Psychological adjustment and its relationship with aggressive behavior among secondary stage students at Jeddah City

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1 ISSN: Vol. 3 (), pp , October, 2015 Copyright 2015 Author(s) retain the copyright of this article. Global Journal of Psychology, Abuse and Behavioural Education Full Length Research Paper Psychological adjustment and its relationship with aggressive behavior among secondary stage students at Jeddah City Eqbal Attar King Abdul-Aziz University, Saudi Arabia Accepted 28 October, 2015 The purpose of this study was to investigate the effect of psychological adjustment on aggressive behavior among students in, and to investigate the effect of gender, experience, academic level and age on their perspectives. To achieve the aim of this study a questionnaire was distributed among 70 teachers (38 males and 32 females) from secondary schools in Jeddah city. The questionnaires were collected and data was analyzed statistically using suitable statistics. Results showed that there are statistically significant differences in the teachers' attitudes towards the effect of psychological adjustment on aggressive behavior among students in the secondary stage, it also showed that there are statistically significant differences at ( = 0.05) in the teachers' attitudes towards the effect of psychological adjustment on aggressive behavior among students due to the gender variable, and there are statistically significant differences at ( = 0.05) in the teachers' attitudes towards the effect of psychological adjustment on aggressive behavior among students due to experience variable and academic qualification variable. Key words: Psychological adjustment, aggressive behavior INTRODUCTION Previous research on childhood aggression toward peers focused almost exclusively on children s physical or overt acts of aggressive behavior, such as hitting, pushing, or threatening to beat up a peer. Current research on children s social development in general, and on the development of aggressive social behavior in particular, has witnessed an upsurge in interest in the construct of relational aggression (Crick et al., 1999; Underwood, Galen, & Paquette, 2001). One important reason for this increased research attention is that relational aggression, unlike physical aggression, is at least as common in girls as it is in boys (Crick et al., 1999). Relational aggression refers to behaviors that inflict social harm on others and is used by children who intend to damage their peers relationships by such means as social exclusion, gossiping, and threatening to end the friendship (Crick, 1996; Crick & Grotpeter, 1995). Relational aggression differs from physical aggression in that the former may be expressed in a more subtle or manipulative fashion; for instance, by giving a friend the silent treatment until he or she gives in to a demand or to a request. Parental psychological control refers to a rearing style characterized by the excessive use of techniques that intrude upon the child s psychological world (Barber & Harmon, 2002; Barber, 1996). Psychologically controlling parents rely on intrusive and manipulative strategies such as guilt induction, shaming, and love withdrawal to make their child comply with their expectations. Psychological control has been shown to be predictive of maladjustment and internalizing problems (e.g., depression, anxiety, and loneliness) in both children and adolescents (Barber & Harmon, 2002; Soenens et al, 2005).

2 Glob. J. Psychol. Abuse Behav. Educ. 108 Statement of the Problem Students who face social problems either inside the family or with peers always show aggressive behavior. So, it is clear that there is a strong relationship between social and psychological adjustment and aggressive behavior in general. But the researcher here tried to make sure of the existence of such relationship through asking their teachers, since teachers, from my own point of view, are the only ones who can judge the existence of this relationship or not among students of the secondary stage in Jeddah city. Purpose of the Study The purpose of the study is to investigate the effect of psychological adjustment on aggressive behavior among students in the secondary stage from their teachers' perspectives, and to investigate the effect of gender, experience, academic level and age on their perspectives. Questions of the Study 1- Is there a relationship between psychological? 2- Is there a relationship between psychological due to their gender (Male, Female)? 3- Is there a relationship between psychological due to their experience (less than 5 years, 5 years or above)? - Is there a relationship between psychological due to their academic qualifications (Bachelor degree, Master degree)? 5- Is there a relationship between psychological due to their age? Definition of Terms Psychological Adjustment: the behavioral process by which humans and other animals maintain equilibrium among their various needs or between their needs and the obstacles of their environments. Aggressive Behavior: is a type of behavior where people attempt to stand up for themselves or exert power over others in ways that are hostile and violate the rights of others. Limitations of the Study This study is limited to teachers who are working in secondary schools in Jeddah city and to any other similar population. LITERATURE REVIEW Many studies were conducted by several writers about the relationship between psychosocial adjustment and aggressive behavior; the researcher reviewed some of them. Nicki, R. & Nicole, E. (1999) in his study "Rational aggression and social-psychological adjustment in a college sample" examines the associations between relational aggression and social-psychological adjustment in a sample of young adults. A peer-nomination instrument was constructed to assess relational aggression, and self-reports of adjustment were obtained from 225 college students (5% male; mean age = 19.5). Regression analyses showed that relational aggression provided unique information, after controlling for age and gender, about peer rejection, prosocial behavior, antisocial personality features, and borderline personality features. Interactions with gender further showed that, for women, relational aggression was linked with bulimic symptoms. The importance of relational aggression for understanding adjustment problems during young adulthood is discussed. Landolt et al (2000) in their study "Psychological Long- Term Adjustment in Children with Head Burns" examined the specific impact of head burns on psychological adjustment in pediatric burn survivors. It is hypothesized that children and adolescents with head burns show a poorer psychological adjustment compared both with peers who have other burns and with a healthy reference group. Soenens et al (2008) in their study "The Intervening Role of Relational Aggression between Psychological Control and Friendship Quality" investigated the associations among psychologically controlling parenting, relational aggression, friendship quality, and loneliness during adolescence. A model was proposed in which relational aggression plays an intervening role in the relations between both parental psychological control and friendship outcomes. In a sample comprised of middle adolescents and their parents, process analyses revealed that psychological control (indexed by parent and adolescent reports) positively predicted adolescents selfreported relational aggression that, in turn, negatively predicted friendship quality and positively predicted loneliness. The model held for both mothers and fathers and was not moderated by adolescent gender. The discussion focuses on possible mechanisms explaining the relations among psychological control, relational aggression, and friendship outcomes.

3 Attar 109 Estévez et al (2008) in his study "Psychosocial adjustment in aggressors, pure victims and aggressive victims at school" examined differences among four categories of adolescents aggressors, pure victims, aggressive victims, and students not involved in behavioral or victimization problems at school with respect to self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants were 1,319 adolescents aged from 11 to 16 years old (7% male) and drawn from seven state secondary schools in Valencia (Spain). Analyses of variance revealed significant differences between the four categories of students. Thus, adolescents not involved showed general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of aggressors with respect to self-esteem, depressive symptomatology and loneliness. However, aggressors perceived more stress and expressed less satisfaction with life, as did the other two groups, namely pure victims and aggressive victims. Victims reported the strongest feelings of loneliness. Estévez et al (2009) in his study "Psychological adjustment in bullies and victims of school violence" examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (7% male) and drawn from seven state secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing more similarities with the latter and a general poor psychosocial profile. Yang et al (201) in their study "Relations between Aggression and Adjustment in Chinese Children: Moderating Effects of Academic Achievement" examined the moderating effects of academic achievement on relations between aggressive behavior and social and psychological adjustment in Chinese children. A sample of children (N = 1,171; 591 boys, 580 girls; initial Mage = 9 years) in China participated in the study. Two waves of longitudinal data were collected in Grades 3 and from multiple sources including peer nominations, teacher ratings, self-reports, and school records. The results indicated that the main effects of aggression on adjustment were more evident than those of adjustment on aggression. Moreover, aggression was negatively associated with later leadership status and positively associated with later peer victimization, mainly for high-achieving children. The results suggested that consistent with the resource-potentiating model, academic achievement served to enhance the positive development of children with low aggression. On the other hand, although the findings indicated fewer main effects of adjustment on aggression, loneliness, depression, and perceived social incompetence positively predicted later aggression for low-achieving, but not highachieving, children, which suggested that consistent with the stress-buffering model, academic achievement protected children with psychological difficulties from developing aggressive behavior. The results indicate that academic achievement is involved in behavioral and socio-emotional development in different manners in Chinese children. Researchers should consider an integrative approach based on children's behavioral, psychological, and academic functions in designing prevention and intervention programs. DESIGN AND METHODOLOGY Population of the Study The population of the study consisted of all teachers who are working in secondary schools in Jeddah city, Saudi Arabia. Sample of the Study The sample of the study consisted of 70 teachers, 38 males and 32 females from secondary schools in Jeddah city; a questionnaire was distributed among them. Instrument of the Study A questionnaire was distributed among the teachers in secondary schools in Jeddah city and this questionnaire was designed by the researcher herself, it consisted of 25 items. Many variables were included such as the gender of the teachers, experience, and qualification. Reliability of the Instrument To ensure the questionnaire reliability, the researcher applied it to a pilot sample of (20) teachers excluded of the study sample in the same schools in Jeddah city from which the sample was chosen with a two-week period between the first and second time it was distributed. The reliability of the questionnaire was calculated using

4 Glob. J. Psychol. Abuse Behav. Educ. 110 correlation coefficient and it was 0.89 which is suitable to conduct such study. Procedures of the Study A questionnaire about teachers' attitudes towards the stage was given to 70 teachers (38 male, and 32 female). After that the researcher collected the questionnaires and collected data, and then this data was analyzed statistically. Statistical Analysis The results were analyzed for each item in the questionnaire using suitable statistical methods such as mean and standard deviation. The researcher also used figures to clarify the results more. FINDINGS OF THE STUDY The purpose of the study is to investigate the effect of psychological adjustment and aggressive behavior among students in the secondary stage from their teachers' perspectives, and to investigate the effect of gender, experience, academic level and age on their perspectives. A questionnaire was distributed among 70 teachers in care homes, 38 males and 32 females from secondary schools in Jeddah city. Means and standard deviations and T-test were used to analyze the results To answer the first question about the relationship between psychological adjustment and students' behavior: Is there a relationship between psychological f? A questionnaire was distributed among them and means and standard deviation were calculated. Results were shown in Table 1. Table 1 shows there are statistically significant differences in teachers' perspectives about the stage. It shows the results of the questionnaire which was distributed among (70) teachers in secondary schools in Jeddah city about their attitudes towards the relationship behavior among students. Means and standard deviations were calculated and results show that question 22 got the highest mean which was (.65); question 11 comes next with a mean of (3.99). Standard deviation for question 22 was (0.679) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for question 11 was nearly the same; it was (1.000) which is also statistically significant. It is clear in Diagram 1 that the mean of question 22 was the highest mean, question 1 comes next. The mean of the (, 8, 19, and 2) are nearly the same, so teachers' perspectives towards the relationship between psychological adjustment and aggressive behavior are positive. To answer the second question about teachers' perspectives and gender: Is there a relationship between psychological adjustment and aggressive behavior among students in the secondary stage from their teachers' perspectives due to their gender (Male, Female)? Means and standard deviations were computed and Table 2 shows the results. Table 2 shows there are statistically significant differences due to gender variable. It shows the results of the questionnaire which was distributed among (70) teachers about their perspectives about the relationship behavior among students. Means and standard deviations were calculated and results show that female teachers got a higher mean than male teachers which was (.55, and.33) respectively; this indicates that the gender have an effect on teachers' perspectives. Standard deviation for female teachers was (0.25) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for male teachers was higher; it was (0.685) which is also statistically significant. So, Table 2 shows there are statistically significant differences due to gender variable in favor of females. Diagram 2 shows that male teachers got lower positive attitudes towards the relationship between psychological adjustment and aggressive behavior than female teachers. To answer the third question about teachers' perspectives and experience: Is there a relationship behavior among students in the secondary stage from their teachers' perspectives due to their experience (less than 5 years, 5 years or above)? Means and standard deviations were computed and Table 3 shows the results. Table 3 shows there are statistically significant differences due to experience variable. It shows the results of the questionnaire which was distributed among (70) teachers about their attitudes towards the stage. Means and standard deviations were calculated and results show that teachers whose experience less than 5 years got a lower mean than teachers whose experience above 5 years which was (.28, and.57) respectively; this indicates that experience have an effect on teachers attitudes. Standard deviation for teachers whose experience less than 5 years was (0.722) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for teachers whose experience above 5 years was lower; it was (0.385) which is also statistically significant. So, Table 3 shows there are statistically

5 mean Attar 111 Table 1: The relationship between psychological the secondary stage Mean Std. Deviation Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q QALL Q 2Q 3Q Q 5Q 6Q 7Q 8Q 9Q 10Q 11Q 12Q 13Q 1Q 15Q 16Q 17Q 18Q 19Q 20Q 21Q 22Q 23Q 2Q 25Q Diagram 1: The relationship between psychological the secondary stage in Jeddah city

6 mean mean mean Glob. J. Psychol. Abuse Behav. Educ. 112 Table 2: Means, standard deviations and t-test according to gender variable Sig. (2- Gender N Mean Std. Deviation t df tailed) Male Female Diagram 2: Means, standard deviations and t-test according to gender variable Table 3: Means, standard deviations and t-test according to experience variable Std. Deviation t Df Sig. (2- tailed) Experience N Mean Less than 5 years years or above significant differences due to experience variable in favor of five years or above. Diagram 3 shows that teachers whose experience is 5 years or above got more positive attitudes towards the stage than teachers whose experience less than 5 years. 5 Male Female behavior among students in the secondary stage from their teachers' perspectives due to their academic qualifications (Bachelor degree, Master degree)? Means and standard deviations were computed and Table shows the results. Table shows there are statistically significant differences due to qualification variable. It shows the results of the questionnaire which was distributed among (70) teachers about their perspectives about the stage. Means and standard deviations were calculated and results show that Master degree teachers got a higher mean than Bachelor degree teachers which was (.9, and.2) respectively; this indicates that qualification have an effect on teachers perspectives. Table : Means, standard deviations and t-test according to qualification variable Sig. (2- tailed) Qualification N Mean Std. Deviation t Df Bachelor degree Master degree Standard deviation for Master degree teachers was (0.82) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for Bachelor degree teachers was higher; it was (0.853) which is also not statistically significant. So, Table shows there are statistically significant differences due to qualification variable in favor of Master degree teachers. So, Table shows there are statistically significant differences in teachers' perspectives due to qualification variable in favor of Master degree teachers. Diagram shows that Master degree teachers got more positive perspectives about the relationship behavior among students in the secondary stage than Bachelor degree teachers years5 Less than years or above 5 Diagram 3: Means, standard deviations and t-test according to experience variable To answer the fourth question about teachers' perspectives and their qualification: Is there a relationship Bachelor Degree Master Degree Diagram : Means, standard deviations and t-test according to qualification variable

7 Attar 113 CONCLUSION Aggressive behavior in adolescence can on many occasions be the expression of a strong desire to be socially recognize as popular, powerful and rebellious (Rodríguez, 200). These adolescents are more likely to develop friendships with others that are similar to them in values, attitudes and behaviors, in their search for this social recognition (Vitaro, Brengen and Tremblay, 2000). They usually have, therefore, a set of friends who admire and support them, with the consequent positive influence on their self-perception and emotional adjustment (Hawley and Vaugin, 2003). Aggression was not correlated with depression or feelings of loneliness; on the contrary, these adolescents did not consistently differ from other students. From a social learning perspective, it is argued that parental psychological control plays a significant role in the development of a relationally aggressive interpersonal style (Nelson & Crick, 2002), as children who experience intrusive and manipulative behaviors in the relationship with their parents may learn to engage in similar behaviors in their own friendships. Despite the clear theoretical basis for the relation between psychological control and relational aggression, empirical evidence has been equivocal and mainly limited to the age periods of preschool and middle childhood. To date, only one study has examined this relation during (early) adolescence. Loukas et al. (2005) found that adolescent ratings of maternal psychological control were positively related to self-reported relational aggression. REFERENCES Barber B (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67, Barber B & Harmon E (2002). Violating the self: Parental psychological control of children and adolescents. In B. K. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents (pp ). Washington, DC: APA. Crick N (1996). the role of overt aggression, relational aggression, and prosocial behavior in the prediction of children s future social adjustment, Child Development, 67, Crick, N., & Grotpeter, J. (1995) Relational aggression, gender, and social-psychological adjustment, Child Development, 66, Crick N, Werner N, Casas J, O Brien K, Nelson D, Grotpeter J & Markon K (1999). Childhood aggression and gender: A new look at an old problem. In D. Bernstein (Ed.), The Nebraska symposium on motivation: Vol. 5. Gender and motivation (pp ). Omaha, NE: University of Nebraska Press. Estévez E, Murgui S & Musitu G (2008). Psychosocial adjustment in aggressors, pure victims and aggressive victims at school, Euro. J. Educ. Psychol. 1(2) Pp Estévez E, Murgui S & Musitu G (2009). Psychological adjustment in bullies and victims of school violence, Euro. J. Psychol. Educ. XXIV (), Landolt M, Grubenmann S and Meuli M (2000). Psychological Long- Term Adjustment in Children with Head Burns, The Journal of Traumat Injury, Infection, and Critical Care, Vol. 9, pp: Nicki R & Nicole E (1999). rational aggression and social-psychological adjustment in a college sample, J. Abnorm. Psychol. 108(), pp Soenens B, Vansteenkiste M, Luyten P, Duriez B & Goossens L (2005) Maladaptive perfectionistic self-representations: The mediational link between psychological control and adjustment. Personality and Individual Differences, 38, Soenens B, Vansteenkiste M, Goossens L, Duriez B, Christopher K & Niemiec P (2008). The Intervening Role of Relational Aggression between Psychological Control and Friendship Quality, Social Development, Vol. 17, No. 3. Underwood M, Galen B & Paquette J (2001). Top ten challenges for understanding gender and aggression in children: Why can t we all just get along? Social Development, 10, Yang F, Chen X & Wang L (201). Relations between Aggression and Adjustment in Chinese Children: Moderating Effects of Academic Achievement, J. Clin. Child Adolesc. Psychol., 3()