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ПРЕДСТАВЛЕНИЕ НАУЧНОЙ РАБОТЫ
THE IMPACT OF PARENTS ATTITUDE FEATURES ON OF ADOLESCENT AGGRESSION
Aderkas Anton Maksimovich, St. Petersburg State University, St. Petersburg,
E-mail: anton.aderkas@gmail.com
Kovaleva Valeria Alekseevna, St. Petersburg State University, St. Petersburg,
E-mail: valeria.kovaleva9419@gmail.com
Skuratova Ksenia Andreevna, St. Petersburg State University, St. Petersburg,
E-mail: st013890@student.spbu.ru
Abstract. The research is dedicated to the problem of adolescent aggressiveness. The reasons of adolescent aggressiveness are also discussed. The research also examines the impact and role of certain features of family education on the adolescent aggressiveness. Based on the findings of the study, the models were built to predict the impact of these factors. This article can be applied in practice underlining on which features of child-parent relationship should be considered by a psychologist dealing with aggressive adolescents.
Key words: aggressiveness, adolescence, child-parent relationships.
The rise of aggressive behavior in adolescence is one of the most frequent challenge faced by families. The majority of problems directly or indirectly are connected with their aggressiveness and hostility. It is that age causes the greatest problems both for teenagers and parents.
In essence, the adolescence should be considered as a special period of life separated from the childhood and maturity.
Such problem was described by L.I. Bozhovich: in social conditions teenagers have a marginal status, they are no longer considered as kids but also they are not adults. This status leads to contradictions in teenager's behavior. They actively reach to emancipation but at the same time they require support and parent's approval. [1]. L.S. Vugotsky also pointed to contradictions of this age. In this age the adolescents are trying to get involved in the adult culture, at the same time they are involved into the process of individuation and the formation of their unique "self' [8].
Such internal contradictions cause misunderstanding in relationships with parents and increase hostility and aggressiveness.
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
Turning to the description of aggressiveness it should be noted that actually there are various understandings of this phenomenon. R.S.Nemov united concepts of aggressiveness and hostility as equal. According to R.S. Nemov, the aggressiveness is a behavior of a certain person towards other people aimed at harm [5].
Conversely, A. Bass divided these two concepts. He defined the hostility as a response to the act accompanied by negative sentiments and negative evaluation of the environment. And the aggressiveness, according to A.Bass, is a feedback which can harm another person [2; 3; 4]. This position I used in my research.
Research methods
In a research participated 24 adolescents, 13 adolescent females and 11 adolescent males aged 13 to 16 years.
For the study of the features of family education was used Inventory «Parents are assessed by children» (ROD) E.G. Eidemiller, V. Ustizkis - Modification for children and adolescents I.A. Furmanov, A.A. Aladin [6].
For evaluation of aggressiveness was used Inventory «Buss-Durkee Hostility Inventory» A.H. Buss, A. Durkee (BDHI), Modification for children and adolescents G.A. Zukerman [7]. For the study of the impact of the features was used regression analysis (stepwise) in the IBM SPSS Statistics 23.
Results
Using the inventory «Parents are assessed by children» (ROD) the following data was obtained:
Table 1.
Results of the Inventory «Parents are assessed by children» (ROD)
Scale name Norm Mean Std. Deviation
Hyperprotection 5 5,23 2,351
Indulging 4 4,23 2,006
Hypoprotection 6 4,23 2,386
Phobia loss of a child 6 4,23 1,092
Expanding the scope of parental feelings 6 3,85 1,519
The instability of the style of education 4 3,54 1,05
Minimum sanctions 3 2,69 1,032
The projection of their own qualities on the child 3 2,54 1,266
Excessive requirements-duties 3 2,54 0,776
Lack of requirements-prohibitions 2 2,23 1,235
Bringing conflict into the sphere of family education 3 1,92 1,256
Lack of requirements-duties 3 1,92 1,605
Parental Uncertainty 2 1,85 1,068
Ignoring the needs of the child 3 1,85 1,345
Excessive requirements-prohibitions 3 1,77 1,235
Underdevelopment of parental feelings 6 1,69 2,359
Excessive sanctions 3 1,46 0,967
Preference in the teenager of children's qualities 3 1,46 1,506
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ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
Using the inventory «Buss-Durkee Hostile Inventory» (BDHI) the following data was obtained:
Table 2
Results Buss-Durkee Hostility Inventory (BDHI)
Scale name Norm Mean Std. Deviation
Assault 2-3 2,92 1,847
Indirect hostility 2-3 2,77 1,092
Irritability 2-3 2,69 1,316
Negativism 2-3 3,31 1,494
Resentment 2-3 2,54 1,330
Suspicion 2-3 2,23 1,423
Verbal hostility 2-3 2,46 1,506
Guilt 2-3 2,92 0,954
For the study of the impact of the features of family education and building forecasting models of aggressiveness and hostility was used regression analysis (stepwise) in the IBM SPSS Statistics 23. As a result we obtained formulas mentioned below.
Fig. 2 Plot's of Regression: irritability and negativism
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
Resentment = 0.437*(The projection of their own qualities on the child) + 0.189*(Hyperprotection) + 0.505.
Suspicion = 0.505*(Lack of requirements-duties) + 1.136. Verbal hostility = 0.531*(Hypoprotection) - 0.619* (Excessive requirements-prohibitions) + 0.392*(Bringing conflict into the sphere of family education) - 0.558* (Lack of requirements-duties) + 1.087.
Guilt = 0.362* (Expanding the scope of parental feelings) + 1.087.
Fig. 3 Plot's of Regression: resentment and suspicion
Fig. 7 Plot of Regression: verbal hostility and guilt
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
Conclusions
The results of this research demonstrate the influence of special characteristics of family education on the teen aggressiveness. It was found out that the majority of them are the factors that have a significantly impact on the aggressiveness and some of them, for example Hypoprotection, affects at the same time various forms of aggressiveness. On the base of the performed analysis were built the models which enable us to predict the changing of aggressiveness and hostility during the changes of family education. The results may be applied in practice with aggressive adolescents. For example, it shows on which features of parents' behavior should be considered by a psychologist during a psychological correction of the adolescent.
References:
1. Bozovich L.I. Personality and its formation in childhood [Lichnost i ee formirovanie v detskom vozraste] / L.I. Bozovic - St. Petersburg: Piter, 2013. - 400 p.
2. Brad J. Bushman, Harris M. Cooper, Kevin M. Lemke (1991). "Meta-analysis of factor analyses: an illustration using the Buss-Durkee Hostility Inventory". PSPB 17: 344-349.
3. Buss A.H., Durkee A. (1957). An inventory for assessing different kinds of hostility. Journal of Consulting Psychology, 21, 343-349 pp.
4. Buss A.H., Perry M. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63, 452-459 pp.
5. Nemov R.S. General psychology: in 3 parts: P.3: Personality psychology. [Obshchaya psihologiya: in 3 parts: P.3: Psihologiya lichnosti] / R.S. Nemov -Moscow: Yurayt, 2014. - 752 p.
6. Olifirovich N.I. Psychology of family crises [Psihologiya semeinih krizisov]. /N.I. Olifirovich, T.A. Zinkevich-Kuzemkina, T.A. Velenta - Moscow: Rech, 2006. - 360 p.
7. Raygorodsky D.Y. Practical psychodiagnostics. Methods and tests. [Prakticheskaya psihodiagnostika. Metodiki i testy] / D.I. Raygorodsky - Moscow: Bakhrakh-M, 2011. - 672 p.
8. Vygotsky L.S. Psychology of child development [Psihologiya razvitiya rebenka] -Moscow: Eksmo, 2013. - 512 p.
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