant differences between male and
female adolescent in the exhibition of aggression. However males were found to be more
aggressive than their female counter parts. The study discussion this studies similar to other.
Example (Buss 2005) suggested that males are more aggressive than female. The study
recommended that counselling psychologist should consider the cause, consequence and
prevalence of aggressive behaviour among adolescents while designing techniques to handle
the situation. The study recommended that councillors are needed to fight against aggression
in school.

CHAPTER ONE

INTRODUCTION

1.1 Back ground of the Study

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Aggressive behaviour displayed by adolescents is a growing and common problem of

concern. Whilst definition differs widely, “aggressive behaviour” or aggression is defined
here as behaviour intended to harm another individual who is motivated to avoid that harm
(bushiman and aderson, 200la). Aggression is so difficult to define, social psychologists,
judges, and politicians (as well as many other people, including lawyers), have spent a great
deal of time to determine what should not be considered aggression. Doing so forces us to
make behaviour at others (Ames D, L, F (Fiske.S.T (2013).

It is not an effect, emotion or aggressive thought, plan or wish. This definition explode
accidental acts that lade to harm, losing control of a motor vehicle and killing a pedestrian,
but includes behaviours intended to harm even if the attempt fails such as when a person
attempt to shout but misses a human target. It is differentiated from “violence” which refers
to extreme forms of aggression such as physical assault and murder. All violence is
aggression but not all aggression is violence. Some researcher argues there are different type
of aggression and make a distinction between instrumental and reactive aggression (fountain,
2007).

Several studies indicates that the reason aggression behavioural during adolescents period are
multi factorial such as, being victim at violence television viewing gender, computer use,
music preference, environmental and socio economic variables. Aggression in school every
day to address relation aggression in school because many programs in school today are more
focus at physical aggression. The program seeks to improve social cognitive science per
relationship and influences are critical during adolescents, one of the main components of
other program is to identify type of ”friend ship making problem ” and the setting in which
they can occur. (sibi,s and csibi,m(2011)and crsay 2003)

There are researchers who conducted a research on prevalence and cause of aggressive
behavioural in this area. So that, this research will provide acknowledgement about the
prevalence and cause of aggressive behaviour and help to avoid aggressive behaviour
between students. This area is selected for the study because of considering the time cost,
information available, distance and also size of population. Since Dilla preparatory campus in
the distance. So, that it is easy accessible for me and it reduce time cost, information cost and
also avoid language problem.

1.2 Statement of the Problem

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While media studies have shown that video game can increase aggressive behaviour, they do not
passes the same magnitude of effect on public policy and societal concerns as real-life situation. The
columbine shooting of 1999 and the mass shooting by Norway’s Breivik of 200 are two examples or
real life causes of suggest the effect of violence video games on aggressive behaviour is not just a
laboratory effect, but rather if may influence actual events. It’s known that aggressive behaviour is
the one that affect condition of social life, family situation, and friend relationship especially it’s more
harmful on students because it’s obvious that students are matured human power and generally hope
of country. So that attention was given on students’ behaviour. Because of the existence of aggressive
behaviour between students affect that, teaching learning process, cooperative learning, and
relationship. This favour that increase in unemployment rate, decrease productivity, and affect
conductive social life in general decreases the development of country. Therefore this study is used to
asses that the prevalence and cause of aggressive behaviour by answering the following research
question below. This study was under taken to determine the prevalence and its cause of aggressive
behaviour among adolescence in preparatory school and was answer the following question:

1. What is the prevalence rate of aggressive behaviour of students?

2. What are the causes of aggressive behaviour of students?
3. Is there gender difference between male and female students?

1.3 Objective of the Study

1.3.1 General Objectives

The general objective of this study is assessing the causes, consequences and prevalence of
aggressive behaviour of adolescences in Dilla preparatory school.

1.3.2 Specific Objectives

The specific objectives of this study are;

1. To identifying the major causes of aggressive behaviour.

2. To assessing the prevalence of aggressive behaviour of adolescent

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3. To assessing the gender difference on aggressive behaviour.

1.4 Significance of the Study

This study was having immense benefit to adolescents’ guidance and councillor, curriculum
planner leading community, government and researchers. The outcome of the study was
enable adolescents understand the implication of their getting involved in aggression. The
guidance councillor stands to benefits from the study as it was used to provide them was the
strategies and skills with which handle all prevalence and cause of aggressive behaviour
among adolescents in schools. The curriculum planner was considered and integrates some
aspects of the finding in to the preparatory school curriculum. The study on completion was
use helping the government in the area of crime prevention.

The results of the study was enable the leading community aetiology aggression with such
exposure the general public is join hands in against aggression. Finally the finding of the
study was act as an eye opener to researcher who may want to embark in a similar study in
feature.

1.5 Delimitation of the Study

In terms of content, the study was delimited on aggression. It also delimited place and
population with regard to place studies was delimited to Dilla preparatory school because the
researcher selected that easy to get needed population for the studies work and get enough
data about the topic and in addition to thus, it was easy to get subject from the different
background like from different culture, ethnic group, socio economic status, Dilla was the
appropriate area to find enough subject to this study.

1.6 Limitation of the Study

The findings are mere representative of this sample and thus cannot be generalized. Again, no
efforts were made to measure specific that may be responsible for adolescents’ manifestation
aggressive behaviour. In view of the above finding and limitation there is need for further
studies to determine the aggressive of the students studies in Dilla. Nonetheless, this study
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represents one of the largely investigation of the prevalence and cause of aggressive
behaviour.

1.7 Operational definition of Terms

Adolescents; .person growing up from child hood to maturity from age 12-24

 Aggressive behaviour; .a behaviour that has injuries, consequences in the schools,

that commit by adolescents.
 Prevalence; .if indicates that the degree level or the magnitude of the high school
students shows the aggressive behaviour.

CHAPTER TWO

2.1 REVIEW OF RELATED LITERATUR

This section of the study include important information that deals about the cause,
consequence and prevalence of aggressive behaviour was presented by the following
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ethnology, genetic, gender, society, culture, children, childhood, situational factor was
discussed. Aggression is a word that we use every day to characterize the behaviour of others
and perhaps even of ourselves. We say that people are aggressive if they yell at or hit each
other. But other harmful acts, such as the injuries that sports players receive during a rough
game or the killing of enemy soldiers in a war might not be viewed by everyone as
aggression. Because aggression is so difficult to define, social psychologists, judges, and
politicians (as well as many other people, including lawyers), have spent a great deal of time
trying to determine what should and should not be considered aggression. Doing so forces us
to make use of the processes of causal attribution to help us determine the reasons for the
behaviour of others. Social psychologists define aggression as behaviour that is intended to
harm another individual who does not wish to be harmed (Baron & Richardson,
1994). Because it involves the perception of intent, what looks like aggression from one point
of view may not look that way from another, and the same harmful behaviour may or may not
be considered aggressive depending on its intent (Ames & Fiske, 2013).

2.2 Causes or Sources of Aggressive Behaviour

2.3 Ethnology

Ethnologist study aggression as it relate to the interaction and evolution of animal in natural
setting. In such setting aggression can involve bodily contact such as biting, hitting, pushing,
but most conflicts are settled by threat displays and intimidating thrusts that because no
physical harm. This form of aggression may include the display of body size, antler, claws or
teeth, stereotyped signal including facial expression; and change in coloration

Most ethnologists believed that aggression confers biological advantages. Aggression may
help an animal secure territory including resources such as food and water. Aggression
between male often occurs for self protection or to protect offspring.

2.3 Gender

Gender is factor that plays a role in both human and animal aggression. Males are historically
believe to be generally more physically aggressive than female from an early age men
committee the vast majority of murders.(buss 2005) this is one of the most to bust and
reliable behavioural sex differences it has been found across many different age groups and
cultures. However, some empirical studies have found the discrepancy in male and female
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aggressive in adults to be more pronounced in child hood and the gender difference in adults
to be modest when studied in an experimental context still, there is evidence that males are
quicker to aggression and more likely than female to express their aggression physical (freyet
al. 2003).

There are multiple theories that seek to explain finding that males and females of the same
species can have differing aggressive behaviour however, the conditions under which women
and men differ in aggressiveness are not well understood in general sexual dimorphism can
be attributed to greater inter specific completion in one sex, either between rivals for access
to mate and to be chosen by mates according to the 2015 international encyclopaedia of the
social and behavioural sciences, sex difference in aggression is one of the most robust and
oldest findings in male and female aggression apparent about two years of ages through the
difference in aggression are more consistent in middle aged children and adolescent
( Tremblay, japel and peruse, 1999) asserted that physically aggressive behaviour such as
kicking, biting and hitting are typical expression of innate and spontaneous reactions to
biological drives such as anger, hunger and affiliation. Girls relational aggression, meaning
no physical aggression decrease

2.4 Genetics
In general, difference in a continuous phenotype such as aggression is likely to result from
the action of a large number of genes each of small effect, which interact with each other and
environment through development and life. In a non mammalian example of genes related to
aggression the fruit less gene in a fruit flies is critical alteration can result in a reversal
stereotypically meal and female pattern of aggression in fighting. In mice, candidate genes
for differentiating aggression between the sexes’ are the sty (sex determining region) gene
located on the chromosomal and the sty steroid sulphates gene. The sty gene encodes the
steroid sulphates enzyme, which is pivotal in the regulations of neuron steroid bio synthesis
express in both sexes, is correlated which levels of aggression among male mice and increase
dramatically in female after parturition and during location corresponding to the onset of
material aggression.

According to Meta analysis published in 2002 approximately 40% of variation between

individual is explained by difference in gene and 60% difference in environment (mainly non
share environmental influence than share by being raised together. One possible factor is an
allele (variant) of the MAO-agene which interaction with certain life event such as child hood
maltreatment (which may Shaw a main effect on its own) can influence development of brain
regions such as the amygdalate and the a result some types of behavioural response may be
more likely.

2.4 Social and Culture

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Human share aspects of aggression with non human animals and have specific aspects and
complexity related to factors such as genetic, early development, social learning and
flexibility culture and morals. Conrad Lorenz state in his 1963 classic, on aggression, that
human behaviour is shaped by four main, survival seeking animal drives. Taken together
these drives hunger, fear, reproduction and aggression achieve natural selection. E.O. Wilson
elaborated in on human nature the aggression is, typically, a means of gaining control over
resources. Aggression is thus, aggravated during time when high population densities
generate resources shortages. According to Richard Leakey and his colleagues aggression in
human has also increased by becoming more interested in ownership and defending his or her
property. However, UNESCO adopted the Seville statement of violence in 1989 that refuted
claims, by evolutionary scientist, that genetics by itself was the sole cause of aggression.

2.5 Culture

Many scholars assert that culture is one factor that plays a role in aggression. Tribal or band
societies existing before or outside of modern state have sometimes been depicted as peaceful
noble savage. The Lawrence keeley’s 1996 war before civilization suggested that regular
warfare without modern technology was conducted by most groups throughout human
history, including most negative American tribes. Studies of hunter gathers show range of
different societies. In general, aggression, conflict and violence sometimes occur but directly
confrontation is generally avoided and conflict is socially managed by variety of verbal and
non verbal method. Different rates of aggression or violence, currently or in the past, with in
or between groups have been likely to the structuring of society and environment conditions
influencing factor such as resources or property acquisition, land and subsistence techniques
and population change.

According to American psychologist peter gray hypothesizes that band hunter gatherer
society are able to reduce aggression while maintaining relatively peaceful, egalitarian
relation fear (survival) induced per emotive aggression will result in individual taking
whatever action necessary to be free from that threat.

2.6 Children
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The frequency physical aggression in human peaks at around 2-3 years of age. It then
declines gradually on average. These observations suggest that physical aggression is not
only a learning behaviour but that developments provide opportunities for the learning and
biology development of self regulation. However, a small subset of children fails to acquire
all the necessary self regulatory ability and tends to show atypical levels of physical
aggression across development. These may be at risk for later violent behaviour or
conversely, lack of aggression that may be necessary society.

2.7 Childhood

It has been shown that people may be more prone to anger problem if they experienced some
kind of a bus as child. The theory behind this being that such individual was on high alerts for
any threat towards them as a result of their experience of abuse and so was more likely to
interpret situations as threading and react accordingly. Thus outsider may consider the
aggressive response of someone who was suffered abuse to be an overreaction due to the
different to interpretation of what is considered a threat.

2.8 Media

Some scholar believed that behaviour like aggression may be partially learned by watching
and intimating the behaviour of other. Some scholars believed concluded that media may
have some small effect on aggression. There is also study questioning this view. For instance,
a recent long-term outcomes study of youth found no long-term relationship between play
violent video games and youth violence or bulling. One study suggested there is a smaller
effect of violence video games or aggression this been found with television violence on
aggression. This effect is positively associated to time spent play a games. The author
concluded that inefficient evidence exists to link video game violent with aggression
however, another study suggested that links to aggressive behaviour. One study suggested
that adults ( parents) suffering from dissociative symptoms related to post traumatic stress
disorder may be more likely to exposure their children to violent program and video games;
links between these issues were also related to poverty (Nayef AI-Rodhan 1999)

2.9 Situational Factors

There has been some links between those prone to violence and there alcohol use. Those who
are prone to violence and use more likely to carry out violent acts. Alcohol impair judgement
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make people much less cautious than they usually are (MacDonald et al. 1996). It also
disrupts the way information is processed (Bushman 1993, 1997; Bushman and cooper 1990).

Pain and discomfort also increase aggression. Even the simple act of placing one’s hands in
hot water can cause an aggressive response. Hot temperatures have been implicated as a
factor in as number of studies. One study completed in the midst of civil rights movement
found that riots were more likely on hotter day than cooler ones (Carlsmith & Anderson
1997).Students were found to be aggressive and irritable after taking a test in a hot classroom
Anderson al.1996, Rule, et al. 1987.Drivers in cars without air conditioning were also found
to be more likely to honk their horns (Kenrick & MacFarlane 1986).

CHAPTER THREE

Methodology

3.1 Research Design

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The investigator was used to a cross sectional research design. Because of the means that the
research used to obtain information from participates is questioner was administered at one
time.

3.2 Population

The target population for this study are grade 11th & 12th students of Dilla preparatory school.
The total number of the population is 1200 from this 684 are males & 516 are females.

3.3 Research Variable

3.3.1 Independent Variable

Socio demographic variable including: age, gender, educational levels are categorical
variables to be treated as an independent.

3.3.2 Dependent Variable

In this study the aggressive behaviour of adolescents was been used as the dependent
variable.

3.4. Sample and Sampling technique

The researcher was employ simple random sampling techniques for students for counsellor
and director. out of the total students of grade 11 th and 12th the researcher was selected 60
students, directors and one of student counsellor were selected. The researchers takes to 5 %
from total population.

3.5. Data Collection Instrument

To collect effective and accurate data from the research participant the researcher was used
appropriate data collection instruments questionnaires and interview, the questionnaire
contain closed ended and interview represented by open ended item. In order to collect the
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information concerned aggression. The item consisted of 15 items; each item containing yes
or no responses such as slapped someone, called students by bad name and argue to match
e.t.c. The researchers used standardize aggressive scale in the form of questionnaire that has
been utilized to detect aggression among adolescents in preparatory school.

3.6. Procedure of Data Collection

In case of data collecting, the researcher was following some steps starting from distributing
questionnaires up to collecting the data. The researcher was able to collect the data passing
through the following procedures: First the investigator taking the permission latter from the
department. And then the researcher go to the Dilla preparatory school and get permission
from the school principal then I will get the participants of the study and ask their permission
and tell them the objective of the study then I distribute the questionnaire and collect the data
then finally the researcher will analyze, interpret and come up with the final report for the
advisor.

3.7. Methods of Data Analysis

Once data will be collected, it was analyzed by using quantitative method the data was
analyzed by using simple statistics that is table and percentage.

CHAPTER FOUR
RESULT AND DISCUSSION

4.1 Data Analysis

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This chapter deals about the description of the result of the study. There are details of the
finding of questionnaire that involved a final sample of (60) students. The questionnaire are
presented questionnaire such as open ended and close ended questionnaire. The findings are
presented under heading which correspond to the research question of the study prevalence
and cause of aggressive behaviour.

4.2 Table1. The Number of Questionnaire Distributed and Percentage

Group Number of Returns Non return %

questionnaire
distributed
Students 60 60 - 100%

As shown in table 1 above (60) questionnaires that were distributed. To (60) student were
completed and returned the rate of response for this research was appropriate and sufficient.

4.3 Table2. Socio Demographic Characteristics of Respondent

No Demographic variable Category Frequency %

Male 37 61.7%
1 Sex
Female 23 38.3%
Total 60 100%
15-18 34 56.7%
2 Age
18 and above 26 43.3%
Total 60 100%
11 30 50%
3 Educational level
12 30 50%
Total 60 100%

As shown in table 2 above 37(61.7) are male and 23(38.3) are female. Regarding to the age
level of the respondent majority of respondents found in the age range of 15-18 years, in this
age interval adolescents are exposed crisis and storm because of search identity through
different dimension during this time aggressive behaviour emerged.

4.4 Table3. The Prevalence of Aggressive Behaviour Indicator.

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No Items Yes N Total

o

F % F % %
Do you angry most of the time? 39 65 21 33 100
1
2 Do you get physical fight because of your angry? 17 28 48 72 100
3 Do you slap some one? 7 12 53 88 100
4 Are you called other student by bad name? 38 63 22 37 100
5 Are you disobedient? 25 42 35 58 100
6 Are you arguing too much? 40 67 20 33 100
7 Are you fighting with your peers/classmates? 35 58 25 42 100
8 Do you encourage the students fight against with 24 40 36 60 100
the other?
9 Are you up set other students for the fun of it? 37 62 23 38 100
1 Did your parents limit the time spent with media, 42 70 28 30 100
0
TV?
1 Did your parents enforce suggest media rating, 32 53 28 47 100
1
e.g. film, video game...?
1 Have you ever been the victim of 19 32 41 68 100
2
aggressive/violent act?

As show in the table 3, students parent limit the time spent with media, internet, TV 42(70%),
40(67%) of respondents are highly argue with other, 39(65%) of respondents are angry most
of the time, 38(63%) 0f respondents students called the other bad name, 37(62%) of
respondents up set other students for the fun of it, 35(58%) of respondents are fight with the
peers/class mates, 32(53%) of respondents are the parents allow/enforce time spent with
media, internet, TV, 25( 42%) of respondents are disobedient with other, 24(40%) of
respondents are encourage the students fight against with the other, 19(23%)of respondents
are the victim of aggressive/violent act, 17(28%)of respondents to get physical fight because
of your angry, 7(12%) of respondents slapped someone easily, the last score show that kicked
someone. Therefore, these all had shown the aggressive behaviour of the students in Dilla
preparatory school.

Table4. The Gender Differences between Male and Female Respondent.

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Male Female

No Yes % No % Total Yes % No % Total

% %

1 Do you angry most of the 17 46 20 54 100 5 22 18 78 100

time?

2 Do you get physical fighting 18 48 19 51 100 3 13 20 87 100

because of your angry?

3 Do you slap some one? 15 40 22 59 100 4 17 19 83 100

4 Are you called other students 19 52 18 48 100 6 26 17 74 100

by bad name?

5 Are you disobedient? 15 40 23 60 100 11 48 12 52 100

6 Are you arguing too much? 6 16 32 84 100 7 30 16 70 100

7 Are you fighting with your 5 14 32 86 100 10 43 13 57 100

peers/classmates?

8 Do you encourage the 7 18 30 82 100 3 13 20 87 100

students fight against with the
other?

9 Are you up set other students 12 30 25 70 100 2 9 21 91 100

for the fun of it?

10 Did your parents limit the 13 36 24 64 100 4 17 19 83 100

time spent with media, TV...?

11 Did your parents enforce 4 11 33 89 100 0 0 23 100 100

suggest media rating e.g.
film, video game...?

12 Have you ever been the 7 19 30 81 100 3 13 20 87 100

victim of aggressive /violent
act?

As shown in table 4, aggressive behaviour in gender difference between male and female
indicate males are more aggressive than female by the called other bad name 19(51%) and
get physical fighting 18(48%), 17(46%) also angry most of the time 15(40%) are disobedient
and slapped someone by easily 13(36%)parents limit the spend with media, internet, TV...and
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12(30%) up set other students for the fun of it 4(11%) are less enforce suggest media, media
rating e.g. video game, females are more aggressive in disobedient 11(48%) and encourage
other to fight 0(0)%.

4.5 Analysis of Open Ended Question.

4.6 Cause of Aggressive Behaviour

Item1. What situation makes you aggressive behaviour?

From the above questions, all of the respondents responded that regarding to situation get
angry is when fight with other, when spent time with by unwanted place, some things that
cannot full fill for me also absence of agreement with other, internal pressure.

Item2. What is the problem that most of the peoples aggressive?

As show in case 2 most of the people get anger when absence of relationship with other,
unable to use time properly isolated from other etc are people leads aggressive behaviour.

Item3. From whom people learn aggressive behaviour?

From above question the majority of the students responded that people learn aggressiveness
mostly from their own family, from watch television, society, and also learn from their peer,
situational factor.

4.7 Discussion

The present study investigated on the prevalence and cause of aggressive behaviour. The
adolescent aggressive behaviour determined by genetics and cultural factors, this factor
facilitate aggressive behaviour this finding similar to many studies for example (buss 2005)
that are discussed in the review of literature the finding of this study shows that males are
historically believed to be generally more physical aggression that female. Some studies
about aggression suggested that personality traits. Such as hostility may moderate the effect
of media violence are increase the aggressive behaviour (lynch, 1999): Anderson & dill,
2000). It’s possible that the people who are most affected by violence media or those who are
most naturally aggressive, thus putting the most vulnerable of the greatest risk for increased
aggression the present research found no interaction between trait hostility and exposure to
video game violence.
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In addition to this effect was found, such that combination of high hostility and video game
violence places an adolescent at increased risk for higher level of aggression. Some
researchers view that violence video film, TV. e.g. Elementary school children, high school
children, college student and adult. This who watch the violence clips tend to be have more
aggressively than those who view non violent clips & they adopt beliefs that more accepting
of violent (Williams & skoric, 2005).

Some researchers view that aggression most of the time learned behaviour that is person
learns from other i.e. from their families, peers, situational factor itself, and society and
during child hood aware from other. This research is the same to other researchers suggested.

CHAPTER FIVE
Summery, conclusion and recommendation

5.1. Summary
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The researcher first identified research problem then selected dilla preparatory school at
which conduct his study to find solution for the problem.

The main purpose of this study causes, consequence and prevalence of aggressive behaviour
among preparatory school. The researchers attempt to answer three research questions.

The aim of this study was to minimize the prevalence of aggressive behaviour between the
students because aggression is very harmful the human being as well as for the students also
for the country as the hole.

5.2. Conclusions

The study was conducted to determine the cause, consequence and prevalence of aggressive
behaviour among dilla preparatory school. The finding of this study revealed that students
manifest aggressive behaviour such as purposing kicking among others. As showed that
males adolescents frequently manifest than female. The most common exhibited aggressive
behaviour among the male was physical harm while female was used abuse language. To this
end the use of behavioural modification techniques by counsellor was suggested as way
forward. Future studies using both qualitative and quantitative design should focus on the
determination of the perceptions of aggressive behaviour among adolescents and their
families.

5.3. Recommendation

Based on the implications of the study and conclusion there for the following
recommendation are made.

1. Parents and teachers should be encourage to device or seek batter alternative way of
correcting the adolescents when they exhibit wrong behaviour instead of them
punishment always. This because of constant punishment could make adolescent to be
more hardened and engage in nefarious activities.
2. The school authority should provide a conducive learning environment for
learning .so as to reduce the incidence of aggression and improve the school
performance of young adolescent.
Page | 26

3. There is need for collaboration among parent, teachers, guidance councillors,

psychologists and other stockholders to join hand in the fight against all forms of
aggressive behaviour manifest by the adolescent.
4. The school guidance, counsellor and teachers should occasionally organize work shop
and conferences. Where experts in the area of behaviour modification and psycho
therapy will be invited to talk in to the students on the harmful effect of aggressive
behaviour in their future lives.

Reference

Jerkewitz Ross. Dis ( 1993) transmission of aggression through limitations at

aggressive models: the journal at abnormal and social psychology.
Page | 27

Csibio, S., RCsibi, M.(2011) Study at aggression related to coping, self-appreciation and
social support among adolescents. Nordic psychology b3(4);35-55
Ames D.L.,&Fiske, S.T.(2013). International norms are wares, even when they, renal.
Psychological science 24(9). 1775-1762
Bandura,ross,d’,.(1961) transmission of aggression through imitation of aggressive models;

The journal of abnormal and social psychology

Anderson, .a. & dill, k (2000).video game and aggressive thought, feeling and behaviour in

The laboratory and life journal of personality and social psychology.

Buss, A.H. and perry.M. (1992) the aggression questionnaire. Journal of personality and

Social psychology

APPENDIX ONE

DILLA UNIVERSITY

COLLEGE OF SOCIAL SIENCE AND HUMANITIES

Page | 28

DEPARTEMENT OF PSYCHOLOGY

QUESTIONNARE DESIGNED FOR RESPONDENT

The purpose of this questionnaire is to assess the cause, consequence and prevalence of
aggressive behaviour. The quality and success this study highly depending on the relevance
of the information that you will provide so; you are kindly requested to give your genuine
response/idea to each item for this questionnaire. I would like to assure you that response will
be used for research writing a name and use other materials unwanted and the response will
be keep confidential

Thank you for your participation!!

Direction
Dear respondent read the question carefully and put"×" mark for the following question.

Part1. Questions related to personal information or socio demographic characteristics

1. Sex : male female

2. Age 15 -18 18 and above

3. Educational level 11th 12th

Part2. The following question help to know about the participants’ situation based on the
given number of question answered by put "×" mark if it indicates your behaviour.

1. Do you angry most of the day?

Yes No
2. Do you get physical fight because of your angry?
Yes No
3. Du you slapped some one?
Yes No
4. Are you called other student by bad name?
Yes No
5. Are you disobedient?
Yes No
6. Are you arguing too much?
Yes No
7. Are you fight with your peers/classmates
Yes No
Page | 29

8. Do you encourage the students fight against with the other?

Yes No
9. Are you up set other students for the fun of it?
Yes No
10. Did your parents limit the time spent with media rating, internet, TVe.t.c?
Yes No
11. Did your parents enforce suggest media, film, video game e.t.c.?
Yes No

12. Have you ever been the victim of aggressive/violent act?

Yes No

Part 3

1. What situation makes you aggressive behaviour?

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2. What is the problem most of the peoples aggressive?
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3. From whom people learn aggressive behaviour?
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APPENDIX TWO
Page | 30

ዲላ ዩኒቨርሲቲ

የትምህርትና ስነ ባህሪ ተቋም

የሳይኮሎጂ ትምህርት ክፍል

መግቢያ

ውድ የዚህ ጥናት ተሳታፊዎች በቅድሚያ ለቀና ትብብራቹ ላቅ ያለ ልባዊ ምስጋናዬን

አቀርባለው፡፡

የዚ ጥናት ዋና አላማው በመሰናዶ ትምህርት ቤት ውስጥ ያሉ ተማሪዎችን ጠበኞች

እንዲሆኑ የሚያደርጋቸውን ምክኒያትና አሁን ያሉበትን ደረጃ ለመዳሰስ የተዘጋጀ መጠይቅ
ነው፡፡በመሆኑም የምትሰጡት መረጃ በቀጥታ ለ ትምህርታዊ አገልግሎት(አላማ) ብቻ
መዋሉን ተረድታቹ ምላሻችሁን በግልፅና በታማኝነት እንድትሰጡ በትህትና እየጠየኩ
በተጨማሪም የምትሰጡት ምላሽ ሚስጥራዊነቱ የተጠበቀ መሆኑን ላረጋግጥላችሁ
እወዳለሁ፡፡

ለዚ ጥናት የእርሶ ተገቢዉን መረጃ መስጠት የበለጠ ስኬታማ ያደርገዋል፡፡

ለቀና ትብብራቹ ምስጋናዬ ከልብ ነው !!

መመርያ

 ስምህን/ሽን መፃፍ አያስፈልግም፡፡

 ለመልስህ/ሽ በአራት ማእዘኑ ሳጥን ውስጥ የ "×" ምልክት ያስቀምጡ፡፡

ክፍል አንድ

የግል መረጃ

1. ፆታ ወንድ ሴት
2. ዕድሜ 15-18 ከ 18 በላይ
3. የትምህርት ደረጃ 11 ኛ 12 ኛ
Page | 31

ክፍል ሁለት

ከዚ በታች ያሉ ጥያቅዎች የተሳታፊዎችን ሁኔታ ለማወቅ የሚረዳ መጠይቅ ስለሆነ

በ እያንዳንዱ ሳጥን የ "×" ምልክቱን ያድርጉ፡፡

1. አብዛኛውን ግዜ ትናደዳለህ/ሽ ?
አዎ አይ
2. በንዴት ምክንያት አካላዊ ጥል ተጣልተህ ታውቃለህ/ሽ ?
አዎ አይ
3. ሌሎች ተማሪዎችን በመጥፎ ስም ትጠራቸዋህ/ሽ ?
አዎ አይ
4. በ"3"ኛው ጥያቄ መልስህ/ሽ "አዎን"ከሆነ ምክንያቱ ምንድ ነው ?
ስለሚያስደስተኝ ከ ሌሎች አይቼ ስናደድ ሌላ
5. በባህሪህ ተከራካሪ ነህ ?
አዎ አይ
6. ያለ ምክንያት ሰዎችን ትሰድባለህ ?
አዎ አይ
7. በቀላል መንገድ ጓደኛ ማግኘት ትችላለህ ?
አዎ አይ
8. ለጠብ ተጋላጭ ሆነህ ታውቃለህ ?
አዎ አይ
9. ጓደኛህን ጠብ እንዲያጭር ታበረታታዋለህ ?
አዎ አይ
10. በሌሎች ውድቀት ትደሰታለህ ?
አዎ አይ
11. ወላጆችህ ጊዜህን በቲቪ እና በኢንተርኔት እንዳታባክን ይከለክሉሃል ?
አዎ አይ
12. ወላጆችህ ቲቪ እንዲሁም ኢንተርኔት ነክ ነገሮችን እንድታይ ያበረታቱሃል ?
አዎ አይ
Page | 32

ክፍል ሶስት

መጠይቁን በአግባቡ ካነበቡ በሗላ ተገቢውን ምላሽ ይስጡ፡፡

1. ምን አይነት ነገሮች/ሁኔታዎች ናቸው ወደ ጠብ የሚመሩህ ?
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2. ጠብ አጫሪ ሰዎች ምክንያታቸው ምንድነው ብለህ ታስባለህ ?
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3. ጠብን ከየት ነው የተማርከው ?
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