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ИССЛЕДОВАНИЕ ВЗАИМОСВЯЗИ МЕЖДУ АГРЕССИЕЙ И ИНДИВИДУАЛЬНО-СОЦИАЛЬНОЙ АДАПТАЦИЕЙ У СТАРШЕКЛАССНИЦ ГОРОДА ПАВЕХ
Надя Эбрахими; Химан Махмуд Факхе. Университет Паяме Нур, Махабад, Иран. Али Мостафайе.
Университет Паяме Нур, Западный Азербайджан, Иран
Аннотация. Целью данного исследования является изучение взаимосвязи между агрессией и индивидуально-социальной адаптацией среди первокурсниц старшей школы города Павех. Нынешний исследовательский подход - корреляционный. Население и его демографические данные в этом исследовании включают всех первокурсниц старшей школы (2017-2018 гг.; 1200 человек) в городе Паве. Среди этой совокупности 290 человек были распределены по формуле Кокрана и методом стратифицированной случайной выборки. Были использованы такие инструменты исследования, как «Анкета агрессии» (Buss & Perry, 1992) и «Калифорнийская анкета индивидуально-социальной адаптации» (Clark et al., 1953). Анализ данных этого исследования был выполнен с помощью программного обеспечения SPSS и предоставил результаты в двух частях: описательную статистику и логическую статистику. Результаты показали, что существует значительная связь между агрессией и индивидуально-социальной адаптацией. Более того, они показали, что индивидуально-социальную адаптацию студентов можно прогнозировать по агрессии.
Ключевые слова: агрессия, индивидуально-социальная адаптация, студентка, женщина, город Паве
Для цитирования: Надя Эбрахими, Химан Махмуд Факхе, Али Мостафайе. Исследование взаимосвязи между агрессией и индивидуально-социальной адаптацией у старшеклассниц города Павех // Науч.-аналит. журн. «Вестник С.-Петерб. ун-та ГПС МЧС России». 2022. № 3. С. 159-171.
INVESTIGATING THE RELATIONSHIP BETWEEN AGGRESSION
AND INDIVIDUAL-SOCIAL ADJUSTMENT IN THE FEMALE HIGH SCHOOL
STUDENTS IN PAVEH CITY
Nadia Ebrahimi;
Himan Mahmood Fakhe.
Payame Noor university, Mahabad, Iran.
Ali Mostafaie.
Payame Noor university, West Azarbaijan, Iran
Abstract. The purpose of this study is to investigate the relationship between aggression and individual-social adjustment among the first year of female high school students in Paveh city. The current research approach is a correlation. The population and its demographics of this investigation contain all the first year of female high school students (2017-2018; 1200 persons) in Paveh. Among this population, 290 persons were assigned referred to the Cochran formula and stratified random sampling method. Investigation tools including «Aggression Questionnaire» (Buss & Perry, 1992) and the individual-social adjustment «California Questionnaire» (Clark et al., 1953) were used. The data analysis of this study was performed by SPSS software and provided the results in two parts: descriptive statistics and inferential statistics.
_© Санкт-Петербургский университет ГПС МЧС России, 2022
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The results demonstrated that there is a significant relationship between aggression and individual-social adjustment. Moreover, they showed that the individual-social adjustment of students can be predicted by aggression.
Keywords: aggression, individual-social adjustment, student, female, Paveh city
For citation: Nadia Ebrahimi, Himan Mahmood Fakhe, Ali Mostafaie. Investigating the relationship between aggression and individual-social adjustment in the female high school students in Paveh city // Nauch.-analit. journ. «Vestnik S.-Peterb. un-ta of State fire service of EMERCOM of Russia». 2022. № 3. P.159-171.
Introduction
Today, violence and aggression have been considered as a major global problem and the origin of many crimes, disorders, deviations, and even wars, as well as its destructive mental and physical effects on individual and social levels. Aggression, a disorder in young and younger children and a growing problem in young children, occurs in different forms. It cannot be related to a special age or particular time. In other words, aggression and violence have been existed since childhood and continue over time, but the most common occurrence of aggression can be related to adolescence and youth (Danone, 2015).
Lack of aggression control created physical, social, and mental effects in young children. Aggression can be used for the prediction of drugs and alcohol, smoking, low school adjustment, school expulsion, helpless feeling, social incompatibility, loneliness, disregard for the rights and wishes of others, and diseases such as stomach ulcer (gastric ulcer), hypertension, and depression. It seems that the family environment is one of the important and effective structural patterns in behavior learning such as aggression in individuals (Rama & Piterson, 2017) [26].
Also, adjustment ability in humans is one of the characteristics that play a key role in providing mental and physical health, because it provides a collection of acts, behaviors, conditions, and new situations that a person can walk the path of perfection by giving suitable responses and this progress can be seen in psychological and physical categories. Particularly, the adjustment is a personal effort to cope with and survive in social and physical sites (Anderson, 2018).
The adjustment, as a most important mental health indication (symptom) of children, is one of the issues that has attracted the attention of many sociologists, psychologists, and educators in recent decades (Behrangi and Sharifi, 2017) [1]. Moreover, social growth is the most important aspect of growth in each person, and the measurement criteria of social growth in each person are his/her adjustment to others (Fallahi, 2016) [2]. The social adjustment, such as physical, emotional, and intellectual developments, is a continuous quantity gradually perfected. It is acquired during life in dealing with experience (Salehi, 2015) [3].
Piaget (1970; quoted from Havi & Samaha) defines the adjustment as a dealing and compatibility aspect with the environment interacting with a person, according to the changes which occur due to the interaction between the person and environment throughout the life, he defines an adjustment as a dynamic process.
Social adjustment refers to data processing received from the social environment and personal activity in social situations. The basis of social adjustment is to create a balance between one's desires and social critics, which can affect all aspects of individual life. The individual adjustment refers to all the strategies that a person employes to direct stressful life events (Hosseini Miqan, 2016). Research by Kent and Dioji (2012) demonstrated that adolescents with higher levels of aggression have lower levels of social adjustment.
As adolescence is a time full of stress, tension, and great evolution, many behaviors of this period can affect all the stages of personal life (Puladi, 2012) [5]. Aggression and adjustment studies of this period are very important. The students, who have not acquired essential social skills, most often have behavioral disorders, are rejected by their peers, are not popular between peers and adults, and do not able to cope with their teachers and other skilled persons as well. Social-
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individual adjustment, as the most important indicator of mental health, is one of the issues that has attracted the attention of many sociologists, psychologists, and educators in recent decades (Kent & Dioji, 2015).
Thus, the aim of the current study is to answer this question «Is there any relationship between aggression and social-individual adjustment among the first year of female high school students in Paveh city?».
Theoretical foundations of research.
Social-individual adjustment
American Psychiatric Association (2013; quoted by Ghasemi, 2014) [6] defines a social adjustment as «the coordination of the behavior to meet environmental needs that often require modification of impulses, emotions, or attitudes».
Sedighi (2011) has defined social adjustment as the best way wherein the relationship between people, groups, and cultural elements are satisfied. In other words, the relationship between people and groups is such that to provide their mutual satisfaction [7].
As a most important indicator of mental health in adolescents, social adjustment is one of the issues that has attracted the attention of many sociologists, psychologists, and educators in recent decades. Because adolescence is a sensitive period and social adjustments of youngers undergo extremely intense emotional, physical, and mental changes, and has not fully developed yet. Due to this, delay in emotional maturity can lead to serious interpersonal problems in adolescents and create social challenges for them. Additionally, social growth is the most important aspect of growth in everyone's existence, and the measurement criteria of social growth in each person are his/her adjustment to others. (Atkinson & Hilgard, 2011; translated by Braheni et al., 2014) [8].
Adjustment criteria
Certain criteria have been devised to evaluate adjustment as follows (Rastegari, 2016) [9]:
1. Psychological relief or relaxation: One of the most critical symptoms of poor compatibility is that a person feels psychologically disturbed in such a way that may be included depressive, anxiety, obsessive-compulsive, guilt or fear of illness modes and etc. Experiencing discomfort often stands for incapability of psychological adjustment (Kalhon, 2016; quoted by Raufi, 2017: 112) [10].
2. Job efficiency: Another criterion, that indicates a person has a good adjustment, is job efficiency. So, it is concluded that a person should have perfect job efficiency to have a normal adjustment (Sajjadi, 2015) [11].
3. Psychosomatic symptoms: Sometimes the only sign of improper compatibility is damage to body tissues. A normal person with good adjustment should not suffer from psychosomatic problems (Gerayee & Raheb-Manesh, 2016) [12].
4. Social acceptance: Some people are socially acceptable, i.e. they are people accepted by others (Azdadi and Solgi, 2016: 28) [13].
Factors affecting individual-social adjustment
Many factors are affecting social adjustment and contributing towards it including individual, social, and religious-moral categories (Behrad, 2011) [14].
Types of individual-social incompatibility
Ghasemi (2016: 60) divides incompatibility into three categories [15]:
Moral conflict.
An incompatible child or adult conflicts continuously with the surrounding facts and demands against his/her age and society._
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Relative incompatibility.
Individuals in this category, for their own reasons, resulting from social, family, and educational situations, need to be supervised by instructors without arranging special classes. In this incompatibility, the child is faced with a difficult situation due to dealing with problems. This condition is manifested through isolationism and seclusion, which is mostly accompanied by regular academic efficiency.
Normal incompatibility.
A normal incompatibility is referred to a person with new demands expected from him/her, responding to them requires a hard effort. Also, incompatibility depends on the moral criteria and values of a society and is a relative and credible subject. The behavior called incompatible and abnormal in one society may be compatible and normal in others. Even in certain classes and groups in society, abnormal behavior has a special meaning. This is not statical and fixed and changes over time due to social evolution, so society is always faced with the adjustment problem and, it is better to say, incompatible people, and will be. Because people must try to provide their needs and wishes in a certain social environment within a production system context and economic relations, regulations, arrangements, and cultural customs addition to the individual dimension of their needs and motivations dealt with hierarchically and accumulated from natural and artificial constraints, obstacles, problems, and limitations (Qatezadeh, 2017: 16) [16].
Aggression
Henry Powell Mason (1970) defines aggression as «behavior aimed at damaging themselves or others. Here, the intention is known and indicates aggressive behavior (Henry Powell Mason, 1970, quoted by Karimi, 2015) [17]. In particular, aggression is divided into two types: hostile aggression and instrumental aggression. Hostile aggression is an aggressive practice that comes from an aggressive feeling and aims to apply pain and injury. But in instrumental aggression, there is an intention to damage another person, however, the injury is done to achieve a goal other than the pain and suffering. Hostile aggression is divided into two types of obvious aggression and relational aggression. In obvious aggression, the child hurts others or threatens them with such damage. For example, beating, kicking, or threatening to beat a peer. But, relational aggression is divided into two types of direct aggression and indirect aggression. It is used for children who deliberately exclude other children from the group. Some researchers define this type of behavior as social aggression and independent of obvious aggression (Moshabaki, 2010) [18].
Aggression theories Frustration-aggression theory
Aggression can be the cause of any unpleasant or boring situation such as pain and nostalgia. The most important factor in creating aggression among all boring situations is frustration. If a person fails to achieve his/her goal, the resulting frustration increases the possibility of his aggressive behavior. To interpret and describe this theory, it can be said that if children and adolescents fail to achieve their goals or their wishes, they feel frustrated and this feeling is manifested as aggression (Ghorbani and Amani, 2015) [19].
Aggression-Aggression Theory
Verbal abuse and insults of others are mostly a major factor in exposing aggressive actions on another one. According to this view, children, and adolescents exposed to violence and aggression by others, such as family members, classmates, and friends, or other people, aggressively react to these behaviors due to a sense of revenge created in them (Ghaderi, 2012) [20].
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Aggression management training: a solution for aggression decrease
Teaching aggression and aggression control skills, which provide the right and appropriate ways to express and manage emotions, can be effective to reduce aggressive behavior. By using self-relaxation, positive self-talk, and self-control, one can increase self-efficacy and social skills. The outlines and training programs for aggression management are taught during 8 sessions as follows:
- Introducing the program and expressing expectations and regulations.
- Explaining the concept of aggression.
- Expressing the physical symptoms of aggression and approaches of its early detection.
- Explaining how to calm yourself.
- Explaining how to change the self-group.
- Teaching how to express aggression adaptively.
- Teaching problem-solving methods.
- Evaluating a program and answering questions (Hosseini Miqan, 2016) [4].
Research background
In a study, Hosseini Miqan (2016) [4] reviewed the descriptive and correlational relationship between attachment styles with aggression and marital conflicts in married employees of Golestan Tobacco Complex. The results show that attachment styles are considerable throughout life as well as their various stages and reduce the acquisition of proper attachment in the face of conflict and aggression in individuals.
In another research, Khodadadi (2015) [21] studied the effectiveness of aggression control strategies with stress on social adjustment of students with learning disabilities. The results show that there is a significant difference between the mean scores of pre-test and post-test in the experimental and control groups. Aggression control training increases the social adjustment of the experimental group compared to the control group. Also, the results show that this training has increased the emotional and academic adjustment of students in the experimental group.
Samadi Ahari (2015) [22], in a study, investigated the mediating role of attachment styles in the relationship between process, family content, and adjustment among female high school students in Shiraz in the academic year of 2014-2015. The analysis results of this study indicated that attachment styles have a significant mediating role concerning the process, family content, and adjustment.
Chen and Cheng (2018), in a study entitled the relationship between attachment styles and aggression among students, asserted that there is a negative relationship between safe and avoidant attachment styles and aggression components and a positive between ambivalent attachment style and aggression components [25].
In another study, Anderson (2018) [32] reviewed the relationship between attachment styles and social adjustment of adolescent students. In this regard, data were collected by a questionnaire. For this purpose, the questionnaire was presented among 117 adolescents to be completed. The results show that students with insecure and avoidant attachment styles have lower social adjustment and students with safe attachment styles have higher social adjustment.
Rama & Piterson (2017) [26], in a study, investigated the effect of aggression-communication adjustment training on students' social adjustment. For this purpose, 30 students were assigned by multi-stage cluster random sampling method and divided into two experimental and control groups by a simple random sampling method. The research instrument was two general health and social adjustment questionnaires of California. The experimental research method was also quasi-experimental. The results show that the training of regulation and control of communication aggression increases scores of the social adjustment questionnaire.
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Research method
The current research method is practical in terms of the goal and correlational-descriptive in terms of performance (implementation). The population and its demographics of this investigation contain all the first year of female high school students (2017-2018; 1200 persons) in Paveh. Among this population, 290 persons were assigned referred to the Cochran formula and stratified random sampling method. In this regard, first of all, 5 schools were randomly assigned among the all-female high schools in Paveh city. Next, two classes were randomly assigned as a sample among the classes of each school, and finally, the questionnaires were accidentally distributed among 290 students of these 10 classes. In this study, the data were collected in two ways: library method and field method. In the field method, the researcher collected the data using a questionnaire as the most common way of gathering information. They used questionnaires of this study are as follows:
Aggression questionnaire.
In this study, the Buss & Perry Aggression Questionnaire (1992) [33] is used to measure aggression. This questionnaire is a self-report tool that includes 29 terms and 4 subscales, the subscales of which are:
- Physical aggression, including 9 terms: 2-5-8-11-13-16-22-25-29.
- Verbal aggression, including 5 terms: 4-6-14-21-27.
- Anger, including 7 terms: 1-9-12-18-19-23-28.
- Hostility, including 8 terms: 3-7-10-15-17-20-24-26.
Subjects will respond to each of the terms in a 5-point spectrum: quite like me (5), somewhat like me (4), neither like me nor not like me (3), somewhat not like me (2), strongly not like me (1), and two terms 9 and 16 will be scored reversely. The total score for aggression is obtained by summing the scores of subscales.
The aggression questionnaire has acceptable validity and reliability (credibility). The results of the retest coefficient for 4 subscales (9 weeks apart) were 0.80 to 0.72 and the correlation between 4 subscales was 0.38 to 0.49. Cronbach's alpha coefficient was used to measure the internal validity of the scale. The results showed that the internal consistency of the physical aggression subscale was 0.82, that of verbal aggression subscale was 0.81, that of anger was 0.83, and that of hostility was 0.80 (Buss and Perry, 1992) [33].
Individual-social adjustment questionnaire.
In this study, the California CPI1 psychological questionnaire has been used to assess adolescents' individual-social adjustment. Clark et al. have provided the test having two poles of individual and social adjustment in 1953 to measure the various life adjustment, with 180 two-option yes/no questions. The test has 12 subscales, half of which are for measuring individual adjustment and the other half for measuring social adjustment. The general dimensions and subscales of this questionnaire are as follows:
Individual adjustment: self-reliance, self-awareness, personal freedom, sense of belonging, repressed tendencies, and neurological symptoms.
Social adjustment: social patterns, social skills, antisocial interests, family relationships, school relationships, and social relationships.
This test is in the form of true/false, in which a «0» score is assigned to the false option and a «1» score to the true option, and the scores are added together for each subject. Then, the true scores related to 15 questions are added together to give the score of each subscale. Next, the scores of all 6 scales (i.e. social patterns, social skills, antisocial interests, family relationships, school relationships, social relationships) are added together and the total score of social adjustment is acquired.
1 California Psychological Inventory
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Data analysis method.
To analyze the data, SPSS statistical software was used and the results were analyzed in two parts of descriptive statistics, such as mean and standard deviation, and inferential statistics including Pearson correlation and regression tests.
Results. Descriptive statistics
Table 1. Descriptive indicators and normal variables of this study
Independent variable Subscale Number Mean Standard deviation K-S Significance
Physical 290 20.40 6.340 0.571 0.900
Verbal 290 13.14 4.178 0.942 0.337
Aggression Anger 290 18.31 5.155 0.614 0.845
Hostility 290 20.09 5.277 0.930 0.352
Aggression 290 71.94 16.718 0.629 0.842
Criterion variable
Individual adjustment Self-reliance 290 9.69 2.003 1.142 0.142
Self-awareness 290 10.09 1.862 1.115 0.167
Personal freedom 290 10.18 2.251 1.133 0.152
Sense of belonging 290 10.54 2.234 1.157 0.138
Repressed tendencies 290 9.75 1.669 1.199 0.117
Neurological symptoms 290 9.20 1.544 1.025 0.245
Overall individual adjustment score 290 59.45 9.176 1.112 0.169
Social adjustment Social patterns 290 9.39 1.831 1.130 0.155
Social skills 290 9.59 1.836 0.968 0.306
Antisocial interests 290 10.57 1.791 1.317 0.062
Family relationships 290 9.72 1.919 1.116 0.162
School relationships 290 9.28 1.643 1.167 0.131
Social relationships 290 10.11 1.628 1.127 0.157
Overall social adjustment score 290 58.65 7.946 1.291 0.071
Individual- social adjustment 290 118.10 12.786 1.309 0.065
Table 1 shows the mean and standard deviation of aggression and adjustment variables. It is observed that the mean and standard deviation of aggression are 71.94 and 16.718, respectively, and the mean of safe, avoidant, and anxious attachment styles are 15.31, 15.01, and 14.83, respectively. Also, the mean and standard deviation of individual adjustment were 59.45 and 9.176, respectively, and the mean and standard deviation of social adjustment were 58.65
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and 7.946, respectively. Also the mean and standard deviation of individual-social adjustment were 118.10 and 12.786, respectively. Also in this table, the normal variable data of the research criterion are investigated using the Kolmogorov-Smirnov test. It is observed that the significance level of this test for the variables is greater than 0.05, so it is concluded that the data of this variable are normal at a 95 % confidence level.
Investigating the research hypotheses.
Hypothesis 1: There is a significant relationship between aggression and individual-social adjustment in students.
Table 2. Correlation coefficient between aggression and individual-social adjustment
Variable Self-reliance Self-awareness Personal freedom Sense of belonging Repressed tendencies Neurological symptoms Individu al adjust ment Individua l-social adjust ment
Physical -0.176** -0.226** -0.249** -0.244** -0.136* -0.144* -0.253**
Verbal -0.130* -0.181** -0.259** -0.291** -0.173** -0.201** -0.265**
Anger -0.210** -0.233** -0.264** -0.345** -0.245** -0.226** -0.325**
Hostility -0.265** -0.213** -0.291** -0.302** -0.212** -0.272** -0.330**
Aggression -0.248** -0.270** -0.332** -0.367** -0.238** -0.260** -0.367**
Variable Social patterns Social skills Antisoci al interests Family relations hips School relationships Social relationships Social adjust ment
Physical -0.205** -0.187** -0.177** -0.223** -0.156** -0.212** -0.260** -0.343**
Verbal -0.223** -0.158** -0.197** -0.245** -0.152** -0.277** -0.280** -0.364**
Anger -0.262** -0.224** -0.215** -0.243** -0.215** -0.269** -0.319** -0.431**
Hostility -0.233** -0.204** 0.295** -0.268** -0.111* 0.248** -0.306** -0.427**
Aggression -0.288** -0.244** -0.276** -0.305** -0.199** -0.311** -0.363** -0.489**
* Significance at a level of 0.05, ** Significance at a level of 0.01, Number=290 persons
Table 2 shows the correlation between the total score of aggression with components and the total score of individual-social adjustment. It can be seen that the coefficient values of Pearson correlation between aggression scores, with dimensions of individual-social adjustment, are negative and significant at the level of P < 0.05. Also, the coefficient values of Pearson correlation between aggression scores, with individual adjustment, social adjustment, and the total individual-social adjustment scores, are -0.367, -0.363, and -0.489, respectively, as well as significant at the level of P < 0.05. So, it is concluded that there is a significant and inverse relationship between aggression scores and individual-social adjustment.
Hypothesis 2: Individual-social adjustment can be predicted by aggression in students.
Table 3. Correlation coefficients of the regression model for prediction of individual-social adjustment
Multiple correlation coefficient Coefficient of determination The adjusted coefficient of determination The standard deviation of estimation error
0.554 0.307 0.297 10.718
Table 3 shows that the multiple correlation coefficient between the linear combination of predictor variables and individual-social adjustment is 0.55 and these predictor variables explain the variance of 0.31 for students' individual-social adjustment in total.
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Table 4. The regression model for prediction of individual-social adjustment
Total sum of squares The degree of freedom Mean square F Significance
Regression 14507/бб 4 3626.915 31.572 0.001
Residual 32740.44 285 114.879
Toral 47248.10 289
Table 4 shows the regression model predicting individual-social adjustment through attachment and aggression styles in students. The value of F is equal to 31.572 and significant at the level of P < 0.05, so simultaneous multiple linear regression is significant for individual-social adjustment and predictor variables.
Table 5. Standard coefficients of predictor variables
Significance t Standard coefficient Standard error Initial estimate
Model constant 142.009 б.79б 20.897 0.001
Aggression -0.315 0.040 -0.412 -7.8б8 0.001
Safe 0.703 0.230 0.1б7 3.0б1 0.002
Avoidant -0.б89 0.254 -0.145 -2.713 0.007
Anxious -0.110 0.139 -0.043 -0.790 0.430
Table 5 shows the standard coefficients of the predictor variables in the above regression model. It is observed that for each unit increase in the standard deviation of safe attachment style scores, individual-social adjustment scores increase by 0.167 standard deviation. For each unit increase in standard deviation, aggression scores plus avoidant attachment style scores, and individual-social adjustment scores decrease by 0.412 and 0.145, respectively.
Discussion and conclusion
In this study, the relationship between aggression and individual-social adjustment among female high school students in Paveh city was reviewed. The results depicted that there is a significant relationship between aggression and individual-social adjustment in students. The coefficient values of Pearson correlation between aggression scores with dimensions of individual-social adjustment are negative and significant at the level of P < 0.05. Also, The coefficient values of Pearson correlation between aggression scores with individual adjustment scores, social adjustment scores, and the total individual-social adjustment scores are -0.367, -0.363, and -0.489, respectively, and significant at the level of P < 0.05. Therefore, there is a significant and inverse relationship between aggression scores and individual-social adjustment scores.
These results are consistent with the findings of Danone (2015) [30], Khodadai (1394) [21], Kent and Dioji (2012) [28].
To explain these findings, it can be said that the reason for the negative relationship between the level of social adjustment in the students and the level of aggression is that people with higher social adjustment capability can have better-balanced behavior in social communication, and based on lack of familiarity with social conditions not to show aggressive or emotional reactions. In other words, they can adapt themselves quickly to stressful social situations, using their adaptive capabilities, and avoid negative emotions such as fear and aggression. Social adjustment gives a kind of defensive shield for interpersonal communication to individuals who have less uncontrolled emotions in the context of using this shield; aggression is a kind of uncontrolled emotional behavior in the social context.
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In a study, Khodadadi (2015) [21] shows that there is a significant difference between mean scores of pre-test and post-test in the experimental and control groups. Aggression control training increases the social adjustment of the experimental group compared to the control group. The results also show that this training has increased the emotional and academic adjustment of students in the experimental group. Miranson (2013) [27], in the other study, reviewed the relationship between aggression and individual-social adjustment in students. The sample included 270 primary school students. The data analysis results of the multivariate regression method show that there is a positive relationship between aggression and students' individual and social adjustment.
Also in a study, Danon (2015) [30] investigated the relationship between social adjustment and aggression among primary school students. The results of his study show that there is a negative and significant relationship between social adjustment and all components of aggression (physical and instrumental).
Moreover, findings indicate that individual-social adjustment can be predicated by attachment and aggression styles in the students.
Multiple linear regression coefficients are significant for individual-social adjustment and predictor variables (P < 0.01. F(4.285) = 31.572. R2 = 0.31. R = 0.55). Accordingly, the multiple correlation coefficient between the linear combination of predictor variables and individual-social adjustment is equal to 0.55; the predictor variables explain the variance of 0.31 for students' individual-social adjustment in total. For each unit increase in standard deviation, individual-social adjustment scores increase by 0.167 standard deviation. For each unit increase in standard deviation, aggression scores and individual-social adjustment scores decrease by 0.412 and 0.145 standard deviation, respectively.
These results are consistent with the findings of Samadi Ahari (2015) [22], Anderson (2018), Rama and Piterson (2017) [31], Hosseini Miqan (2016), Chen and Cheng (2018) [25], Danone (2015) [30], and Kent and Dioji (2012) [28].
To explain these findings, it is noted that social adjustment is behavior affected by many factors. Childhood traits and characteristics, caused by attachment styles, provide the basis for many right and wrong interpersonal behaviors in the field of social communication. Because people have learned how to react to interpersonal communication due to their type of attachment style; if the attachment is safe, rational, and reasonable behaviors resulting from the safe attachment can better create areas of social adjustment. Also, people, who do not enable to control negative emotions such as aggression, are not able to create effective and adaptive communication in social areas.
Yaqtin (2012) [23], in research, shows that there is an inverse and significant relationship between attachment styles and students' social adjustment. Also, Havi & Samaha (2016) [29], in research, show that there is a significant relationship between attachment styles and social adjustment. In another study, Kent & Dioji (2012) [28] found that adolescents with higher levels of aggression had lower levels of social adjustment. Jahnson & Rabertan (2014) [24], in their research, reviewed the relationship between attachment styles and aggression in adolescent girls. The results showed that among attachment styles, two insecure-avoidant and insecure ambivalent styles had a positive and significant relationship with aggression and there was a negative and significant relationship between safe attachment style and aggression.
Based on these research findings, it is proposed that group courses of emotion regulation and emotion management should be held by school counseling centers for students with aggression scores above the average to control the level of aggression. It is also suggested that the students with below-average levels of social adjustment should be included in group communication and social skills training courses by school counseling centers.
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Информация о статье:
Статья поступила в редакцию: 11.07.2022; одобрена после рецензирования: 19.0 8.2022; принята к публикации: 29.08.2022 Information about the article:
The article was submitted to the editorial office: 11.07.2022; approved after review: 19.08.2022; accepted for publication: 29.08.2022
Информация об авторах:
Надя Эбрахими, магистр общей психологии, Университет Паяме Нур, Махабад, Иран (19569, Иран, Тегеран, ул. Наджаль)
Али Мостафайе, доцент кафедры психологии Университета Паяме Нур, Западный Азербайджан, Иран (19569, Иран, Тегеран, ул. Наджаль)
Химан Махмуд Факхе, доцент кафедры психологии Университета Паяме Нур, Махабад, Иран (19569, Иран, Тегеран, ул. Наджаль)
Information about authors:
Nadia Ebrahimi, master of general psychology, Payame Noor University, Mahabad, Iran (19569, Iran, Tehran, Najal st.)
Ali Mostafaye, associate professor, department of psychology, Payame Nur University, Western Azerbaijan, Iran (19569, Iran, Tehran, Najal st.)
Himan Mahmoud Fakhe, associate professor, department of psychology, Payame Noor University, Mahabad, Iran (19569, Iran, Tehran, Najal st.)
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