Relationship between personality Trait and Tendency Aggressive Behaviours of secondary school students in Awka Education Zone

Description

CHAPTER ONE

1.0                                          INTRODUCTION

1.1                                     Background of the study

Aggressive behaviour among students is considered a behavioural disorder; such behaviour involves physical violence against students and the teacher, abusive language, bossiness, tantrums and emotional outbursts. Aggressive behaviour does not only disrupt classroom instructions, but also affects the physical and professional well-being of a teacher and students alike.  Paul-Cookey & Iwuama, (2011) observe that aggression is one of the major worldwide concerns in all segments of societies. People frequently read or hear about gang battles, shootings, bombings or actually become victims of such actions. These events are some of the most extreme examples of aggressive behaviours that take place every day. Cookey & Iwuama (2011) explained that, aggression among secondary school students refers to all forms of youth violent acts perpetrated within the school setting which affects the schooling process. The state of aggressiveness in Nigeria and in Anambra State in particular has reached alarming stage that they have become worrisome to genuine stake-holders in the educational sector. Research has clearly shown that mother’s high level of antisocial behaviour before the end of high school tends to be followed by their children’s high levels of physical aggression in early childhood (Anderson, Murray and Brownley, 2002). Children that exhibit a lack of empathy and who are fearless are more prone to aggressive behaviour. Researchers have come to a conclusion that, aggressive adolescents at school show a very strong need for social recognition; they would like to be considered as powerful, socially accepted, different, and rebellious by their classmates. In other words, some authors suggest that the desire for popularity, leadership, and power leads to the involvement of many adolescents in disruptive behaviours providing them the opportunity to construct the social reputation they desire. In fact, it has been documented that aggressive adolescents normally show somewhat negative attitudes to institutional authorities such as the police, the law, and also the school and teachers, Amanda & Monica, (2004).

Poju (2002) maintained that, violent adolescents show a pattern of childhood aggressive behaviour, which is often missed or disregarded as a passing phase in their developmental stages. Bono, & Judge (2004), found that adolescent from father-absent households usually harbour feelings of hostility, associate with deviant peers and get involved in negative activities. The increased risks of adverse outcomes for adolescent who live apart from their biological fathers appear to occur regardless of race, education. Carver & Scheier (2000) explained that, by a year and half, children are physically aggressive toward siblings, peers, and adults, but the vast majority will unlearn this attitude based on the personality development and cues they receive from their environment. This fact is important because it establishes the possibility of transferring behaviour from one generation to the other, which places the type of parental personality trait at the heart of causes of aggressive behaviour. This aggressive behaviour has declined as the family unit disintegrates from the dissembling force of modern society that places personal rights and privileges above the family’s collective wellbeing. Children that exhibit a lack of empathy and who are fearless are more prone to aggressive behaviour. Researchers have come to a conclusion that, aggressive adolescents at school show a very strong need for social recognition; they would like to be considered as powerful, socially accepted, different, and rebellious by their classmates which are some features of some personality traits. In other words, some authors suggest that the desire for popularity, leadership, and power leads to the involvement of many adolescents in disruptive behaviours, providing them the opportunity to construct the social reputation they desire. In fact, it has been documented that aggressive adolescents normally show somewhat negative attitudes to institutional authorities such as the police, the law, and also the school and teachers Amanda & Monica, (2004). Researchers have come to the conclusion that personality should be considered as one major factors influencing aggressive behavior among secondary school adolescents.

Ezejiegwu in Muokwue, Ezejiegwu, Mmaduakonam and Umezulike(2015) defined personality as the unique and distinctive characteristics, which sets a person apart from another. It includes one’s outward appearance, one’s role in life, the totality of one’s qualities or the way one really is. Neuroticism; a fundamental personality trait in the study of psychology is an enduring tendency to experience negative emotional states. Individuals who score high on neuroticism are more likely than the average to experience such feelings as anxiety, anger, envy, guilt, and depressed mood. They respond more poorly to environmental stress, and are more likely to interpret ordinary situations as threatening, and minor frustrations as hopelessly difficult. Extroverts are not as concerned with themselves and thus do not focus much on their own thoughts or feelings. Extroverted people are often emotional, impulsive (doing something suddenly based on an urge), confident about themselves in social situations, and are involved in the lives of others. Extroverts also appear to have a shorter pathway in the brain for neurotransmitters to send messages from the original stimulus (arriving from the spinal cord) to the actual reaction to the stimulus. This explains extroverts’ quick, easy conversations, reactions, and decision-making. Extroverts become more energetic or charged up by social events and large group activities. They enjoy being busy and surrounded by people (Wikipedia, 2012).

Openness to experience, one of the personality traits of the personality theory indicates how open minded a person is.  Ashton & Lee (2001) found that, a person with a high level of openness to experience in a personality test enjoys trying new things. They are imaginative, curious, and open minded. Individuals who are low in openness to experience would rather not try new things. They are close-minded, literal and enjoy having a routine. Openness means being creative and open to new ideas.

One other factor of aggressive tendencies is the family types. Hence some of these personality traits are hereditary. Globally children involved in violence usually belong to families having conflicts in various aspects in their lives rooted in family structure and family environment. Different forms of aggression are interrelated and clear distinctions are difficult to express. Aggression can be physical or relational. According to Baillargeon, Tremblay & Willms, (2002) physical aggression runs in families. Poverty and unemployment has affects on parent-child interactions. Low social groups impair the quality of parenting leading to child misbehaviour. Single parenthood, divorce and split families have been associated with children’s aggressive behaviours. A large, joint family and strong family environment are protective factor against children`s aggressive behaviour in a rural community (Santangelo, Pauls, Goldstein, Faraone, Tsuang, 1994). Sixty-two percent children had behaviour problem (self-injurious, aggressive behaviour). Therefore the prevalence of aggressive behaviour was 80.3 per 100,000 populations (Lundqvist, 2013). Recent studies have shown that personality trait is critical for children’s social behaviours and their social competence (Dumais, Lesage, Alda, Rouleau, Dumont, 2005). It is against this backdrop therefore the researcher sets to investigate the relationship between personality traits and tendency aggressive behaviours among secondary school students.

1.2  Statement of the Problem

Secondary school students form an integral part of the society, and these students are believed to be at the important stage of life of an individual. This is because it is a stage of skill and attitude acquisition, which could take one throughout life. Unfortunately, many of these students are found to engage in aggressive tendencies.

The state of aggressiveness in Nigeria and in Anambra State in particular has reached alarming stage that they have become worrisome to genuine stake-holders in the educational sector. This situation has aggrevated to an extent that there is oftentimes loss of lives in the school. There are series of reports in the dailies and media regarding aggressive behaviours of students. Some junior students nowadays feel scared of living in the school boarding system as a result of the maltreatment meted out to them by the superior and senior students. Some students now prefer to attend schools there he/she has a relation in senior class whom he/she believes will give some protections. This has brought about a lot of situations in the school system that can be described as threatening to human existence. Despite the efforts of the school administrators to reduce the incidence of aggression in school, not much result has been yielded.

It is likely that these tendency aggressive behaviours might have some links with personality traits. This is where the researcher becomes worried and decided to investigate the relationship between personality traits and tendency behviours among secondary school students.

1.3  Purpose of the Study

The objective of this study is to examine the influence of personality and demographic factor on aggressive behavior among secondary school adolescents. But in specific terms, the study intends to:

1. Identify various types of personality traits
2. Identify various forms of aggressive behaviours
3. Examine the relationship between personality trait and aggressive tendency among secondary school students.

1.4  Significance of the Study

The findings of this study will be beneficial to many. It will be significant to the school administrators, teachers, counsellors, parents, students, future researchers and the society at large.

The findings of this study will be of immense benefit to the school administrators both males and females to know how to handle aggressive behaviours in schools and to bring it to the barest minimum. If aggressive tendency is controlled among the students, there will be serenity in the school system. Also there will be reduction in the school violence which most often is caused by aggressive tendencies. This notwithstanding, the general tone of the school will be high.

The teachers who more often than not are always with these students may use the findings of this study to give talks during moral instruction, morning devotion/assembly. The findings also will reveal to the teachers the various forms of personality traits and forms of aggression.

The counsellor will also benefit from the findings of the study. It will reveal to the counsellors reasons behind certain behaviours of some students. The counsellors may also form themes from the findings of the study. Such themes may be used to organize conference and seminar for the students.

To the parents, they will equally benefit from the findings of this study. Aggressive tendencies which before now might have been extended to the family will be minimized if not totally eliminated.  The findings will also be useful in organizing parents’ forum in the school.

Furthermore, the students will benefit from the findings of the study. It will reveal to them the various forms of aggressive behaviours. The students too can assess the work when published online.

To the future researchers, the findings will serve as a reference material to related work. Finally, the society will benefit from the findings of the study. Aggressive behaviours which sometimes is extended to non-school setting will be reduced and there will be peaceful co-existence in the society.

1.5  Scope of the Study

   The study will be delimited to the relationship between personality trait and aggressive tendencies among secondary school students. The study has both content and geographical scope. The content scope will cover the meaning of personality traits, determinants of personality development, various types of personality traits, aggressive tendencies, various forms of aggressive behaviours. The geographical scope will cover only the public secondary schools in Awka Education Zone.

1.6  Research Questions

The following research questions will be answered by the study;

1. What are the various forms of personality traits?
2. What are the various forms of aggressive behaviours?
3. What is the relationship between personality trait and aggressive tendencies

1.7   Research Hypothesis

The following null hypothesis was formulated to guide the study, it will be tested at 0.05 level of significance;

H01. There is no significant relationship in the mean ratings of personality trait and aggressive tendencies.