A new approach to children's education quarterly

A new approach to children's education quarterly

The lived experience of teachers of rural multi-grade schools on the factors of aggression of primary school students

Document Type : Original Article

Authors
1 PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan shahid madani university, Tabriz, Iran
2 Professor of Educational Psychology, Faculty of Educational Sciences and Psychology, Azarbaijan shahid madani university, Tabriz, Iran
3 Associate Professor of Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan shahid madani university, Tabriz, Iran
Abstract
Purpose: The present study was conducted with the aim of investigating the lived experience of rural multi-grade school teachers on the factors of aggression among primary school students. The present study was of a qualitative type and based on a phenomenological approach. Method: In this study, 20 primary school teachers from multi-grade rural schools who were teaching in 1402-1401 were selected by purposive sampling method. The data was collected using semi-structured interviews, and for data analysis, Smith's phenomenological method was used, during which 5 main themes and 27 sub-themes were extracted from the data. Findings: The findings showed that in the definition of aggression, examples of aggressive behavior and underlying causes of aggression are aligned with the background, but different results were seen in relation to teachers' performance against aggression; According to the personal style of the rules in the classroom, teachers use different methods against aggression, including talking and preaching, anger and showing anger, corporal punishment, referring to the school principal, applying behavior modification techniques, referring to The counselor used to call parents to school, remind them of disciplinary rules, and use the scoring mechanism to create a friendly atmosphere.
Keywords

Subjects


Al Ali, N. M., Gharaibeh, M., & Masadeh, M. J. (2017). Students’ perceptions of characteristics of victims and perpetrators of bullying in public schools in Jordan. Nursing research, 66(1), 40-48.‏
Alam, K. H., Halder, U. K. (2018). Aggression and academic achievement of higher secondary students. North Asian International Research Journal of Social Science & Humanities, 4(4), 2454-9827.
Ammermueller, A (2012). Violence in European schools: A widespread phenomenon that matters for educational, Labour Economics Journal, 19: 908– 922.
Baiden, P., Stewart, S. L. & Fallon, B. (2017). The mediating effect of depressive symptoms on the relationship between bullying victimization and non-suicidal self-injury among adolescents: Findings from community and inpatient mental health settings in Ontario, Canada. Psychiatry Research, 255: 238-247.
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.‏
Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108(5), 362-375.‏
Bazargan, Z., Gholamali Lavasani, M. (2003). Physical violence in school and strategies to prevent and reduce it. Educational Innovations, 2(6), 13-30. [Persian]
Bhave, Sy. (2023). Aggression in School Students: An Intervention Focused Approach. Journal of medical and public health, doi: 10.33597/2766-8355-v4-id1060
Bierman, K. L., Smoot, D. L., & Aumiller, K. (1993). Characteristics of aggressive‐rejected, aggressive (nonrejected), and rejected (nonaggressive) boys. Child development, 64(1), 139-151.
Blomart.j.(2001). Preventing violence within the primary school environment,violence in school. Debarbieux, E. and Blaya, C., ESF.
Cavalcanti, J. G., & Pimentel, C. E. (2016). Personality and aggression: A contribution of the General Aggression Model. Estudos de Psicologia (Campinas), 33, 443-451.‏
Connor, D. F. (2012). Aggression and antisocial behaviot in children andadolescent.
Dorlen, R., Ducharme, E., & Swearer, S. (2011). How parents, teachers and kids can take action to prevent bullying.‏
Espelage, D., Anderman, E. M., Brown., V. E., Jones, A., Lane, K. L., McMahon, S. D., Reddy, LA., Reynolds, C. R. (2013). Understanding and preventing violence directed against teachers. American psychologist, 68(2), 75-87. http://dx.doi.org/10.1037/a0031307
Fathi Azar, S. Teaching methods and techniques. Tabriz: Tabriz University Publications; 2017. [Persian]
Fox, J. and DeLateur, M. (2014). Mass shootings in America: moving beyond Newtown. Homicide Studies, 18,125–145.
Gal, M., Borg, V, Gal, J. (2005) Quantitative and qualitative research methods in educational sciences and psychology, translated by Nasr et al. (2005), Tehran, Amirkabir Publications. [Persian]
Ghaderpour, S., Mortezanejad, N. (2021). The lived experience of elementary school teachers is one of the reasons for increasing violence against teachers. Research in elementary science education, 3(5), 76-89. SID. https://sid.ir/paper/950844/fa. [Persian]
Grobler, G. W. (2018). Narratives of teachers’ experiences of school violence and ethics of care (Doctoral dissertation, Stellenbosch: Stellenbosch University).‏
Hojjati, M., Abbasi, M., Gadhampour, A. (2022). Modeling aggression in school based on family functioning, neuroticism and school climate: the mediating role of belief in aggression, empathy and attachment to school. Social psychology researches, 77-98 12(47). [Persian]
Hopwood, C. J., Stahlmann, A. G., & Bleidorn, W. (2023). Personality and compassion for animals. Anthrozoös, 36(1), 69-81.
Hyatt, C. S., Zeichner, A., & Miller, J. D. (2019). Laboratory aggression and personality traits: A meta-analytic review. Psychology of Violence, 9(6), 675.‏
Ioverno, S., & Russell, S. T. (2022). School climate perceptions at the intersection of sex, grade, sexual, and gender identity. Journal of Research on Adolescence, 32(1), 325-336.‏
Larson, J. (2008). Angry and aggressive students. Principal Leadership, 8(5), 12-15.‏
Lee, A. H., & DiGiuseppe, R. (2018). Anger and aggression treatments: a review of meta-analyses. Current opinion in psychology, 19, 65-74.
Lemercier-Dugarin, M., Romo, L., Tijus, C., & Zerhouni, O. (2021). “Who are the Cyka Blyat?” how empathy, impulsivity, and motivations to play predict aggressive behaviors in multiplayer online games. Cyberpsychology, Behavior, and Social Networking, 24(1), 63-69.‏
Leschied, A.W., Cummings, A.L., Van Brunschot, M., Cunningham, A., & Saunders, A. (2001). Aggression in adolescent girls: Implications for policy, prevention, and treatment. Canadian Psychology/Psychologie Canadienne, 42(3), 200.‏
Liu, G., Meng, Y., Pan, Y., Ma, Y., & Zhang, D. (2021). Mediating effect of dark triad personality traits on the relationship between parental emotional warmth and aggression. Journal of interpersonal violence, 36(21-22), 9924-9940.‏
Malonda, E., Llorca, A., Mesurado, B., Samper, P., & Mestre, M. V. (2019). Parents or peers? Predictors of prosocial behavior and aggression: A longitudinal study. Frontiers in psychology, 10, 469011.‏
Mami, Sh., Nadri, M. (2014). Effective factors in people's aggression and ways to deal with it. Humanities Research, 31(5), 75-90. [Persian]
Masluk, B., Gascón-Santos, S., Oliván-Blázquez, B., Bartolomé-Moreno, C., Albesa, A., Alda, M., & Magallón-Botaya, R. (2022). The role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers. Frontiers in psychology, 13, 1059899.‏
McGEE, R. O. B., Williams, S., & Silva, P. A. (1984). Behavioral and developmental characteristics of aggressive, hyperactive and aggressive-hyperactive boys. Journal of the American Academy of Child Psychiatry, 23(3), 270-279.
Meland, E., Rydning, J. H., Lobben, S., Breidablik, H. J., & Ekeland, T. J. (2010). Emotional, self-conceptual, and relational characteristics of bullies and the bullied. Scandinavian journal of public health, 38(4), 359-367.
Mitchell, D. M., & Borg, T. (2013). Examining the lived experience of bullying: A review of the literature from an Australian perspective. Pastoral Care in Education, 31(2), 142-155.‏
Moher N. (2018). Psychiatric mental health nursing. New York: Wiley & Sons
Muhammad, Y., & Anis, F. (2021). Bullying in universities: A qualitative analysis of the lived experiences of students with special needs. sjesr, 4(1), 388-397.
Porcerelli, J. H., Cogan, R., & Hibbard, S. (2004). Personality characteristics of partner violent men: A Q-sort approach. Journal of Personality Disorders, 18(2), 151-162.
Portaleb, N., Fathi Azar, A., Adib, Y. (2018). Investigating teachers' lived experiences of students' bullying behavior: a phenomenological approach. Qualitative Research in Health Sciences, 8(2), 143-153. [Persian]
Quas, J., & Dickerson, K. (2021). Emotional awareness, empathy, and generosity in high-risk youths.
Rahimi, A., Ahmadi, H., Najafi, S. (2022). Analysis of teachers' lived experiences of factors affecting violence among primary school students. New Strategies Quarterly in Psychology and Educational Sciences 4(14), 84-93. [Persian]
Rizzotto, J. S., & França, M. T. A. (2022). Indiscipline: The school climate of Brazilian schools and the impact on student performance. International Journal of Educational Development, 94, 102657.‏
Rosen LH, Rubin LJ. Bullying. In: Naples N, Hoogland RC, Wickramasinghe M, Angela Wong WC. Encyclopedia of Gender and Sexuality Studies. US: Wiley Blackwell; 2016.
Safari, Kh. (2019). Investigating bullying behavior in primary school students in Hormozgan. Ormazd Research Journal, - (50 (Appendix No. 2)), 114-136. SID. https://sid.ir/paper/519276/fa. [Persian]
Saif, A. A. 2018 Behavior change and behavioral therapy (theories and techniques). 8th edition, Tehran: Duran Publications; 2018. [Persian]
Salimi, N., Karimi-Shahanjarini, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2019). Aggression and its predictors among elementary students. Journal of injury and violence research, 11(2), 159.‏
Sarmad, Z., Bazargan, A. and Hejazi, A. (2014). Research methods in behavioral sciences, Tehran, Agha. [Persian]
School Violence and Bullying: Global Status Report. (2017). France: UNESCO.
Siri, S., and Siri, N. (2015). The relationship between family cohesion and the level of aggression of middle school students in Pakdasht city, Tehran province. New Ideas in Science and Technology, 1(1 (series 1)), 37-55. SID. https://sid.ir/paper/256111/fa. [Persian]
Suh, E. S. (2019). The effects of therapeutic group drumming with Korean middle school students on aggression as related to school violence prevention. The Arts in Psychotherapy, 66, 101583.
Suman, Kumari., Mohd, Shoaib, Mir. (2018). Aggression and its impact on academic performance. Journal of emerging technologies and innovative research, 
Suryaningrat, R. D., Mangunsong, F. M., & Riantoputra, C. D. (2020). Teachers' aggressive behaviors: what is considered acceptable and why?. Heliyon, 6(10).‏
Sutatminingsih, R., & Ervika, E. (2022). The Effect of Family Functioning on Aggressive Behavior in Adolescents in Medan City. Contagion: Scientific Periodical Journal of Public Health and Coastal Health, 3(2), 97-104.‏
Talat El-Nady, M. (2021). Effect of family relations and school environment on aggressive behavior of school age students. Egyptian Journal of Health Care, 12(2), 981-997.‏
ul Kashif, N., Bashir, F., Ahmad, R., & Nasim, I. (2022). Aggressive Students’ Academic Performance: Teachers’ Insight. Review of Economics and Development Studies, 8(2), 155-165.‏
UNESCO, Ÿ. (2011). Stopping violence in schools: A guide for teachers. UNESCO.‏
Valinejad, M. (2017). Discrimination between students: Phenomenology of the experience of students deprived of justice. The blog of the Publications and Educational Technology Office of the Ministry of Education. https://www.roshdmag.ir[Persian]
Van der Merwe, D. S., Myburgh, C. P. H., & Poggenpoel, M. (2015). The experience of aggression by female teachers in the workplace. Health SA Gesondheid, 20(1), 66-74.
Varela, J. J., Sánchez, P. A., De Tezanos-Pinto, P., Chuecas, J., Benavente, M. (2021). School climate, bullying and mental health among Chilean adolescents. Child Indicators Research, 14(6), 2249-2264.‏
Williams, C., Richardson, D. S., Hammock, G. S., & Janit, A. S. (2012). Perceptions of physical and psychological aggression in close relationships: A review. Aggression and Violent Behavior, 17(6), 489-494.
Works, D. M. (2015). Teachers' experiences concerning the rise in student aggression.‏
Yizhen, Y., Junxia, S., Yan, H., & Jun, W. (2006). Relationship between family characteristics and aggressive behaviors of children and adolescents. Journal of Huazhong University of Science and Technology [Medical Sciences], 26, 380-383.‏
Zacher, E.J. (2009). School counselor perspectives on bullying behavior in urban middle school settings.‏
Zare Moghadam, A., Mohammadi Moghadam, S. (2018). The relationship between family functioning and the aggression of Farhangian University students in Birjand. Khorasan Social Cultural Studies 12(2), 7-24. [Persian]

  • Receive Date 24 April 2024
  • Revise Date 17 June 2024
  • Accept Date 19 June 2024
  • First Publish Date 19 June 2024
  • Publish Date 20 June 2024