A STUDY OF THE AGGRESSIVENESS BEHAVIOR OF SENIOR HIGH SCHOOL

STUDENTS OF DE LA SALLE LIPA AS PREDICTED BY THE PERCEIVED

PARENTING STYLES OF THEIR PARENTS

A Research Presented to the Faculty of

Psychology Department

College of Education, Arts and Sciences

De La Salle Lipa

In Partial Fulfillment of the Requirements

for the Degree

Bachelor of Science in Psychology

By

Catapang, Vincent David S.

Paña, Pauline Bianca H.

June 2018
1.0 Introduction
The parenting styles of the parents can sometimes be blamed for the

development of aggressive behavior of adolescents. Literature suggests that as a child

grows, the aggressive behavior of their parents as manifested through their parenting

styles are being adopted by an individual as a product of their observation, and

aggressiveness behavior therefore slowly develops as they grow up. With this, the

parenting style of the parents is considered by some as a contributor to the

development of adolescents to become aggressive physically and verbally. Is the

parenting style of a parent a major contributor to the development of aggressiveness

behavior of an adolescent?

Adolescence is a transitional stage of physical and psychological development

that generally occurs during the period from puberty to legal adulthood (Merriam-

Webster, n.d; MedlinePlus, online). Adolescence is usually associated with the teenage

years, [but its physical, psychological or cultural expressions may begin earlier and end

later (Wilder, 2003). For example, puberty now typically begins during preadolescence,

particularly in females (Dorn and Biro, 2011). Physical growth (particularly in males),

and cognitive development can extend into the early twenties. Thus age provides only a

rough marker of adolescence, and scholars have found it difficult to agree upon a

precise definition of adolescence (BBC News, online).

A parenting style is a psychological construct representing standard strategies

that parents use in their child rearing and the quality of parenting can be more essential

than the quantity of time spent with the child (Spera, 2005). According to Bright

Horizons (online), there four types of parenting styles as categorized by Diane

Baumrind in the 1960s. The four types of parenting styles are first, the authoritarian

parenting – in which the parents are often perceived as disciplinarians for they use a

strict discipline style with little negotiation possible and parents with this style are

typically less nurturing, second is the permissive parenting – in which parents mostly let

their children do what they want, and offer limited guidance or direction and they are

more like friends than parents, third is the uninvolved parenting in which parents give

children a lot of freedom and generally stay out of their way and some parents may

make a conscious decision to parent in this way, while others are less interested in

parenting or unsure of what to do, and lastly the authoritative parenting in which

parents are reasonable and nurturing, and set high, clear expectations and children

with parents who demonstrate this style tend to be self-disciplined and think for

themselves and this style is thought to be most beneficial to children. Moreover,

according to Kawamura (2005), “Children acquire some of their behavior through their

parents’ method of raising them.”

On the other hand, behavior directed toward another with intent to cause harm is

regarded as aggression (Bushman & Anderson, 2001). It has a different approach to

accidentally hitting or pushing because there is a presence of intentionally harming

someone. Aggression is not just inflicting pain or harm, it can be through harmful words

and hurting someone’s feelings and emotions (Science Daily, online).

Moreover, physical aggression is considered as a behavior causing or

threatening physical harm of danger towards another individual. It is an unpleasant and

undesirable trait of a destructive nature associated with poor communication and

interpersonal interaction (Hazeleus & Deffenbacher, 1986; Parrott & Zeichner, 2002),
while previously conducted studies show that males are more likely to be physically

aggressive than women (Homepages, online).

Furthermore, verbal aggression is a personality trait that predisposes individuals

to infiltrate the self-concepts of other people instead of, or in addition to, their positions

on topics of communication (Infante & Wingley, 2009). According to Infante, (2009),

verbal aggressiveness is associated with name-calling, frequent use of threats and

ultimatums, negativity, and suspicion of others. Studies shows that both men and

women are equally likely to engage in verbal aggression (Homepages, online).

It also considered as a negative and destructive form of communication. As

suggested by Infante, Trebing, Shepard, and Seeds (Rancer & Avtgis, n.d.), there are

four (4) primary reasons or causes of verbal aggressiveness, first is Frustration - in

which a specific goal is being blocked by an individual which is deemed “unworthy” of

one’s time, second is Social learning – in which the aggressive behavior has been or be

learned from observing other individuals, third is Psychopathology – in which a person

deliberately attack other people because of unresolved personal issues, and lastly

Argumentative skill deficiency - in which a person lacks verbal skills to deal with an

issue, and therefore resorts to verbal aggressiveness. These motivators of verbal

aggressiveness contribute to an individual with a verbally aggressive personality trait

(Infante, Trebing, Shepard, and Seeds, 2009).

Another, self-concept damage has a severe effect in person psychosocially,

which can have a lasting and harmful results than temporal effects. Verbal

aggressiveness that affects a person’s self-concept can hunt an individual during their

lifetime. According to Infante and Wigley (2009), “verbal aggressiveness is also a major
cause of violence. When verbal aggressiveness escalates, it often turns into physical

violence.”

With this, this study aims to determine on how the parent’s parenting style

contributes to their children’s physical and verbal aggressiveness behavior and to

increase the understanding on how parental behavior affects the adolescent’s

psychosocial behavior and to conduct this study in the Philippine setting and on the

adolescents for the previous studies conducted concerning this topic was conducted in

the western culture and focused on children’s behavior rather than the adolescent’s

aggressiveness behavior tendency.

1.1 Statement of the Problem

Moreover, as the researchers go through out the study, the researchers aim to

answer the questions:

1. What is the profile of the respondents in terms of:

a.) Age; and

b.) Sex

2. What is the perceived parenting styles of the parents?

3. What is the level of verbal and physical aggressive behavior of the senior

high school students?

4. Is there a significant difference in verbal aggressiveness tendency of the

respondents when grouped according to profile?

5. Is there a significant difference in physical aggressiveness tendency of

the respondents when grouped according to profile?

 6. Does the parent’s parenting style contribute to the verbal and physical

aggressiveness of the adolescents?

1.2 Significance of the Study

The research findings may be helpful to parents and counsellors. It can be

helpful for those family who are dealing with these situations that this study can act as

simple guide. For those who are in the field of counselling, it is important for counsellors

to know how child rearing can influence their clients. Additionally, by delving into the

subject, more information may be made available and would allow future studies to look

more closely on how parents can improve the well-being of their children by altering or

modifying their behavior towards their children.

The other prospect of this research project was to present the findings to the

target population and encourage parents to think about how they directly influence their

children on the subject of aggression. If the data support the conclusion that parents’

behavior influences their child’s rearing, then perhaps some parents will think about

how to change their aggressive behavior to give their children a different model to

follow.

In the end, this study’s significance was in its potential to effect some social

change in the area of childhood aggressive tendencies. If change can occur, then it has

the potential to solve other problems within the family and other systems.

1.3 Scope and Limitations

This study will focus on the level of verbal and physical aggressiveness of senior

high school students of De La Salle Lipa and their parent’s perceived parenting style. It
will also ponder on the effect of the perceived parenting styles of the parents on

aggressiveness behavior of the senior high school students. The study is confined to

Senior High School students enrolled in De La Salle Lipa within the age range of

eighteen (18) to nineteen (19) years old. Thus it will be limited only in assessing the

verbal and physical and aggressiveness of the senior high school students and the

perceived parenting styles of their parents.

1.4 Theoretical Framework

This research is anchored to Albert Bandura’s Social Learning Theory. In this

theory, it states that people learn through observing others. According to Bandura,

“Most human behavior is learned observational through modeling: from observing

others, one forms an idea of how new behaviors are performed, and on later occasions

this coded information serves as a guide for action.” Through Social Learning Theory, it

can be the basis on how SHS students view or learn their parent’s aggressiveness

behavior through observing, imitation and modeling. A certain behavior can be retained

and applied specifically when the child is usually exposed to these certain behavior.

Social Learning Theory can explain the behavior of the person in terms of continuous

reciprocal interaction between cognitive, behavioral and environmental aspects. There

are necessary conditions for an effective modeling: Attention, Retention, Reproduction

and Motivation. Bandura also accredit what he called “reciprocal determinism” in which,

the world and a person’s behavior cause each other, while behaviorism essentially

states that one’s environment causes one’s behavior. With that, there are three (3)

factors that could affect one’s behavior which are: Cognitive, Behavioral and

Environmental factors.
1.5 Operational Framework

The study covers the effect of parental aggressiveness behavior in the verbal

and physical aggressive tendency of the senior high school students. The first variable,

aggressiveness behavior of parents can be classified as verbal and physical. The

second variable determines the verbal and physical aggression tendency of senior high

school students. While the third variable is the profile of the respondents which focuses

on their age and sex.

Perceived Parenting Aggressiveness of

Styles of the Senior High School
Parents Students of De La
Salle Lipa
A) Authoritarian
A.) Physical
B) Permissive Aggressiveness
C) Uninvolved B.) Verbal
D) Authoritative Aggressiveness

Demographic Profile:
A) Age
B) Sex

Figure 1. Operational Framework

2.0 Research Methods

In this chapter, this will dwell on the methodology used in the study such as

research design, the respondents, instruments used, data gathering procedures and

lastly, ethical considerations. This will also depict the analyzation of this study and

scoring.

2.1 Research Design

This study will utilize the Descriptive Correlational methods of research using

quantitative design. This study will elaborate on the effect of one’s aggressiveness

behavior to another specifically in parent-child relationship. A correlational method will

be used in order to know if there’s a relationship between two variables presented. The

relationship of Aggressiveness behavior of Parents and the demographic profile and

the Aggressiveness tendency of Students and the demographic profile of the

respondents. With this, the correlational research design will be utilizing to distinguish

whether the two variables are connected.

On the other hand, this study will use Quantitative Design of research. The primary

source of data will be garnered through questionnaires that will be utilized in order to

measure the aggressiveness behavior of the students and parents. Other related

studies and books that will be used for this study will serve as the secondary source of

data.

2.2 Participants

The participants that will utilize in answering of the said questionnaire is a bonafide

and is enrolled in Senior High School (Grades 11-12) in De La Salle Lipa and must be
18-19 years of age. In this study, De La Salle Lipa is chosen for the source of the data

because it is suited for the number of respondents that can support this study. Also, this

study will employ stratified random sampling in which, the respondents of this study will

be picked randomly but will rely on the number of enrolled in Senior High School in De

La Salle Lipa. By then, this will determine the number of students in the study that is

needed per strand per section.

2.3 Instruments

In order to gather information that supplies answers to this study, the

researchers will use these questionnaires that is best suited for this study that

specifically tackles the aggressiveness behavior of parents and aggressive tendencies

of the students.

The Verbal Aggressiveness Scale by Infante, D. & Wigley, C. (1986) is a 20 item

uni-dimensional scale with 10 positive and 10 negatively worded items to test whether

they have verbal aggressiveness tendency. As it stated, around 200 students answered

this questionnaire and resulted with the reliability of .81. There will be a 5-point Likert

scale that would likely show the level of verbal aggressiveness of a person. one must

answer and rely on the scale given. 1- never true, 2- rarely true, 3- occasionally true,

4- often true, and 5- almost never true. Scores can range from 20 to 100. Scores

from 20-46 suggest low verbal aggressiveness, 47-73 suggest moderate verbal

aggressiveness, and 74-100 suggest high verbal aggressiveness.

On the other hand, Scale of Negative Family Interactions or SNFI (Simonelli, C.,

Mullis, T., & Rohde, C., 2005) is chosen to be used in this study for the purpose of
knowing the traits and behavior of parents that could affect the student or child. Initially,

SNFI was used to determine the negative interactions of both parents and siblings. It is

uniquely intended for (a) examining sibling violence while controlling for parental

aggression, (b) examining parental abuse while controlling for sibling violence, and (c)

comprehensively examining family violence to include aggression from both parents

and siblings.This shows the different types of aggressiveness behavior including

physical, verbal and sexual. Though in this study, only those items related to verbal and

physical aggression will be used since sexual aggressiveness is not part of what the

researchers ought to know. For each sub scale there are 34 items that measures

emotional, physical and sexual aggression received from a parent or sibling with the

reliability of .89. For administering the SNFI, a 4-point Likert type scale is utilized for the

administration of the scoring 1- never, 2- once or twice, 3- three to six times and 4-

seven or more times. The scoring values are as follows: 1 is given a value of zero, 2

is given a value of one, 3 is given a value of two, and 4 is given a value of three. The

scores are obtained through summation of the items per scale or sub scale. The higher

number resulted in the testing will reflect respondent’s greater receipts of

aggressiveness from parent or sibling.

Lastly, the Physical Aggression Scale by Wrench, J. (2002) is a scale that is used

to measure the anti-social and physical aggressiveness as means to indicate and

possibly inflict harm on other people during communicative interactions. (Richmond,

Wrench & Gorham (2001). it is a 15-item likert type scale is utilized for the

administration of the scoring. 5- strongly agree, 4- agree, 3-Neutral, 2-Disagree and

lastly 1-Strongly Disagree will be the scoring of the said questionnaire. For the
computation, the questionnaire is divided into three subscales; Object Violence Factor

is the tendency to use physical aggression towads inanimate objects. This is consider

to be a physical aggression since it is still a method of invoking harm or pain in another

person. In adding the scores of this subscale, from items 2, 3, 5, 11 and 14. Physical

Confrontation Factor is the common factor of physical aggression. In adding scores of

this subscale, from items A) 6 & 12 then B) 4, 8 and 10. then by adding those scores,

C) 18 points will be added to items in letter A. then subtract the score for letter B from

the score of letter C. Contol/Task Factor is the tendency of a person to resort to

physical aggressiveness as a way to win arguments, gain compliance, or accomplish

specific goals. In adding the scores for this subscale, add scores from items A) 7, 9, 13,

& 15. B) add scores from items 1, then add 6 to letter A. C) Subtract the score for

letter B from the score for letter C. In this Questionnaire is chosen for this study to

determine the physical aggressiveness tendency of the respondents. It is recently

conducted by the author Jason S. Wrench to know the impact of Sexual Orientation

and Temperament on Physical and Verbal Aggression.

2.4 Research Procedure

In this study, the researchers aim to know the family interactions and how it affects

the verbal and physical aggressiveness of Senior High School students in De La Salle

Lipa. With this, the researchers will prepare a request for the number of enrolled

students in S.Y 2018-2019. Moreover, another letter of request will be prepared by the

researchers to conduct the administration of the questionnaires among the Senior High

School students of De La Salle Lipa to the Assistant Principal for Senior High School.

Upon approval, students from Grade 11-12 will be given the questionnaires for data
gathering, then the researchers will inform students who will answer the questionnaires

of what the study is about and its confidentiality. After the administration of the

questionnaires, the researchers will then refer the data gathered to statistician who will

then conduct the statistical treatment.

2.5 Data Analysis

Frequency Distribution is used to determine the frequency of various outcomes in

a sample. Each entry in the table contains the frequency or count of the occurrences of

values within a particular group or interval, then the table summarizes the distribution of

values in the sample. With this, it will be utilized in knowing the frequency of gender

and the age.

Pearson Correlation is used to determine the strength of the association between

two continuous variables. In this study, it will test the relationship between parents’

aggressiveness behavior and its efficacy to Senior High School students’

aggressiveness tendency.

Simple Regression tests how change in the predictor variable predicts the level of

change in the outcome variable. In this study, it will assess Parents’ Aggressive

behavior that will serve as the predictor for Senior High Students’ level of

Aggressiveness tendency.

2.6 Ethical Considerations

In this study, the confidentiality of the data will be secured and will not be use to

any other studies that is not related to the study. On the other hand, this study is not

mandatory to the respondents or students who wish to not participate and can withdraw
if the respondent feels violated and so. With that, the students will be oriented and is

informed in the study before answering such questions.

 Bibliography

Neu, T. (2003). The Influence of Adolescent Attachment Styles on the Perception of

Verbal Aggression.

Ali, M., & Subair, A. (2011). Parental Attachment, Parental Acceptance, and Aggression

Among Adolescents.

Duman, S., & Margolin, G. (n.d.). Parents’ Aggressive Influences and Children's

Aggressive Problem Solutions with Peers. 2007.

Hutchison, R. (2003). Quality of Parent-Adolescent Relationship and Gender Influences

on Aggression Among Early Adolescents.

Kawamura, S. M. (2005). Parental Aggressive Tendencies and Educational Levels as

Possible Indicators of the Aggressive Tendencies in Children: And Explanatory Study.

Kunkle, C. E. (2004). Adolescents’ Perceptions of Interparental Conflict and the Impact

on their Aggressive Communication Traits.

Lim, S. H., & Ang, R. P. (2009). Relationship Between Boys’ Normative Beliefs About

Aggression and their Physical, Verbal, and Indirect Aggressive Behaviors.

Rada, C. V. (2002). Parental Verbal Aggression: Attachment and Dissociation in

Adolescents.

Schlatter, A. (2000). Parental Aggression and Adolescent Peer Relationships.

Suarez, M. (2001). Relational Aggression: An Analysis of Early Childhood Indicators.

Muris, P., Meesters, C., Morren, M., & Moorman, L. (n.d.). 12. Anger and hostility in

adolescents: Relationships with self-reported attachment style and perceived parental

rearing styles. Retrieved May 10, 2018.

Polcari, A., Rabi, K., Bolger, E., & Teicher, M. H. (n.d.). 14. Parental Verbal Affection

and Verbal Aggression in Childhood Differentially Influence Psychiatric Symptoms and

Wellbeing in Young Adulthood. Retrieved May 10, 2018.

Roberto, A. J., Carlyle, K. E., Goodall, C. E., & Castle, J. D. (n.d.). 15. The Relationship

Between Parents' Verbal Aggressiveness and Responsiveness and Young Adult

Children's Attachment Style and Relational Satisfaction with Parents. Retrieved May

10, 2018.

Shaw, A. Z., Kotowski, M. R., Boster, F. J., & Levine, T. R. (n.d.). 11. The Effect of

Prenatal Sex Hormones on the Development of Verbal Aggression. Retrieved May 10,

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Wilson, S. R., Roberts, F., Rack, J. J., & Delaney, J. E. (n.d.). 13. Mothers’ Trait Verbal

Aggressiveness as a Predictor of Maternal and Child Behavior During Playtime

Interactions. Retrieved May 10, 2018.

APPENDIX A
REVIEW OF RELATED LITERATURE TABLE
 Title of the Study Author/s Methodology
1. Adolescents’ Christine E. Kunkle Participants were students in
Perceptions of grades 10-12 enrolled in three
Interparental Conflict History (n = 50), one
and the Impact on their Sociology (n = 9), three
Aggressive Psychology (n = 48), three
Communication Traits Economics/Government (n =
31), and four
English (n = 21) classes at a
high school in New
Cumberland, Pennsylvania.
Data collection occurred over
three days in May, 2004.
2. Parents’ Aggressive Sarah Duman and Gayla The participants were 118 two-
Influences and Margolin parent families, recruited
Children's Aggressive through newspaper
Problem Solutions with advertisements and/or fliers at
Peers local schools and community
organizations. Both parents
and the child participated in a
3−4-hour laboratory session
administered by two graduate
student experimenters.
Families were compensated
$100. In line with consent
procedures that Margolin et al.
(2005) recommend, the three
Findings
No significant relationships
were found between perceived
interparental conflict and
adolescents’ tendencies to
approach arguments,
adolescents’ tendencies to
avoid arguments, and
adolescents’ verbal
aggressiveness. When
controlling for tolerance for
disagreement, no significant
relationships were found
between perceived
interparental conflict and
adolescents’ tendencies to
approach arguments,
adolescents’ tendencies to
avoid arguments, and
adolescents’ verbal
aggressiveness.
Children's aggressive
solutions correlated with
same-sex parents’ actual
marital aggression. For
children with mothers who
exhibit low actual marital
aggression, mothers’
aggressive solutions to
hypothetical situations
corresponded with children's
tendencies to propose
aggressive but not assertive
solutions. In a 3-way
interaction, fathers’ aggressive
 family members jointly were
involved in the consent
procedures and in the decision
to participate. Each family
member was in a separate
room to complete an individual
battery of computerized and
paper and pencil assessment
measures. An experimenter
read aloud all questions and
answer choices to the child.
An experimenter separately
administered the problem
solving interviews to each
family member
3. Parental Aggression Alison Kay Walker Schlatter This study used data from the
and Adolescent Peer Virginia Study of Teens and
Relationships Families (VSTF), a
longitudinal project involving
177 adolescents and their
parents. Interview, self-report
and observational data
regarding family relationships
and adolescent socio-
emotional
functioning was collected
when the target adolescent
was approximately 16 (Time 1)
and again when the target
adolescent was approximately
18 (Time 2). Attrition for the
full sample was quite low with
146 of the 177 families who
participated in the first wave
of data collection returning for
the second wave of data
solutions to peer scenarios
and marital aggression,
combined, exacerbated girls’
aggressive problem solving,
but had the opposite effect for
boys.
Mothers’ verbal aggression
predicted lower peer
relationship intimacy in mid-
adolescence and late
adolescence and also
predicted lower social skill
competence in late
adolescence. Fathers’ physical
aggression predicted lower
peer relationship intimacy in
late adolescence. Trust, self-
efficacy and attitudes about
aggression were not found to
mediate the relationship
between parental aggression
and peer relationship quality.
 collection. In order to obtain
adolescent participants from
the “Forgotten Half’ of high
school students, school
records were used to select
adolescents with one or more
risk factors including low
grades, one or more failed
classes, multiple absences,
suspensions and grade
retention or attendance at an
alternative school.
4. Parental Aggressive Stephanie M. Kawamura Families who participated in The research found a
Tendencies and this study were active in a statistically
Educational Levels as parish family education significant positive correlation
Possible Indicators of program that meets at the between the parents’ and
the Aggressive local Catholic primary school. children’s scores on the
Tendencies in This program served 99 local Aggression
Children: And families and provided religious Questionnaire, and a
Explanatory Study education services designed statistically significant positive
for family units during the correlation between the child’s
2004-2005 school year. This aggression
study included both parents score and parental educational
who had one or more level.
biological children currently in
the 3rd through 12th grade
and who were at least eight
years old and younger than
nineteen years old.

5. Parental Attachment, Misbah Ali and Aisha Zubair The total sample consisted of
Parental Acceptance, 330 respondents but 30 cases
and Aggression Among were excluded as either the
Adolescents questionnaires were not
completely filled or the
participants did not meet the
Results showed significant
negative correlation of parental
attachment and parental
acceptance with aggression.
Significant gender differences
were observed on parental
 inclusion criteria. Sample age attachment, parental
ranged from 13 to 15 years. acceptance, and aggression.
Participants were students of Significant differences were
9th and 10th grades. Among 9th also found in the manifestation
grade students; there were 79 of different types of aggression
boys and 75 girls, whereas the and parental attachment
students of grade 10th included among adolescents.
71 boys and 75 girls. The
participants were approached
during the school hours. After
acquiring permission from the
school administration,
participants were briefed about
the purpose of research. They
were assured that information
gained from them would only
be used for research purpose
and would be kept confidential.
After having written consent of
the participants, they were
provided with the research
questionnaires. Along with the
written instruction, verbal
instructions were also
narrated. The participants’
queries were answered on the
moment.

6. Parental Verbal Carolee Verdeur Rada The population studied
Aggression: consisted of 141 male and
Attachment and female students currently
Dissociation in enrolled in either the
Adolescents mainstream or alternative high
school programs within the
public high school system. A
The findings from this research
provide preliminary support
that relationships exist
between family verbal
aggression and insecure
attachment and adolescent
dissociative experiences. The
 total of 83 mainstream high
school students and 58
alternative program students
participated. These students
attended grades 10-12, and
ranged in age from 15 to 19
years old. Subjects were
obtained through open
recruitment during lunches in
the main high school and
through the teachers and
counselors involved in the
alternative high school
program. Participating
students in each sample were
provided with a parallel
permission, consent form,
which was signed by the legal
guardian and student, and
returned to a member of the
research team.
7. Quality of Parent- Rebecca Hutchison Participants were recruited
Adolescent from a public middle school
Relationship and located in a small midwestem
Gender Influences on college town. The primary
Aggression Among investigator administered the
Early Adolescents measures to adolescent
Relational Aggression: participant’s in group settings
An Analysis of Early at school over periods of two
Childhood Indicators days. Graduate or
undergraduate student
research assistants were
present for most data
collection sessions to assist
with distribution and collection
of paperwork, responding to
most important finding is that
family verbal aggression is a
significant predictor of
adolescent dissociative
experiences. In addition,
insecurely attached
adolescents reported a greater
number of ungratifying
relationships.
Boys were found to engage in
more aggression than girls did,
particularly acts of direct
aggression. However, no
difference was found between
boys’
and girls’ use of indirect
aggression. Adolescents
reported engaging in
significantly
more aggressive behaviors
than their teachers reported
observing

8. Relationship Between Si Huan Lim and Rebecca P.
Boys’ Normative
Beliefs About
Aggression and their
Physical, Verbal, and
Indirect Aggressive
Behaviors
9. The Influence of
Adolescent Attachment
Styles on the
Perception of Verbal
Aggression
10. Relational Aggression:
An Analysis of Early
Childhood Indicators
participants’ questions, and
other logistical details.
Two hundred and forty-nine
Ang Grade 4 and Grade 5 students
ranging from 9 to 14 years
were sampled from two
elementary schools. The
questionnaire was
administered in English and
the participants completed the
questionnaires in the their
respective classrooms.
Todd William Neu The population specifically
targeted for this study was
adolescents who range in age
between 13 and 19.
Participants were recruited
from the adolescent population
incarcerated at the Texas
Youth Commission (Hamilton
Unit), and undergraduates at
Texas A&M University.
Mariann Suarez The sample was drawn from a
specific neighborhood in
Wichita, Kansas (total
population approximately
350,000). This neighborhood
A series of hierarchical
multiple regression analyses
revealed the general
normative beliefs about
aggression contributed
significantly in predicting all
three types of aggressive
behaviors.
The results of the first linear
regression suggested that
there was minimal evidence to
support the first hypothesis
that participants with
different degrees of
attachment styles perceived
verbal aggression as more
threatening or violent. Results
of the second linear regression
partially supported the second
hypothesis that participants
would rate the Violent
Language version of the
Verbal Aggression videos as
being more hostile and
threatening than the Violent
Metaphor or No Violent
Language videos.
Results showed significant
gender differences in displays
of aggression. Males were
more often perpetrators and
victims of verbal/physical and

11. The Effect of Prenatal Allison Z. Shaw, Michael R.
Sex Hormones on the Kotowski, Franklin J. Boster,&
Development of Verbal
Aggression
12. Anger and hostility in Peter Muris, Cor Meesters,
has clearly defined
demographic characteristics
and consists of mixed
industrial, residential homes,
and rental residential units
(primarily mobile homes). The
recruitment rate (in terms of
the percentage of children
entering the schools serving
the target area of the city) was
nearly 85%, and the retention
rate for the first cohort from
kindergarten to the end of the
first grade was 97%.
Subjects are undergraduates
at a large university in the
Timothy R. Levine Midwestern United States.
Subjects included 204 men
and 201 women. Procedures
were identical to those
employed in Study 1 with two
important differences. First,
hand measurements were
taken directly from the Ss’
hand as well as indirectly via
photocopy. Second, additional
individual difference measures
were obtained.
Participants completed (a) a
relational aggression in
comparison to same aged
females. Males and females
were found to engage in
increasing amounts of
verbal/physical aggression
with age, with males showing
a higher level of
verbal/physical aggression at
younger ages and continuing
with this trend as they mature.
In contrast, males and females
did not demonstrate similar
age-related change in
relational aggression. As
males matured, they engaged
in increased displays of
relational aggression, while
females evidenced a decrease
relational aggression.
Specifically, it was predicted
that variance in PNAE would
be correlated with variance in
trait VA. Results from the 2
studies indicated that 2D:4D is
correlated with VA as
predicted, even with the
influence of sex removed.
Self-reported attachment style
 adolescents: Mittijn Morren, and Lidwine single-item measure of
relationships with self- Moorman attachment style; (b) a
reported attachment questionnaire measuring
style and perceived perceptions of parental rearing
parental rearing styles behaviors; and (c) two scales
assessing anger and hostility.
13. Mothers’ Trait Verbal Steven R. Wilson, Felicia Participants were 40 mothers
Aggressiveness as a Roberts, Jessica J. Rack, & along with one of their children
Predictor of Maternal Julie E. Delaney between the ages of 3 and 8
and Child Behavior years. Participating mothers
During Playtime on average were 31.50 years
Interactions at the time of the study.
Participants were recruited
from two social service
agencies in a large
metropolitan area. The first is
a nonprofit religiously based
organization that operates a
foster home for abused or
was related to anger/hostility.
That is, adolescents who
defined themselves as
avoidantly or ambivalently
attached displayed higher
levels of anger/hostility than
adolescents who classified
themselves as securely
attached. Furthermore,
perceived parental rearing was
also related to anger/hostility.
More specifically, low levels of
emotional warmth and high
levels of rejection, control, and
inconsistency were
accompanied by high levels of
anger/hostility. Finally,
regression analyses showed
that both attachment status
and parental rearing behaviors
accounted for a unique and
significant proportion of the
variance in anger/hostility.
Qualitative analyses of a
subset (n = 8) of interactions
suggest that mothers’ high in
trait VA used directives to
control the choice, rate, and
duration of activities, and used
physical negative touch along
with directives, more than low-
VA mothers. Behaviors
associated with trait VA occur
even during brief mother–child
interactions in which triggers
for aggressive behavior largely

14. Parental Verbal Ann Polcari, Keren Rabi,
Affection and Verbal Elizabeth Bolger, and Martin
Aggression in
Childhood Differentially
Influence Psychiatric
Symptoms and
Wellbeing in Young
Adulthood
neglected children, treatment
programs for abusive parents,
counseling programs for
families at risk for child abuse,
and a neighborhood daycare
center.
Data were collected from 2004
to 2013 as part of a pooled
H. Teicher prescreening effort to recruit
for larger studies involving
neuroimaging investigations.
Participants responded to
posted or published
advertisements entitled
Memories of Childhood. The
questionnaires and
prescreening methodologies
underwent Institutional Review
Board review and approval by
McLean Hospital.
are absent.
The moderation analysis
suggested that high levels of
exposure to verbal affection
did not mitigate the effects of
verbal aggression from the
same parent, and high levels
of verbal affection from
another parent did not
generally result in a significant
attenuation of the effects of
verbal aggression. Structural
equation models showed that
verbal aggression was
predominantly associated with
effects on psychiatric
symptoms scores, whereas
verbal affection was primarily
associated with effects on
measures of wellbeing. These
findings highlight the relatively
independent effects of verbal
aggression and verbal
affection and suggest that the
latter may be particularly
important in establishing a
foundation for emotional and
physical wellbeing. These
findings also suggest that
ridicule, disdain, and
humiliation cannot be easily
 counteracted by praise and
warmth from the same or
another parent.
15. The Relationship Anthony J. Roberto , Kellie E. Two-hundred and five students Perceived and self-report
Between Parents' Carlyle, Catherine E. Goodall in two lower-division parent verbal aggression was
Verbal Aggressiveness & Janessa D. Castle undergraduate communication negatively related to, and
and Responsiveness classes at a large Midwestern perceived and self-report
and Young Adult university participated in this parent responsiveness was
Children's Attachment study. The first part of the positively related to, young
Style and Relational study asked students to adult children’s relational
Satisfaction with complete an anonymous satisfaction with both mothers
Parents survey measuring their and fathers.
romantic attachment style and
their current relational
satisfaction with each parent.
They were also asked to rate
their current perceptions of
their mothers’ and fathers’
levels of verbal aggression
and responsiveness
APPENDIX B
SAMPLE QUESTIONNAIRES
 The Verbal Aggression Scale

This survey is concerned with how we try to get people to comply with our wishes.
Indicate how often each statement is true for you personally when you try to influence
other persons. Use the following scale:
1 - almost never true
2 - rarely true
3 - occasionally true
4 - often true
5 - almost always true

1. I am extremely careful to avoid attacking individuals' intelligence when I attack their

ideas.
2. When individuals are very stubborn, I use insults to soften the stubbornness.
3. I try very hard to avoid having other people feel bad about themselves when I try to
influence them.
4. When people refuse to do a task I know is important, without good reason, I tell them
they are unreasonable.
5. When others do things I regard as stupid; I try to be extremely gentle with them.
6. If individuals I am trying to influence really deserve it, I attack their character.
7. When people behave in ways that are in very poor taste, I insult them in order to
shock them into proper behavior.
8. I try to make people feel good about themselves even when their ideas are stupid.
9. When people simply will not budge on a matter of importance I lose my temper and
say rather strong things to them.
10. When people criticize my shortcomings, I take it in good humor and do not try to get
back at them.
11. When individuals insult me, I get a lot of pleasure out of really telling them off.
12. When I dislike individuals greatly, I try not to show it in what I say or how I say it.
13. I like poking fun at people who do things which are very stupid in order to stimulate
their intelligence.
14. When I attack persons' ideas, I try not to damage their self-concepts.
15. When I try to influence people, I make a great effort not to offend them.
16. When people do things which are mean or cruel, I attack their character in order to
help correct their behavior.
17. I refuse to participate in arguments when they involve personal attacks.
18. When nothing seems to work in trying to influence others, I yell and scream in order
to get some movement from them.
19. When I am not able to refute others' positions, I try to make them feel defensive in
order to weaken their positions.
20. When an argument shifts to personal attacks, I try very hard to change the subject.

Scoring instructions: Sum the scores on the 20 items after reversing the scoring for
items 1, 3, 5, 8,10,12, 14,15,17,20.
 Physical Aggression Scale

Read the following questions and select the answer that corresponds with what you
would do in most situations. Do not be concerned if some of the items appear similar.
Please use the scale below to rate the degree to which each statement applies to you.
Strongly Disagree Disagree Neutral Agree Strongly Agree
12345
_____1. I am extremely careful to avoid physically attacking another individual.
_____2. When I get upset, I have a tendency to throw objects.
_____3. When I get angry, I tend to hit inanimate objects.
_____4. I would never use physical violence to solve a problem.
_____5. When I get mad, I tend to hit things.
_____6. I have physically confronted someone.
_____7. I use physical violence as a way to control others.
_____8. I avoid physical violence at all costs.
_____9. I get respect by physically intimidating others.
_____10. I would never be involved in a physical confrontation.
_____11. I have broken inanimate objects during a fit of rage.
_____12. I tend to flee from physical confrontations.
_____13. When losing an argument, I always resort to physical violence.
_____14. I hit walls as a means of dealing with my anger.
_____15. Physically hurting others helps me accomplish my goals.

SCORING: To compute your scores follow the instructions below:

1. Object Violence Factor
Step One: Add scores for items 2, 3, 5, 11, & 14.
2. Physical Confrontation Factor
Step One: Add scores for items 6 &12
Step Two: Add scores for items 4, 8, & 10
Step Three: Add 18 to Step 1.
Step Four: Subtract the score for Step two from the score for Step Three.
3. Control/Task Factor
Step One: Add scores for items 7, 9, 13, & 15
Step Two: Add scores for items 1
Step Three: Add 6 to Step 1.
Step Four: Subtract the score for Step two from the score for Step Three.
 SCALE OF PERCEIVED PARENTING STYLE
Abdul Gafoor K., & Abidha Kurukkan
Instructions: Given below are statements to know how your mother/father deals with you. For
each statement 5 options namely ‘Very right’ (5), ‘Mostly right’ (4), ‘Sometimes right,
Sometimes wrong’ (3), ‘Mostly wrong’ (2), ‘Very wrong’ (1) are given. Tick Mark against
each statement, on the left side about mother and on the right side about father, on the option
that suites the behaviour of your mother or father in relation to you. Take care to mark your
responses against all statements.

MOTHER FATHER

5 4 3 2 1 STATEMENT 5 4 3 2 1
1. Does whatever I tell.
2. Spends free time with me.
3. Points out my mistakes in the manner that I understand.
4. Gives money for my needs.
5. Discusses the benefits and detriments of my learning topics.
6. Considers my likes in food.
7. Controls my game when in excess.
8. Shows love to me.
9. Enquires the reason for my failure.
10. Helps me in studying.
11. Confers responsibilities in accordance with my growth.
12. Has faith in me
13. Enquires the reasons for reaching home late
14. Accepts my privacy
15. Takes care of my dressing
16. Fulfils my desires with available means
17. Makes me aware that the responsibility of what I do is mine
itself
18. Accepts when I say no to what I dislike
19. Tells how I should behave with their friends
20. Talks to me praising about their friends
21. Tries to frame my likes and dislikes
22. Appreciates when I try to become independent
23. Punishes for my mistakes
24. Shows love when I do any mistake
25. Enquires who my friends are
26. Has given me freedom to select the subject for study
27. Organizes time for my play
28. Gives priorities to my preferences in studies
29. Demands me to be systematic in studies
30. Emphasizes my successes
31. Advices me
32. Celebrates in my successes with me
33. Discourages unhealthy foods
34. Gets anxious when I am late to reach home
35. Inquires how I spend money
36. Buy dresses for me according to the latest trends
37. Enquires how I spend my free time
38. Gives me timely advices