A Cross Cultural Study on Aggression in a Group of college students: Implications for College Instructors

Bilal Ahmad Lone

Abstract


Cross culture is an important factor that plays a role in aggression. Aggression is a form of social behaviour. It is also distinguished on the parameter of antisocial and prosocial aggression. Unprovoked criminal acts are antisocial aggression. For example, assault and battery, raging and gang beating clearly violate social norms in the colleges .But aggressive acts dictated by social norms are called prosocial aggression. For example, acts of college law enforcement, appropriate parental discipline or obeying the orders of teachers in wartime are regarded as necessary and may be classified as prosocial aggression. Socio-cultural factors such as changes in class roles, academic pressure, course work, child abuse, student discrimination, diverse category students, unemployed parents, and community racial tension are often regarded as contributing factors to personal violence in the schools and colleges. Adolescence can be a stressful period, and is the most common age when serious mental health conditions like Aggression, anxiety, and depression typically begin. Upon entering a post-secondary institute, students may face intense academic pressures along with for the first time being separated from family, friends and getting classmates from different cultures. Since stress and lack of belonging are risk factors in the development of mental health problems among college students, it is necessary that college instructors attempt to offer acknowledge the importance of student mental health self-care, and to create caring learning communities. College student services can also offer information regarding mental health services and resources that may be helpful for students at risk

Keywords


Aggression, Anxiety, Stress, Academic Adversity.

Full Text:

PDF

References


Anderson, V. (2007). An online survey to assess student anxiety and attitude response to six different mathematical problems. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasian, Vol. 1, 1−10.

Brenda, H.S. and Tillson, L. (2007). Strategies to improve students’ presentation skill. Journal of Applied Topics in Business and Economics, 1−6.

Constantine, M. G., & Blackmon, S. M. (2002). Black adolescents’ racial socialization experiences: Their relations to home, school, and peer self-esteem. Journal of Black Studies, 32, 322-335.

Council for the Accreditation of Counseling and Related Educational Programs. (2009). CACREP accreditation standards and procedures manual. Alexandria, VA: Author.

Davis, M., Dias-Bowie, Y., Greenberg, K., Klukken, G., Pollio, H. R., Thomas, S. P., & Thompson, C. L. (2004). A fly in the buttermilk: Descriptions of university life by successful Black undergraduate students at a predominately White south-eastern university. Journal of Higher Education, 75, 420-445.

Demo, R. M., & Parker, K. D. (1987). Academic achievement and self-esteem among Black and White college students. Journal of Social Psychology, 127, 345-355.

Duncan, G. (1994). Families and neighbors as sources of disadvantage in the schooling decisions of White and Black adolescents. American Journal of Education, 103, 20–53.

Farkas, G. (2003). Racial disparities and discrimination in education: What do we know, how do we know it, and what do we need to know? Teachers College Record,105, 1119-1146.

Ferguson, R. F. (2003). Teachers' perceptions and expectations and the Black-White test score gap. Urban Education, 48, 460-507.

Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63, 103-115.

Longitudinal effects of student mobility on three dimensions of elementary school engagement. Child Development, 79, 1833-1852.

Verma, B.P., 1996, Test of Anxiety and Study habits: A study of their main and interaction effects on Academic Achievement. Indian J. App. Psy., 33(2): 55-61.

Vijayalaxmi, N. and Natesan, H., 1992, Factors influencing academic achievement. Research Highlights, 2: 62.

Wangoo, M.L. and Khan, M.A., 1991, Socio economic status and academic achievement – A Comparative study of Govt. and Pvt. School Students – Indian Psy. Rev., 36(2): 1-10.

Yenagi, G.V., 2001, The impact of self perception, work values and socio-cultural factors on study habits of intellectually gifted and non-gifted Pre-University College students, Ph.D. Thesis, Karnataka University, Dharwad.

Yenagi, G.V., 2006, Study habits as a function of self perception among intellectually gifted and non-gifted students. J. Edu. Res. Ext., 2(1): 50-56.

Zarb, J.M., 1981, Non-academic predictors of successful academic in a normal adolescent sample. Adolescence, 16(64): 891-900.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.