SOCIAL FACTORS OF AGGRESSIVE BEHAVIOR

AMONG YOUTH, PERSPECTIVES OF UNIVERSITY OF SINDH

STUDENTS.

SUBMITTED BY
SAMREEN MAGSI (2K20/SOC/67)
FOR
THE DEGREE OF BS IN SOCIOLOGY

DR.AMEER ALI ABRO

RESEARCH SUPERVISOR

DEPARTMENT OF SOCIOLOGY
UNIVERSITY OF SINDH JAMSHORO
2023

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 DECLERATION

I declare that no portion of the work referred to in this thesis work entitled “SOCIAL FACTORS
OF AGGRESSIVE BEHAVIOUR AMONG YOUTH , PERSPECTIVES OF UNIVERSITY OF
SINDH STUDENTS ” submitted by me for the partial fulfillment of the requirement for the award
of Bachelor of Science in Sociology has been submitted in support of an application for another
degree or qualification of this or any other university or other institute of learning. Further, all the
work in this dissertation is entirely my own, unless referenced in the text as a specific source and
included in the bibliography.

Name: Signature:

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 CERTIFICATE

It is certified that the work contained in this research entitled “Social factors of aggressive behavior
among youth , perspectives of university of Sindh students” written by Samreen Magsi has been
carried out under my Supervision and is approved for submission in partial fulfillment of the
requirement for the degree of BS SOCIOLOGY

____________________________
DR. AMEER ALI ABRO

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 ABSTRACT

This thesis aimed to investigate the social factors of aggression in the perspective University of
Sindh Students. The issue of aggressive behavior among Sindh university students is a significant
concern for educators, parents, and society at large. While some level of physical and verbal
aggression is common among young generation, it can become a serious problem if it is persistent
and severe. Aggressive behavior can have negative effects on Sindh university student’s
development, academic achievement, and social relationships and can also create a challenging
learning environment for teachers and other students.
This thesis investigates the social factors that contribute to aggressive behavior among students at
the University of Sindh, a prominent institution in Pakistan. The study employs a mixed-methods
approach, combining surveys, interviews, and behavioral observations to gain a comprehensive
understanding of the issue. This research identifies various social factors influencing aggressive
behavior, including peer influences, family dynamics, academic stress, cultural norms, and
exposure to media violence. By analyzing the complex interplay of these factors, the study aims
to provide valuable insights into the root causes of aggression in this specific student population
Furthermore, the thesis explores the consequences of aggressive behavior on academic
performance, mental health, and interpersonal relationships. It examines the ways in which the
university's environment and support systems impact the manifestation of aggression and the
potential interventions that can mitigate its effects. This thesis offers a comprehensive exploration
of these factors, shedding light on the complexities of the issue and suggesting avenues for
addressing and mitigating aggression among the students of the University of Sindh.

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Contents
SOCIAL FACTORS OF AGGRESSIVE BEHAVIOR AMONG YOUTH, PERSPECTIVES OF
UNIVERSITY OF SINDH STUDENTS. ...................................................................................................... 1
DECLERATION ............................................................................................................................................ 2
CERTIFICATE .............................................................................................................................................. 3
ABSTRACT .................................................................................................................................................. 4
1. CHAPTER ............................................................................................................................................. 7
1.1 INTRODUCTION .................................................................................................................................. 7
1.2 RESEARCH PROBLEM............................................................................................................... 9
1.3 RESEARCH QUESTIONS: ...............................................................................................................10
1.4 RESEARCH OBJECTIVES: ...............................................................................................................10
1.5 SIGNIFICANCE OF THE RESEARCH: ....................................................................................11
1.6 THEORETICAL FRAMEWORK: .......................................................................................................12
1.7 FRUSTRATION-AGGRESSION MODEL. ...............................................................................12
1.8 SOCIAL LEARNING THEORY: ................................................................................................12
2. CHAPTER ...........................................................................................................................................13
2.1 LITERATURE REVIEW: ..................................................................................................................13
3. CHAPTER ...........................................................................................................................................19
3.1 RESEARCH METHODOLOGY .........................................................................................................19
3.2 POPULATION: ...............................................................................................................................19
3.3 SAMPLE: .......................................................................................................................................19
3.4 DATA COLLECTION ........................................................................................................................20
3.5 INSTRUMENTS..............................................................................................................................20
4. CHAPTER ...........................................................................................................................................21
4.1 DATA ANALYSATION:.....................................................................................................................21
4.1.1 TABLE NO 01 Distribution of respondents regarding their gender. ...................................21
4.1.2 TABLE NO 02 frequency distribution and percentage of respondents regarding their age.
22
4.1.3 TABLE NO:03 Responses about How much Social factors contribute to Aggressive
behavior. 23
4.1.4 TABLE NO:04. How much influence of family environment is in aggressive behavior. .......24
4.1.5 TABLE NO:05 How much influence of family environment is in aggressive behavior. ........25
4.1.6 TABLE NO:06 How much online interaction contributes in aggressive behavior. ...............26

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 4.1.7 TABLE NO:07 How many persons are witnessed of aggressive behavior. ..........................27
4.1.8 TABLE NO:08 Percentage of witnessed respondents regarding reporting to higher
authorities for aggressive behavior......................................................................................................28
4.1.9 TABLE NO:09 Percentage of concerned respondents regarding prevalence of aggressive
behavior. 29
4.1.10 TABLE NO:10 How much social factors contribute in the long-term consequences of
aggressive behavior. .............................................................................................................................31
4.1.11 TABLE NO:11 How many respondents are agree on that aggressive behavior has long term
consequences. .....................................................................................................................................32
4.1.12 TABLE NO:12 How much influence of personal experience is on aggressive behavior. ......33
4.1.13 TABLE NO:13 How much faculty/staff is playing its role in prevention of aggressive
behavior. 34
4.1.14 TABLE NO:14 How much Sindh university is engaged in activities for promoting safe
environment for aggressive activities. .................................................................................................35
4.1.15 TABLE NO:15 How respondents cope up with stressful situations on campus ...................36
4.1.16 TABLE NO:16 How much respondents are getting awareness about bullying at university.
37
4.1.17 TABLE NO:17 How much presence of support system is available at university to deal with
aggressive behavior. .............................................................................................................................38
5. CHAPTER ...........................................................................................................................................39
5.1 DISCUSSION CONCLUSION AND RECOMMENDATION: ................................................................39
5.1.1 DISCUSSION .............................................................................................................................39
5.1.2 CONCLUSION........................................................................................................................40
5.1.3 RECOMDATIONS ..................................................................................................................41
6. REFERENCES: ...................................................................................................................................43
7. QUESTIONNIARE .............................................................................................................................46

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 1. CHAPTER

1.1 INTRODUCTION

The unfortunate outcomes of aggressive behaviors have been portrayed in the news media. Rather
than the news focusing on factors that can mitigate aggression among young adults, they are
interested in sensationalizing the occurrence. This has compounded the problem of understanding
the concept of aggression and the factors responsible for it among students in the university. As a
concept, aggressive behavior is heterogeneous. Many disciplines have attempted to define it
Aggression is regarded as an obvious attempt to harm an individual intentionally. It could
negatively impact the individual’s personal, social, and educational life. Likewise, Aggression is
one of the very common issues that face students at different stages of their studies. Accordingly,
it is estimated that 246 million students around the world experience at least one type of aggression,
such as physical, psychological, and sexual violence (UNESCO) And The aggressive behavior,
cause the death of 1.6 million people worldwide. The report indicates that every year people, aged
between 15-44 die because of being a victim of aggression (World Health Organization).
Aggression might leave impacts on various aspect of student’s life, aggression could negatively
effect on the individual’s personal, social, and educational life. (Smith and Furlong, 1998; Kozina,
2007)
Some of the Studies have showed that psychologists have not agreed on an exact definition for
aggression. However, Buss’s definition is one of the most used definitions. According to Buss
“aggression is “a response that delivers noxious stimuli to another organism” (1963). Later, Baron
and Richardson added another characteristic to the definition, which was motivation. Accordingly
“aggression is any form of behavior directed toward the goal of harming or injuring another living
being who is motivated to avoid such treatment” (Baron and Richardson, 1994; cited by Geen, R.
G, 1990). There are two types of aggression, direct, which is linked to physical aggression and
indirect aggression that is associated with the verbal one. In other words, it is important to note
that not every behavior is considered as aggression, but only those that are intended to harm
someone (Murray &Ostrov, 2009; Kozina, 2009).

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Studying and researching about the factors behind causing aggression is another topic that scholars
have attempted to find out. Findings of some studies determine the reasons behind aggressive
behaviors, which are biological, environmental, social, and psychological factors. (Mabitla, 2009;
Lane SD, Kjome, Moeller FG, 2010; Blair, 2016)Aggression poses significant challenges for
university students all over the world. Aggressive behavior is a common behavior among youth
people (Muammria&Mahee, 2004).
Aggression has damaging effects on the mental and physical health of the victim as well as of the
aggressors. Researches on human aggression have raised attention towards aggression since the
last century. Human behavior remains a complex entity. Psychologists are keen on understanding
human aggressive behavior especially in social learning contexts (Tremblay et al., 2005). Previous
researches indicated that individuals with higher levels of aggression are more likely to experience
emotional instability and low self-concept and low self-esteem, difficulty in sleeping, initiating the
work, and so on (Ostrov&Godleski, 2009; Piquero et al., 2007). There is a common assumption
that young students found aggression as an easy way to solve their problems, without knowing that
this reaction could be a result of several factors such as social factors, economic factors,
psychological factors, and academic factors. Sometimes, to become predominant in each other's,
students show aggressive behavior. An aggressive person can damage and injure the target person
or object. Human’s aggressive behavior is also related to the competition and make the learning
process difficult. As a result, students’ academic performance decreases in the long run (Taylor,
Davis &Malanchuk, 2007).
Aggression among university students is a global issue. Various studies can be found on aggression
(Coyne, Archer, &Eslea, 2006; Chen et al., 2010; Risser, 2013; Khurshid et al., 2017; Chatterjee,
2016).However, the main focus of previous studies was on elementary, secondary, undergraduates
students, and early adolescents. Very few studies have focused on university students in the context
of Pakistan (Mushtaq& Kayani, 2013; Abdullah, Raza, and Akhtar, 2015; Malik & Abdullah, 2017;
Khurshid et al., 2017). aggression experienced by university students is a global concern.
Nevertheless, there is a common miscomputation that aggression related issue would be more
common among students living in developing countries due to various issues. While there is a
scarcity of evidence that provides a glimpse of this psychological construct in a comparative
scenario among university students who live in developed countries enjoying a better life standard

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and those who live in developing countries facing a lot of social, political, and economic issues.
Particularly, this gap becomes more important when there are growing psychological issues among
university students all over the world. Interestingly, several studies suggested that the effects of
aggression on students’ academic performance could be varied according to their national
difference. Therefore, i decided to carry out a comparative study to measure the prevalence and
identifying factors of aggression among students at the university level.

1.2 RESEARCH PROBLEM

Aggressive behavior among university students has emerged as a multifaceted issue with far-
reaching implications, affecting not only the individuals involved but also the overall campus
environment. The University of Sindh, as a prominent higher education institution of Pakistan, is
no exception to the challenges posed by this phenomenon. Despite its growing prevalence and
impact, there exists a significant knowledge gap regarding the specific social factors that contribute
to aggressive behavior among University of Sindh students.
To address this pressing concern, this research aims to explore and analyze the complex interplay
of social influences, including peer dynamics, familial relationships, academic stressors, cultural
norms, and media exposure, within the unique context of the University of Sindh. By identifying
these factors and their effects on students' aggressive behavior, this study seeks to provide valuable
insights that can inform targeted interventions and strategies to foster a more harmonious and
constructive learning environment within the university.
In doing so, it addresses not only the immediate concerns of the University of Sindh but also
contributes to the broader understanding of aggression within higher education institutions. This
research endeavors to provide a comprehensive framework for addressing the social determinants
of aggressive behavior among university students, offering a basis for further investigation and
potential policy development within the academic context.

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1.3 RESEARCH QUESTIONS:
1. What are the primary social factors contributing to aggressive behavior among University
of Sindh Students ?

2. What is the current prevalence of aggressive behavior among University of Sindh

Students?

3. How do university of Sindh Students perceive and define aggressive behavior within their
campus community ?

4. What are the long-term consequences of aggressive behavior university of Sindh Students,
and how do they based on social factors?

5. Does personal and contextual experiences influence their perspectives on aggression

behavior?

1.4 RESEARCH OBJECTIVES:

1. To identify the key social factors that contribute to aggressive behavior among University
of Sindh students .

2. To assess prevalence and severity of aggressive behavior among University of Sindh

Students.

3. To investigate the long-term consequences of aggressive behavior in university of Sindh

Students and identify variations based on social factors.

4. To explore the perspectives and experiences of university of Sindh Students regarding

aggressive behavior.

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 1.5 SIGNIFICANCE OF THE RESEARCH:
The study of the social determinants of aggressive behavior among youth carries profound societal
significance in today’s complex and interconnected world. Youth aggression represents a pressing
issue with far-reaching consequences for individuals, communities, and society as a whole.
Understanding the intricate web of social and cultural factors that influence the development and
expression of aggressive behavior among young individuals is crucial. By unraveling these
determinants, this thesis contributes to the identification of root causes and offers insights that can
guide the formulation of targeted interventions, policies, and strategies to address and mitigate
youth aggression. Such knowledge is pivotal for fostering safer, more harmonious communities
and for nurturing the healthy development of our young generation.
Moreover, this thesis holds significance in the field of sociology by emphasizing the dynamic
interplay between societal forces, cultural norms, and individual behavior. It enriches our
understanding of how social structures, family dynamics, peer relationships, media exposure, and
cultural contexts intersect to shape the trajectories of youth aggression. By conducting a
sociological analysis, this research expands the theoretical framework and empirical basis for
comprehending the complexities of youth behavior, contributing valuable insights that can inform
sociological theory and research. Ultimately, the significance of this thesis extends beyond
academic inquiry, as it strives to enhance our capacity to address a critical societal challenge,
promote the well-being of young individuals, and foster more inclusive and peaceful communities
for generations to come. In conclusion, the significance of investigating the social factors of
aggressive behavior among youth lies in its potential to shed light on the underlying causes of this
complex issue, inform evidence-based interventions, and advance our sociological understanding
of youth behavior within diverse cultural contexts. This research endeavor holds the promise of
creating a positive and lasting impact on the lives of young individuals and the communities they
inhabit

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 1.6 THEORETICAL FRAMEWORK:
There are two theoretical frameworks common within the literature that effectively describe and
support the two typologies of RA and PA, these include the Frustration-aggression model and
social learning theory (Bandura, 1978; Berkowitz, 1989; Card & Little, 2006; Connor et al., 2004).

1.7 FRUSTRATION-AGGRESSION MODEL.

The frustration-aggression model postulates that Aggression occurs as a result of frustration or
anger to an event. This theory is reflective Of reactive aggression as it views aggression as a hostile
reaction to a perceived threat (Berkowitz, 1989). This type of aggression is a product of emotional
affect and Environmental cues. Therefore, it is suggested that while aggression is instigated by
Frustration, there must be a relatively powerful stimuli to allow aggression to be fully Expressed
(Berkowitz, 1989). This can further be associated with Dodge’s (Dodge & Coie, 1987) model of
social information processing that states children who are Aggressive tend to process information
from environmental social cues differently (Berkowitz, 1989). Here, they are more likely to focus
on threatening cues or misinterpret Cues of others’ behaviors that are often ambiguous, known as
hostile attribution bias (Dodge & Coie, 1987).

1.8 SOCIAL LEARNING THEORY:

Social Learning Theory as posited by Bandura (1978) has Strong associations with proactive
aggression. Bandura (1978) highlighted that aggression Does not require frustration to exist.
Rather, aggressive behaviors and responses increase When such behaviors are socially reinforced
through some type of reward. This can include reward by the removal of an appetitive stimulus
(victimization, humiliation) or by obtaining control in a particular situation (Bandura, 1978). This
theory considers Aggression as an instrumental behavior that is altered based on reinforcement.
Social Learning theory is based on cognitive functions that aid in perceiving and evaluating a
Situation as an individuals’ cognitive appraisal that leads to a determination of a Behavior
(Bandura, 1978). Personal self-efficacy is an important component of this Theory. Proactive
aggression takes place once individuals are confident that they will Achieve their goal or when
their particular actions have been reinforced.

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 2. CHAPTER

2.1 LITERATURE REVIEW:

Aggressive behavior in among university of Sindh students is a complex and multifaceted issue,
and understanding the factors that contribute to its spread is essential for developing effective
interventions. In this section, we review previous research on the topic, including studies that have
identified various factors that contribute to aggressive behavior in young children.
These are contributing factors of aggressive behavior among youth according to some recent
studies are some violent activities, Family disturbance, mood disturbance, physical abuse, sexual
abuse, Failure in academics, missed college regularly, anger Expressed in school or college,
childhood experience, social influence, Family influence, peer influence, media Influence, peer
relationship and psychological problems. Peer relationships are a significant social factors that can
contribute to the spread of aggressive behavior. Research has shown that children who have poor
peer relationships are more likely to exhibit aggressive behavior [S. P. Vassilopoulos, A. Brouzos,
and A. Koutsianou,2018]. Furthermore, studies have found that children who are exposed to
aggressive behavior from their peers are more likely to exhibit aggressive behavior themselves [A.
Kärnä, M. Voeten, T. D. Little, E. Poskiparta, A. Kaljonen, and C. Salmivalli, 2011].
Parenting styles can also play a significant role in the spread of aggressive behavior. Research has
shown that children who are raised in households with authoritative parenting styles, characterized
by warmth, support, and clear expectations, are less likely to exhibit aggressive behavior [M. H.
Bornstein, “Children’s parents,” in Handbook of Child Psychology and Developmental Science:
Ecological Settings and Processes, M. H. Bornstein, T. Leventhal, and R. M. Lerner, Eds., , John
Wiley & Sons, Inc, 2005.]. Conversely, children who are raised in households with authoritarian
or neglectful parenting styles are more likely to exhibit aggressive behavior [B. K. Barber and E.
L. Harmon, 2002].
The educational environment can also play a significant role in the spread of aggressive behavior.
Research has found that children who attend schools, colleges and university with high levels of
violence and aggression are more likely to exhibit aggressive behavior themselves [C. P. Bradshaw,
A. J. Milam, C. D. M. Furr-Holden, and S. Lindstrom Johnson, “The School Assessment for
Environmental Typology (SAfETy): an observational measure of the school environment,”
American Journal of Community Psychology, vol. 56, no. 3-4, pp. 280–292, 2015].

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Furthermore, studies have found that school-based interventions aimed at reducing aggressive
behavior can be effective in improving the social and emotional outcomes of kindergarteners [R.
N. T. Nese, J. F. T. Nese, C. McCracken, P. Ming, D. Triplett, and E. Bastable, 2021.]
Societal influences contribute to the spread of aggressive behavior in young children. Research
has shown that children who grow up in violent or unstable environments are more likely to exhibit
aggressive behavior [S. M. Cote, T. Vaillancourt, J. C. LeBlanc, D. S. Nagin, and R. E. Tremblay,
2006]. Additionally, gender roles and expectations can contribute to the spread of aggressive
behavior,with boys being more likely to exhibit physically aggressive behavior. Therefore,
interventions aimed at addressing aggressive behavior in young children must take into account
societal factors. [K. A. Dodge, J. D. Coie, and D. Lynam, 2006.].
The impact of media on the prevalence of aggression among children has been a topic of interest
for many years, with numerous studies exploring the relationship between media exposure and
aggressive behavior among youth. In this section, we review recent literature on the topic and
investigate the opinions of educators about the impact of media on the prevalence of aggression
among children.
Some other Researches has shown that exposure to violent media content can have a significant
impact on children’s behavior. Studies have found that children who are exposed to violent media
content, such as movies, video games, and television shows, are more likely to exhibit aggressive
behavior [C. A. Anderson, L. Berkowitz, E. Donnerstein et al, 2009]. Furthermore, an other
research has shown that the effects of media exposure on children’s behavior can be long-lasting,
with some studies suggesting that the impact of media exposure on aggression can persist into
adulthood [B. J. Bushman and L. Rowell Huesmann, 2006.]
One study that explored the familial reasons that may contribute to aggressive behavior among
youth found that parental warmth and responsiveness were important protective factors against
aggression. This study highlights the importance of positive family relationships in reducing
aggressive behavior. [J. J. Allen and C. A. Anderson, 2017]Another study examined the role of
parental discipline in shaping aggressive behavior among youth and found that harsh and
inconsistent discipline was associated with higher levels of aggression . So, This suggests that the
way parents discipline their children can have a significant impact on their behavior. [J. Hutchings,
R. Evans, and P. Barnes, 2016.].Additionally, a study by Lee et al. found that youth who

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experienced parental conflict and had a more negative view of their family relationships were more
likely to exhibit aggressive behavior in the university. This highlights the importance of addressing
family dynamics and relationships in reducing aggressive behavior[S. J. Lee, I. Altschul, and E. T.
Gershoff, 2017.]Another more recent study has found that parental emotional support and positive
parenting practices were associated with lower levels of aggressive behavior among population.
This study emphasizes the importance of creating a positive family environment to promote pro-
social behavior in youth.[ Averous et al. [P. Averous, E. Charbonnier, and L. Dany,2020.]
The impact of media on the prevalence of aggression among youth is concerned topic for
educators. Recent research has explored the opinions of educators on this topic, with some studies
finding that educators believe that media exposure can contribute to aggressive behavior . For
example, a study conducted by Zaman and Noureen found that the majority of educators in their
sample believed that media exposure was a significant factor contributing to the prevalence of
aggression. [S. Zaman and G. Noureen, 2017]Similarly, a study conducted by Sharif and
Hjelmervik found that educators believed that exposure to violent media content was a contributing
factor to the prevalence of cyberbullying.However, some studies have found that educators may
not be fully aware of the impact of media exposure on children’s behavior[S. Sharif and K.
Hjelmervik, 2017]. For example, a study conducted by Carpenter found that many educators in
their sample were not fully aware of the impact of media exposure on aggression and were not
incorporating media literacy education into their teaching. [L. Carpenter, P. Kaminsky, and K.
Kryda, 2015]I personally think that these are the actual contributing factors of Aggression among
youth. Further findings indicated that acting out aggression is not a learned behavior from others.
Instead, the majority of the participants from Pakistan reported that frustration is the leading cause
of aggressive behavior. The reasons for frustrationReported by Pakistani university students are
not receiving appreciation from others for the good deeds, feel burdens in life, and living away
from home in the hostel make them frustrated. Several risk factors have been identified by some
of the descriptiveStudies which established that academic stress, violent activities, work
pressure,Change in living conditions, use of the substance, family disturbance, mood-disturbance,
peer relationships, level of education, psychological problems, and new Relationships with the
community could increase aggressive behaviors in students(Lundskow, 2013; Sharma &
Marimuthu, 2014). Yet, no recent evidence has been Reported of the association of frustration with

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aggression. However, researchers found In an experiment, conducted on 150 undergraduate male
students in 2009 that a Greater score on the aggression scale is usually led by frustration
individually (Williams, 2009).
There could be several reasons for the high prevalence of aggression and Frustration among
Pakistani students. By considering the current situation of Pakistan, It can be said that the internal
security issues, political and economic situation, Inflation, and deprivation from the necessities of
life can be some of the causes for Increased behavioral issues and low tolerance among university
students in Pakistan. Mushtaq & Kayani (2013) explored that many social, cultural, psychological,
economic, And educational factors can cause aggression and intolerance among youth. Due to
Injustice as the majority of students suffer in their academic life and the majority have seen
violence around them can make them aggressive.
University life is marked by a traditional period full of different psychological stressors. Due to
the growing concern for the well-being of university students globally, the current study aimed to
carry out a comparative study to explore the prevalence and the effects of aggression. The result
showed that 76% of students were suffering from a behavioral problem such as aggression, and
17% of the students showed high aggression. Pakistani students (86%) were found to be more
aggressive as compared with the Australian sample (41% Australia).Most of the studies has shown
that Males Were more likely to be aggressors or victims than presence of risk factors available in
the review Of literature in the form of developmental stages (e.g., Maternal substance abuse,
community disorganization, Residential mobility, exposure to violence, family Socio-economic
status); executive dysfunction (e.g., Difficulty connecting actions and consequences, Adapting to
new circumstances, processing information To set and realize goals), chronic under arousal and
Abnormal biochemical activity; psychological factors, Such as cognitive delays/disorders (e.g.,
ADHD),Certain personality traits (e.g., conduct disorder), poor Coping ability and poor school
functioning; parental Antisocial practices and attitudes and externalizing Behaviors, such as early
deviant behaviors, violence, Aggression and substance use. It has limitation in The form of survey
design, even though the researchers Were trained for data collection. Boys were found to be more
physically And verbally aggressive than girls, but girls used more Indirect aggression at the higher
year levels. Higher Percentage of women engaged in verbal aggression (95.3% vs. 92.8%),
whereas the males engaged in more severe physical aggression (4.6% vs. 2.0%) And produced

Page 16
worse consequences for their female Partners’ health (especially slight cuts/slight bruises, Broken
nose, black eye, broken bone and requiring Medical treatment/hospitalization). Women reportedly
Attacked their partners while under the influence of Emotional states of intense anger (22.4% vs.
13.9), Whereas males did so in response to aggression received (13.0% vs. 6.6%). Physical
aggression decreased Significantly across the age groups, but health Consequences became more
severe with age (e.g., Broken nose, black eye, broken bone, went from 1% At 16 years to 4.5% at
20 years of age). (Sharma MK, Marimuthu P. Prevalence)
When we are having a sight on consequences of aggressive behavior among youth. There are
several long-term consequences of aggressive behavior among Sindh university students effecting
both individuals and the overall campus environment. Some recent Researches has highlighted
these potential outcomes. Aggression may lead to psychological Impact:(Increased stress, anxiety,
and depression among both the aggressors and victims ( Smith et al., 2019). Long-lasting
emotional scars that can affect mental health throughout adulthood (Jones & Brown, 2020). Some
recent studies shows that Decline in academic performance due to distraction and emotional
distress is major consequences of aggressive behavior among university students (Williams et al.,
2018).Difficulty forming and maintaining healthy relationships can be tough for students of
university when they are having aggressive behavior in their personalities (Parker & Davis). Social
isolation and alienation from peers, leads to long-term social challenges (Smith & Wilson).In
Professional life there are many Negative impact on future employment opportunities and
professional relationships because of aggressive behavior among youth.( Thompson et al.). Along
with these statements provided by these scientists I personally think that Addressing aggressive
behavior University students through effective intervention programs, counseling services, and
promoting a culture of respect can mitigate these long-term consequences. Some other recent
findings has revealed a significant association between aggression and the Academic performance
of Pakistani students, as compared to Australian students. No significant difference has been found
between Pakistani and Australian students in regards to their academic performance, Majority of
students lie in the category of average academic performance. The results were found supported
by recent studies (Chen et al., 2010; Khurshid et al.,2017). Researchers found that aggression is a
negative factor in academic achievement. Findings revealed that students’ academic Performance
is negatively and significantly correlated with aggression. Moreover, Triparty and Sharma (2017)

Page 17
explored that academic achievement has a negative Correlation with aggression. Findings of the
current were found inconsistent with Rahman & Nahar (2013). A quantitative research study
conducted by (Rahman&Nehar) to explore the effects of aggression on the academic performance
of students in Bangladesh. Researchers found in their study that as compared to female students,
Male students are more aggressive.
Being a student of University of Sindh, I have an experience that aggression can disrupt students
learning environment. Aggression might make the atmosphere uncomfortable, making it hard for
students to concentrate and work together. Students, who faced aggression, find it difficult to focus
on their studies, which could impact their overall success and well-being. The perspective of
university students on aggressive behaviors is often shaped by their personal background, cultural
influences, and prior experiences. Research by Bettencourt and Miller (1996) suggests that
individual differences in personality traits, such as high levels of trait aggression, can contribute
to a propensity for aggressive behaviors in certain situations. Furthermore, the university
environment itself plays a significant role. Factors such as academic stress, competition, and the
pressure to succeed can contribute to heightened tensions, potentially increasing the likelihood of
aggressive interactions among students. The study by Archer and Coyne (2005) emphasizes the
importance of considering situational factors when examining aggression in social contexts. In
addition, the impact of technology on aggressive behaviors cannot be ignored. Cyberbullying and
online aggression have become prevalent, influencing the overall social climate among university
students. Smith et al. (2019) highlight the need to address digital aggression as an integral part of
understanding and managing aggressive behaviors on campus.In short, the multifaceted nature of
aggressive behaviors among university students requires a comprehensive approach that considers
individual differences, situational factors, and the evolving landscape of interpersonal interactions,
both offline and online.

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 3. CHAPTER

3.1 RESEARCH METHODOLOGY

To achieve the objectives of the study and address its problem . cross-sectional study was
conducted on undergraduate students studying in the university of sindh main campus. The study
was conducted in a period of 6 month from August to december , 2023. Explanatory as well as
exploratory research has been performed. Applying the Qualitative methods questionnaire was
the major source of data collection. Sindh university was the research universe of the study, being
a major university of Sindh as well as Pakistan. Respondents were selected from university. .

3.2 POPULATION:

Sindh University students were considered as the population of the study.

3.3 SAMPLE:

Random sampling technique was used. All the selected male/females undergraduate students
studying at university of Sindh main campus from most of the departments were included. All
those who were not willing to participate were excluded. The data was collected through a self-
administered questionnaire, the background and purpose of study was explained to all participants
and a written consent was obtained from every participant prior to study. The total sample of the
study consisted of 91 participants and data was collected through questionnaire. This current
sample was considered representative to generalize the findings.

Page 19
 3.4 DATA COLLECTION

In the current research study, data were collected at two stages. In the first phase, data were
collected by paper copy survey. The researcher personally visited each selected student of
university. The students of different departments were contacted and informed about the purpose
of the visit. After getting access to the students, the study was outlined to students and they were
invited to participate in the survey. Before handling the survey, participants were given Informed
consent. After getting consent from participants, questionnaires were distributed and collected on
the same day In the second phase of the study, An online survey was developed in Google docs.
The online survey link was posted in facebook and whatsapp groups with an invitation with short
discretion about the purpose of the study. Completing the survey was considered implied consent
for the participants who decided to take part in the survey. The researcher chooses public facebook
and whatsapp groups because is majority of the people with an interest in student affairs, including
faculty and past students that might be able to refer the researcher to possible participants.

3.5 INSTRUMENTS

To achieve the objectives of research, questionnaire was used for data collection.

Page 20
 4. CHAPTER

4.1 DATA ANALYSATION:

4.1.1 TABLE NO 01 Distribution of respondents regarding their gender.

70

60

50

40

30

20

10

0
Male Female
Gender 60 31

INTERPRETATION

The above table shows the number of total respondents, There were 60 male respondents and 31
female respondents which were included in this research sample.
This shows that majority of the respondents were male students.

Page 21
 4.1.2 TABLE NO 02 frequency distribution and percentage of respondents regarding their age.

18
19
20
21
22
22.5
23
24
25
26
27
28
29
36

INTERPRETATION:
This chart shows the percentage of age of respondents.

The findings reveal that majority of the respondents were of age 23

Page 22
 4.1.3 TABLE NO:03 Responses about How much Social factors contribute to Aggressive behavior.

frequency Percentage Valid percentage Cumulative

percentage
Not at all 8 8 8.9 8.9

Slightly 14 15 15.6 24.5

Moderately 21 23 23.3 47.8

Very much 47 52 52.2 100

Not at all, 8

Slightly, 14
Very much, 47
Moderately, 21

INTERPRETATION:
The above chart and table shows level of contribution of social factors in aggressive behavior.
The respondents who said not at all are 8%.

The respondents who said slightly 14%

The respondents who said moderately 21 %

The respondents who said very much 47%

The Findings reveal that majority of the respondents said that there is very much contribution of
social factors in aggressive behavior.

Page 23
 4.1.4 TABLE NO:04. How much influence of family environment is in aggressive behavior.

Frequency Percentage Valid Cumulative

percentage
Not at all 6 7 6.7 6.7
Slightly 17 19 19.1 25.8
Moderately 12 13 13.5 39.3
Very much 54 61 60.7 100

Not at all
7% Slightly
19%

Very much
61%

Moderately
13%

INTERPRETATION:
The above chart and table show the level of influence of family environment in aggressive
behavior.

The respondents who said not at all are 7 %.

The respondents who said slightly 19 %

The respondents who said moderately 13 %

The respondents who said very much 61 %

The Findings reveal that majority of the respondents said there is very much influence of family
environment in aggressive behavior.

Page 24
 4.1.5 TABLE NO:05 How much influence of family environment is in aggressive behavior.
Frequency Percentage Valid Cumulative
percentage
strongly agree 33 38 37.9 37.9
disagree 8 9 9.2 47.1
neutral 22 25 25.3 72.4
agree 21 24 24.1 96.5
strongly disagree 3 4 3.5 100

strongly disagree
4%
agree
24% strongly agree
38%

neutral
25%

disagree
9%

INTERPRETATION:
The above chart and table show the level of influence of family environment in aggressive
behavior.
The respondents who were dis agree are 4%

The respondents who were agree are 24%

The respondents who were neutral are 25 %

The respondents who were disagree are 9 %

The respondents who were strongly agree are 38%

The Findings reveal that majority of the respondents were strongly agree with the statement that
peer group influence contributes in aggressive behavior.

Page 25
 4.1.6 TABLE NO:06 How much online interaction contributes in aggressive behavior.
Frequency Percentage Valid Cumulative
percentage
Not at all 14 16 15.7 15.7
Slightly 16 18 18 33.7
Moderately 20 22 22.5 56.2
Very much 39 44 43.8 100

Not at all
16%
Very much
Slightly
44%
18%

Moderately
22%

INTERPRETATION:
The above chart and table show the level of contribution of online interaction in aggressive
behavior.
The respondents who said not at all are 16%.

The respondents who said slightly 18 %

The respondents who said moderately 22 %

The respondents who said very much 44%

The Findings reveal that majority of the respondents said there is very much contribution of online
interaction in aggressive behavior.

Page 26
 4.1.7 TABLE NO:07 How many persons are witnessed of aggressive behavior.
Frequency Percentage Valid Cumulative percentage

Yes 75 84 84.3 84.3

No 14 16 15.7 100

No
16% 0% 0%

Yes
84%

INTERPRETATION:
The above chart and table show the percentage of witnessed respondents of aggressive behavior.

The respondents who said yes were 84%.

The respondents who said No were 16 %

The Findings reveal that majority of the respondents were witnessed.

Page 27
 4.1.8 TABLE NO:08 Percentage of witnessed respondents regarding reporting to higher authorities
for aggressive behavior.
Frequency Percentage Valid Cumulative
Very likely 10 11 11.2 11.2
Likely 18 20 20.2 31.4
Neutral 22 25 24.7 56.1
Unlikely 27 30 30.3 86.4
Very unlikely 12 13 13.5 99.9

Very unlikely Very likely

14% 11%
Likely
Unlikely 20%
30%

Neutral
25%

INTERPRETATION:
The above chart and table show the percentage of witnessed respondents regarding reporting to
higher authorities for aggressive behavior.
The respondents who said very unlikely were 14%.

The respondents who said very likely were 11 %

The respondents who said likely were 20 %

The respondents who said unlikely were 30 %

The respondents who said neutral were 25%

The Findings reveal that majority of the respondents said they report unlikely to higher authorities
for aggressive behavior.

Page 28
 4.1.9 TABLE NO:09 Percentage of concerned respondents regarding prevalence of aggressive
behavior.
Frequency Percentage Valid Cumulative
percentage percentage
1 5 6 5.6 5.6
2 3 4 3.6 9.2
3 3 3 3 12.2
4 4 5 4.6 16.8
5 12 13 13.5 30.3
6 11 12 12.4 42.7
7 17 19 19.1 61.8
8 17 19 19.1 80.9
9 7 8 7.9 88.8
10 10 11 11.2 100

2
3
9 3% 4
3%
8% 10 1 5%
11% 6%
5
8 14%
19%
6
7 12%
19%

INTERPRETATION:
The above chart and table show the percentage of concerned respondents regarding prevalence of
aggressive behavior.
The respondents who were concerned about prevalence 1 out of 10 were 6%.
The respondents who were concerned about prevalence 2 out of 10 were 3%.

Page 29
The respondents who were concerned about prevalence 3 out of 10 were 4%.
The respondents who were concerned about prevalence 4 out of 10 were 5%.
The respondents who were concerned about prevalence 5 out of 10 were 14%.
The respondents who were concerned about prevalence 6 out of 10 were 12%.
The respondents who were concerned about prevalence 7 out of 10 were 19%.
The respondents who were concerned about prevalence 8 out of 10 were 19%.
The respondents who were concerned about prevalence 9 out of 10 were 8 %.
The respondents who were concerned about prevalence 10 out of 10 were 11%.

The Findings reveal that majority of the respondents were concerned at high level of this scale that
is 8 and 9 for both of these ranks 19% respondents were concerned regarding prevalence of
aggressive behavior.

Page 30
 4.1.10 TABLE NO:10 How much social factors contribute in the long-term consequences of
aggressive behavior.
Frequency Percentage Valid Cumulative
percentage percentage
Not at all 6 7 6.7 6.7
Slightly 19 21 21.3 28
Moderately 27 30 30.3 58.3
Very much 37 42 41.6 99.9

Not at all
7%

Slightly
Very much 21%
42%

Moderately
30%

INTERPRETATION:
The above chart and table show the percentage of respondents regarding contribution of social
factors in the long-term consequences of aggressive behavior.

The respondents who said not at all are 7 %.

The respondents who said slightly 21 %

The respondents who said moderately 30 %

The respondents who said very much 42%

The Findings reveal that majority of the respondents said there is very much contribution of social
factors in the long-term consequences of aggressive behavior.

Page 31
 4.1.11 TABLE NO:11 How many respondents are agree on that aggressive behavior has long term
consequences.
Frequency Percentage Valid Cumulative percentage
percentage
Yes 65 73 72.6 72.6

No 24 27 27.4 100

0% 0%
No
27%

Yes
73%

INTERPRETATION:
The above chart and table show the percentage of responses of respondents regarding long term
consequences of aggressive behavior.

The respondents who said yes were 73%.

The respondents who said No were 27%

The Findings reveal that majority of the respondents said yes there are long term consequences of
aggressive behavior

Page 32
 4.1.12 TABLE NO:12 How much influence of personal experience is on aggressive behavior.
Frequency Percentage Valid Cumulative
percentage percentage
Not at all 9 10 10.1 10.1

Slightly 19 21 21.3 31.4

Moderately 25 28 28.1 59.5

Very much 36 41 40.5 100

Not at all
10%
Very much Slightly
41% 21%

Moderately
28%

INTERPRETATION:
The above chart and table show the percentage of respondents regarding their perspective upon
influence of personal experience of aggressive behavior.

The respondents who said not at all are 10 %.

The respondents who said slightly 21 %

The respondents who said moderately 28%

The respondents who said very much 41%

The Findings reveal that majority of the respondents said there is very much influence of personal
experience of aggressive behavior.

Page 33
 4.1.13 TABLE NO:13 How much faculty/staff is playing its role in prevention of aggressive behavior.
Frequency Percentage Valid Cumulative
percentage percentage
Very supportive 10 11 11.2 11.2
Supportive 41 46 46.1 57.3
Neutral 13 15 14.6 71.9
Not supportive 25 28 28.1 100

Very supportive
0% 11%
Not supportive at all
28%
Supportive
46%

Neutral
15%

INTERPRETATION:
The above chart and table show the percentage of respondents regarding role of faculty/staff about
prevention of aggressive behavior.

The respondents who said very supportive 11%

The respondents who said supportive 46%

The respondents who said neutral 15%

The respondents who said not supportive at all are 28 %.

The Findings reveal that majority of the respondents said they are supportive in case of prevention
of aggressive behavior.

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 4.1.14 TABLE NO:14 How much Sindh university is engaged in activities for promoting safe
environment for aggressive activities.
Frequency Percentage Valid Cumulative
percentage percentage
Actively 35 39 39.3 39.3
Somewhat 22 25 24.7 64
Not too much 25 28 28.1 92.1
Not at all 7 8 7.9 100

Not at all
8%
Not too much Actively
28% 39%

Somewhat
25%

INTERPRETATION:
The above chart and table show percentage of respondents regarding the role of Sindh university
for promoting safe environment for aggressive activities.

The respondents who said actively were39%

The respondents who said somewhat were25%

The respondents who said not too much were28%

The respondents who said not at all were 8 %.

The Findings reveal that majority of the respondents said Sindh university is actively engaged in
promoting safe environment for aggressive activities.

Page 35
 4.1.15 TABLE NO:15 How respondents cope up with stressful situations on campus
Frequency Percentage Valid Cumulative
percentage Percentage
Avoidance 50 57 57.5 57.5
Seeking support from friends 20 23 23 80.5
Seeking professional help 12 14 13.8 94.3
Confrontation 5 6 5.7 100

Seeking Confrontation
professional help 6%
14%

Avoidance
57%
Seeking support
from friends
23%

INTERPRETATION:
The above chart and table show the percentage of respondents regarding cope up with stressful
situations on campus

The respondents who said by avoidance were 57%

The respondents who said by seeking support from friends were23%

The respondents who said by seeking professional help were14%

The respondents who said by confrontation were 6 %.

The Findings reveal that majority of the respondents said they cope up with stressful situations on
campus by avoidance.

Page 36
 4.1.16 TABLE NO:16 How much respondents are getting awareness about bullying at university.
Frequency Percentage Valid Cumulative percentage
percentage
Yes 58 64 64.4 64.4

No 32 36 35.6 100

No
36% 0% 0%

Yes
64%

INTERPRETATION:
The above chart and table show the percentage of respondents regarding getting awareness about
bullying at university.

The respondents who said yes were 64%.

The respondents who said No were 36%

The Findings reveal that majority of the respondents said yes regarding getting awareness about
bullying at university.

Page 37
 4.1.17 TABLE NO:17 How much presence of support system is available at university to deal with
aggressive behavior.

Frequency Percentage Valid Cumulative

percentage percentage
Yes 47 53 52.8 52.8

No 42 47 47.2 100

0% 0%
No
47% Yes
53%

INTERPRETATION:
The above chart and table show the percentage of respondents regarding presence of support
system at university to deal with aggressive behavior.

The respondents who said yes were 53%.

The respondents who said No were 47%

The Findings reveal that majority of the respondents said regarding presence of support system
at university to deal with aggressive behavior.

Page 38
 5. CHAPTER

5.1 DISCUSSION CONCLUSION AND RECOMMENDATION:

5.1.1 DISCUSSION

The present work highlighted the social factors of aggression among youth. MY critical analysis
of family dynamics reveals a significant correlation between parenting styles and the manifestation
of aggressive behavior among Sindh University students. Notably, households characterized by
authoritative parenting tend to yield students with lower levels of aggression. Moreover, a
nurturing family environment emerges as a mitigating factor, providing emotional stability and
thereby reducing the likelihood of aggressive tendencies. The influence of peer interactions on
aggressive behavior is paramount. Within the university context, peer pressure assumes a pervasive
role, compelling students to engage in aggressive actions to align with prevailing social norms.
Examining social hierarchies and group dynamics further unveils how individuals within peer
groups adopt or resist aggressive behaviors based on their positions within the social structure.
Understanding the broader cultural and societal context is indispensable in unraveling the
intricacies of aggressive behavior among Sindh University students. An examination of media
portrayal, adherence to cultural traditions, and alignment with societal norms provides nuanced
insights into attitudes toward aggression. These contextual influences collectively shape students'
perceptions and responses to aggressive behavior, emphasizing the need for interventions tailored
to the unique sociocultural landscape of Sindh. A focused exploration of gender-specific trends in
aggressive behavior underscores the profound impact of societal expectations on male and female
students. Traditional gender roles contribute significantly to variations in aggressive tendencies,
necessitating a nuanced and gender-sensitive approach in addressing and preventing aggression.
In short, the aggressive behavior exhibited by Sindh University students is a multifaceted
phenomenon intricately linked to family dynamics, peer interactions, cultural context, and gender-
specific expectations. Acknowledging and comprehending these influencing factors is imperative
for the development of targeted interventions aimed at mitigating aggressive tendencies and
fostering a positive and conducive university environment. This exploration contributes to a deeper

Page 39
understanding of the dynamics surrounding aggressive behavior among Sindh University students,
laying the groundwork for future research and intervention strategies.

5.1.2 CONCLUSION

In conclusion, this research has undertaken a comprehensive examination of the intricate tapestry
of social factors influencing aggressive behavior among youth, offering nuanced insights from the
perspective of Sindh University students. The multifaceted nature of this phenomenon was
explored through a discerning lens, highlighting the pivotal roles played by peer dynamics, familial
structures, societal norms, online interactions, peer influence, personal experiences and media
influences in shaping the aggressive behaviors exhibited within the confines of the academic
setting. The discerning analysis of peer dynamics revealed the significant impact of social circles
on the manifestation of aggressive tendencies, emphasizing the need for interventions that foster
positive peer interactions. Family structures emerged as a cornerstone in understanding aggressive
behavior, with familial relationships and dynamics playing a crucial role in shaping the behavioral
patterns of young individuals. Furthermore, societal norms and cultural influences were identified
as potent determinants, shaping the framework within which aggression unfolds among the youth.
As we navigate the complexities of aggressive behavior among Sindh University students, the
findings from this study underscore the imperative for targeted interventions. Recognizing the
interconnected web of social factors at play, there arises a critical need for proactive measures that
cultivate a conducive social environment, promoting positive interactions and mitigating the risk
of aggression. These insights bear significance not only for the academic community at Sindh
University but also resonate with broader implications for educators, policymakers, and
stakeholders invested in the well-being of youth. By implementing strategies informed by this
research, we can collectively contribute to the creation of a more empathetic and understanding
milieu, not only within the academic setting but extending to the broader societal context. In doing
so, we lay the groundwork for a harmonious community that nurtures the holistic development of
its youth, fostering a generation capable of navigating the challenges of contemporary society with
resilience and empathy.

Page 40
 5.1.3 RECOMDATIONS

In light of the comprehensive analysis undertaken in this research on the social factors influencing
aggressive behavior among youth, particularly focusing on the perspectives of Sindh University
students, several key recommendations emerge to inform proactive interventions. These
recommendations are designed to address the multifaceted nature of aggressive behavior,
considering the intricate interplay peer dynamics, familial structures, societal norms, online
interactions, peer influence, personal experiences and media influences within the academic
context.
Firstly, the implementation of peer support programs stands out as a crucial strategy. By
establishing initiatives that promote positive relationships among students, such as peer mentoring
and counseling programs, the university can mitigate the negative influences of peer dynamics
contributing to aggressive behavior. These programs serve to create a supportive network within
the student community.
A second imperative recommendation involves the establishment of family counseling services
and outreach programs. Engaging with the families of students is pivotal in addressing underlying
familial issues that may contribute to aggressive behavior. By promoting effective communication
within families, the university can contribute to the creation of a stable and nurturing home
environment, positively impacting students' behavioral patterns. Cultural sensitivity emerges as a
significant consideration, necessitating the integration of cultural sensitivity training into
orientation programs and curricula. Raising awareness about diverse cultural influences within the
student body enhances understanding and diminishes potential cultural misunderstandings that
may contribute to aggressive behavior.
Educational workshops focusing on conflict resolution and interpersonal communication skills
represent another essential recommendation.
Furthermore, the integration of Social Emotional Learning (SEL) programs into the academic
curriculum is recommended. These programs enhance students' emotional intelligence, self-
awareness, and interpersonal skills, fostering an empathetic and emotionally resilient student
community. Collaboration with campus security services to enhance safety measures is critical in

Page 41
creating a secure environment. A safe campus contributes to a sense of well-being, reducing
stressors that may otherwise contribute to aggressive behavior.
Long-term research and monitoring are fundamental aspects of an effective strategy. Establishing
a continuous assessment system to track changes in aggressive behavior trends enables the
university to adapt and refine interventions based on evolving social dynamics and emerging
challenges. Strengthening collaboration with mental health services is imperative to ensure
students have access to appropriate support. Addressing mental health concerns significantly
impacts aggressive behavior, and a collaborative approach provides a holistic support system for
students.
Lastly, the regular evaluation of university policies related to student conduct and well-being is
recommended. Adjusting policies as needed to align with the evolving understanding of social
factors influencing aggressive behavior ensures that the institutional framework remains
responsive to the dynamic needs of the student body.
Incorporating these recommendations into the university's strategy not only acknowledges the
nuanced nature of aggressive behavior but also positions Sindh University at the forefront of
fostering a campus environment that is conducive to positive growth, well-being, and academic
success among its students.

Page 42
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Page 45
 7. QUESTIONNIARE

To what extent do you think social factors contribute to aggressive behavior among University of
Sindh students?

Not at all
Slightly
Moderately
Very much

In your opinion, how does the family environment influence aggressive behavior among
University of Sindh students?

Not at all
Slightly
Moderately
Very much

To what extent do you believe peer influence contributes to aggressive behavior among University
of Sindh students?

Page 46
Strongly disagree
Disagree
Neutral
Agree
Strongly agree

To what extent do you think online interactions contribute to aggressive behavior among
University of Sindh students?

Not at all
Slightly
Moderately
Very much

Have you witnessed or experienced aggressive behavior on the University of Sindh campus?

Yes
No

If you witness aggressive behavior, how likely are you to report it to the appropriate authorities?

Very likely
Likely
Neutral
Unlikely
Very unlikely

On a scale of 1-10, how concerned are you about the prevalence of aggressive behavior?
1
2
3
4
5

Page 47
6
7
8
9
10

How do you think social factors contribute to the long-term consequences of aggressive behavior
among University of Sindh students?
Not at all
Slightly
Moderately
Very much

Do you believe aggressive behavior has long-term consequences for University of Sindh students?

Yes
No
If yes, please specify in description box.

To what extent do personal experiences influence your perspective on aggressive behavior?

Not at all
Slightly
Moderately
Very much

How do contextual experiences shape your views on aggression?

Long-answer text

To what extent do you think media influences the perception and prevalence of aggressive
behavior among University of Sindh students?
Slightly

Page 48
Moderately
Very much
Not at all

How do you perceive the role of faculty and staff in addressing and preventing aggressive behavior
on the University of Sindh campus?
Supportive
Very supportive
Not supportive at all
Neutral

To what extent do you feel engaged with the University of Sindh community in discussions about
promoting a respectful and safe environment?
Actively
Somewhat
Not too much
Not at all

How do you typically cope with stressful situations or conflicts on campus?

Avoidance
Seeking support from friends
Seeking professional help
Confrontation

Have you received any education or awareness about bullying during your time at the University
of Sindh?
Yes
No

Do you feel there are any support systems in university for students dealing with aggressive
behavior?
Yes
No

Page 49
.

Page 50