Escolar Documentos
Profissional Documentos
Cultura Documentos
Psychology Department
De La Salle Lipa
By
June 2018
1.0 Introduction
The parenting styles of the parents can sometimes be blamed for the
grows, the aggressive behavior of their parents as manifested through their parenting
aggressiveness behavior therefore slowly develops as they grow up. With this, the
behavior of an adolescent?
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
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
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
according to Kawamura (2005), “Children acquire some of their behavior through their
On the other hand, behavior directed toward another with intent to cause harm is
someone. Aggression is not just inflicting pain or harm, it can be through harmful words
interpersonal interaction (Hazeleus & Deffenbacher, 1986; Parrott & Zeichner, 2002),
while previously conducted studies show that males are more likely to be physically
to infiltrate the self-concepts of other people instead of, or in addition to, their positions
ultimatums, negativity, and suspicion of others. Studies shows that both men and
suggested by Infante, Trebing, Shepard, and Seeds (Rancer & Avtgis, n.d.), there are
one’s time, second is Social learning – in which the aggressive behavior has been or be
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
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
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
Moreover, as the researchers go through out the study, the researchers aim to
b.) Sex
3. What is the level of verbal and physical aggressive behavior of the senior
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
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.
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
theory, it states that people learn through observing others. According to Bandura,
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
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,
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
Demographic Profile:
A) Age
B) Sex
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.
This study will utilize the Descriptive Correlational methods of research using
quantitative design. This study will elaborate on the effect of one’s aggressiveness
be used in order to know if there’s a relationship between two variables presented. The
respondents. With this, the correlational research design will be utilizing to distinguish
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
2.3 Instruments
researchers will use these questionnaires that is best suited for this study that
of the students.
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
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)
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
Lastly, the Physical Aggression Scale by Wrench, J. (2002) is a scale that is used
Wrench & Gorham (2001). it is a 15-item likert type scale is utilized for the
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
person. In adding the scores of this subscale, from items 2, 3, 5, 11 and 14. Physical
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
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
conducted by the author Jason S. Wrench to know the impact of Sexual Orientation
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
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
two continuous variables. In this study, it will test the relationship between parents’
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.
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
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
Lim, S. H., & Ang, R. P. (2009). Relationship Between Boys’ Normative Beliefs About
Adolescents.
Polcari, A., Rabi, K., Bolger, E., & Teicher, M. H. (n.d.). 14. Parental Verbal Affection
Roberto, A. J., Carlyle, K. E., Goodall, C. E., & Castle, J. D. (n.d.). 15. The Relationship
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,
2018.
Wilson, S. R., Roberts, F., Rack, J. J., & Delaney, J. E. (n.d.). 13. Mothers’ Trait Verbal
5. Parental Attachment, Misbah Ali and Aisha Zubair The total sample consisted of Results showed significant
Parental Acceptance, 330 respondents but 30 cases negative correlation of parental
and Aggression Among were excluded as either the attachment and parental
Adolescents questionnaires were not acceptance with aggression.
completely filled or the Significant gender differences
participants did not meet the 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 The findings from this research
Aggression: consisted of 141 male and provide preliminary support
Attachment and female students currently that relationships exist
Dissociation in enrolled in either the between family verbal
Adolescents mainstream or alternative high aggression and insecure
school programs within the attachment and adolescent
public high school system. A dissociative experiences. The
total of 83 mainstream high most important finding is that
school students and 58 family verbal aggression is a
alternative program students significant predictor of
participated. These students adolescent dissociative
attended grades 10-12, and experiences. In addition,
ranged in age from 15 to 19 insecurely attached
years old. Subjects were adolescents reported a greater
obtained through open number of ungratifying
recruitment during lunches in relationships.
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 Boys were found to engage in
Adolescent from a public middle school more aggression than girls did,
Relationship and located in a small midwestem particularly acts of direct
Gender Influences on college town. The primary aggression. However, no
Aggression Among investigator administered the difference was found between
Early Adolescents measures to adolescent boys’
Relational Aggression: participant’s in group settings and girls’ use of indirect
An Analysis of Early at school over periods of two aggression. Adolescents
Childhood Indicators days. Graduate or reported engaging in
undergraduate student significantly
research assistants were more aggressive behaviors
present for most data than their teachers reported
collection sessions to assist observing
with distribution and collection
of paperwork, responding to
participants’ questions, and
other logistical details.
8. Relationship Between Si Huan Lim and Rebecca P. Two hundred and forty-nine A series of hierarchical
Boys’ Normative Ang Grade 4 and Grade 5 students multiple regression analyses
Beliefs About ranging from 9 to 14 years revealed the general
Aggression and their were sampled from two normative beliefs about
Physical, Verbal, and elementary schools. The aggression contributed
Indirect Aggressive questionnaire was significantly in predicting all
Behaviors administered in English and three types of aggressive
the participants completed the behaviors.
questionnaires in the their
respective classrooms.
9. The Influence of Todd William Neu The population specifically The results of the first linear
Adolescent Attachment targeted for this study was regression suggested that
Styles on the adolescents who range in age there was minimal evidence to
Perception of Verbal between 13 and 19. support the first hypothesis
Aggression Participants were recruited that participants with
from the adolescent population different degrees of
incarcerated at the Texas attachment styles perceived
Youth Commission (Hamilton verbal aggression as more
Unit), and undergraduates at threatening or violent. Results
Texas A&M University. 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.
10. Relational Aggression: Mariann Suarez The sample was drawn from a Results showed significant
An Analysis of Early specific neighborhood in gender differences in displays
Childhood Indicators Wichita, Kansas (total of aggression. Males were
population approximately more often perpetrators and
350,000). This neighborhood victims of verbal/physical and
has clearly defined relational aggression in
demographic characteristics comparison to same aged
and consists of mixed females. Males and females
industrial, residential homes, were found to engage in
and rental residential units increasing amounts of
(primarily mobile homes). The verbal/physical aggression
recruitment rate (in terms of with age, with males showing
the percentage of children a higher level of
entering the schools serving verbal/physical aggression at
the target area of the city) was younger ages and continuing
nearly 85%, and the retention with this trend as they mature.
rate for the first cohort from In contrast, males and females
kindergarten to the end of the did not demonstrate similar
first grade was 97%. age-related change in
relational aggression. As
males matured, they engaged
in increased displays of
relational aggression, while
females evidenced a decrease
relational aggression.
11. The Effect of Prenatal Allison Z. Shaw, Michael R. Subjects are undergraduates Specifically, it was predicted
Sex Hormones on the Kotowski, Franklin J. Boster,& at a large university in the that variance in PNAE would
Development of Verbal Timothy R. Levine Midwestern United States. be correlated with variance in
Aggression Subjects included 204 men trait VA. Results from the 2
and 201 women. Procedures studies indicated that 2D:4D is
were identical to those correlated with VA as
employed in Study 1 with two predicted, even with the
important differences. First, influence of sex removed.
hand measurements were
taken directly from the Ss’
hand as well as indirectly via
photocopy. Second, additional
individual difference measures
were obtained.
12. Anger and hostility in Peter Muris, Cor Meesters, Participants completed (a) a Self-reported attachment style
adolescents: Mittijn Morren, and Lidwine single-item measure of was related to anger/hostility.
relationships with self- Moorman attachment style; (b) a That is, adolescents who
reported attachment questionnaire measuring defined themselves as
style and perceived perceptions of parental rearing avoidantly or ambivalently
parental rearing styles behaviors; and (c) two scales attached displayed higher
assessing anger and hostility. 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.
13. Mothers’ Trait Verbal Steven R. Wilson, Felicia Participants were 40 mothers Qualitative analyses of a
Aggressiveness as a Roberts, Jessica J. Rack, & along with one of their children subset (n = 8) of interactions
Predictor of Maternal Julie E. Delaney between the ages of 3 and 8 suggest that mothers’ high in
and Child Behavior years. Participating mothers trait VA used directives to
During Playtime on average were 31.50 years control the choice, rate, and
Interactions at the time of the study. duration of activities, and used
Participants were recruited physical negative touch along
from two social service with directives, more than low-
agencies in a large VA mothers. Behaviors
metropolitan area. The first is associated with trait VA occur
a nonprofit religiously based even during brief mother–child
organization that operates a interactions in which triggers
foster home for abused or for aggressive behavior largely
neglected children, treatment are absent.
programs for abusive parents,
counseling programs for
families at risk for child abuse,
and a neighborhood daycare
center.
14. Parental Verbal Ann Polcari, Keren Rabi, Data were collected from 2004 The moderation analysis
Affection and Verbal Elizabeth Bolger, and Martin to 2013 as part of a pooled suggested that high levels of
Aggression in H. Teicher prescreening effort to recruit exposure to verbal affection
Childhood Differentially for larger studies involving did not mitigate the effects of
Influence Psychiatric neuroimaging investigations. verbal aggression from the
Symptoms and Participants responded to same parent, and high levels
Wellbeing in Young posted or published of verbal affection from
Adulthood advertisements entitled another parent did not
Memories of Childhood. The generally result in a significant
questionnaires and attenuation of the effects of
prescreening methodologies verbal aggression. Structural
underwent Institutional Review equation models showed that
Board review and approval by verbal aggression was
McLean Hospital. 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
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.
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