Investigation of Relationship between High School Students’ Level of School Attachment and Aggression
Author :
Abstract
The aim of this research is to examine high school students’ school attachment level according to the academic success and communication with family and friends variables. Also this study aims to examine high school students’ aggression level according to academic success, exposure to violence, the tendency for committing violence at school and communication with family and friends variables. In addition, examining the correlation between the level of aggression and the school attachment is aimed. Research population consists of 454 students studying at high schools in Nevşehir in 2016- 2017 academic year. School attachment scale and aggression scale are used as data collection tool. Independent samples t-Test, Mann-Whitney U test, Kruskal-Wallis H test and One Way Anova test, Tukey Multiple Comparison test and Spearman’s rho correlation analysis are used in consequence of these analyses. Eta squared (?2) formula and Jonckheere-Terpstra test are applied for calculation of influence quantities. Goodness of fit index (X2/sd, SRMR, NNFI, CFI, GFI and AGF) was analyzed for confirmatory factor analysis, and RMSEA value (Root Mean Square Error of Approximation) in the path analysis was examined. According to study results, high school students’ school attachment scores are high and aggression scores are moderate. Additionally there is a negative and lower relation between high school students’ school attachment and aggression behaviours.
Keywords
Abstract
The aim of this research is to examine high school students’ school attachment level according to the academic success and communication with family and friends variables. Also this study aims to examine high school students’ aggression level according to academic success, exposure to violence, the tendency for committing violence at school and communication with family and friends variables. In addition, examining the correlation between the level of aggression and the school attachment is aimed. Research population consists of 454 students studying at high schools in Nevşehir in 2016- 2017 academic year. School attachment scale and aggression scale are used as data collection tool. Independent samples t-Test, Mann-Whitney U test, Kruskal-Wallis H test and One Way Anova test, Tukey Multiple Comparison test and Spearman’s rho correlation analysis are used in consequence of these analyses. Eta squared (?2) formula and Jonckheere-Terpstra test are applied for calculation of influence quantities. Goodness of fit index (X2/sd, SRMR, NNFI, CFI, GFI and AGF) was analyzed for confirmatory factor analysis, and RMSEA value (Root Mean Square Error of Approximation) in the path analysis was examined. According to study results, high school students’ school attachment scores are high and aggression scores are moderate. Additionally there is a negative and lower relation between high school students’ school attachment and aggression behaviours.
Keywords
- Altuntaş, S., & Sezer, Ö. (2017). Ortaokul öğrencilerinin okula bağlanmalarının incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 83-97. DOI: 10.17679/inuefd.295722
- Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school drop out. Journal of Adolescence, 32(3), 651-670.
- Argon, T., & İsmetoğlu, M. (2016). Öğrencilerin lise yaşam kalitesi algıları ile okula bağlılık düzeyleri arasındaki ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 238-249. DOI: 10.17719/jisr.2017.1799
- Argon, T., & Kösterelioğlu, M. A. (2009). Üniversite öğrencilerinin üniversite yaşam kalitesi ve fakülte kültürüne ilişkin algıları. Elektronik Sosyal Bilimler Dergisi, 8(30), 43-61.
- Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48-65.
- Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141-170.
- Blum, R. (2005). School connectedness: Improvingstudents’ lives. Baltimore, MD: Johns Hopkins Bloomberg School of Public Health.
- Buss, A. H., & Durkee, A. (1957). An inventory for assessing different kinds of hostility. Journal of Consulting Psychology, 4(21). 343- 349.
- Buss, A. H., & Perry, M. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63(3), 452-459.
- Brown, T. A. (2006). Confirmatory factor analysis for applied research. (1st. Ed.). NY: Guilfordd Publications, Inc.
- Can, S. (2002). “Aggression Questionnaire” adlı ölçeğin Türk popülasyonunda geçerlilik ve güvenirlilik çalışması (Yayımlanmamış Tıpta Uzmanlık Tezi). Haydarpaşa Eğitim Hastanesi, İstanbul.
- Cernkovich, S. A., & Giordano, P. C. (1992). School bonding, race, and delinquency. Criminology, 30(2), 261-
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
- Crick, N. R., Grotpeter, J. K., & Bigbee, M. A. (2002). Relationally and physically aggressive children’s intent attributions and feelings of distress for relational and instrumental peer provocations. Child Development, 73(4), 1134-1142. DOI: 10.1111/1467-8624.00462
- Crick, N. R., & Zahn-Waxler, C. (2003). The development of psychopathology in females and males: Current progress and future challenges. Development and Psychopathoogy, 15(3), 719–742. DOİ: 10.1017/S095457940300035X
- Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
- Donat-Bacıoğlu, S., & Özdemir, Y. (2012). İlköğretim öğrencilerinin saldırgan davranışları ile yaş, cinsiyet, başarı durumu ve öfke arasındaki ilişkiler. Eğitim Bilimleri Araştırmaları Dergisi, 2(2), 169-187.
- Eagly, A. E., & Steffen, V. J. (1986). Gender and aggressive behavior: A meta-analytic review of the social psychological literature. Psychological Bulletin, 100(3), 309-330.
- Elmore, G. M., & Huebner, E. S. (2010). Adolescents' satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6),525-537. DOI: 10.1002/pits.20488
- Genç, G. (2007). Genel liselerde akran zorbalığı ve yönetimi (Yayımlanmamış doktora tezi). İnönü Üniversitesi Sosyal Bilimler Enstitüsü, Malatya.
- Henry, K. L., & Slater, M. D. (2007). The contextual effect of school attachment on young adolescents’ alcohol use. Journal of School Health, 77(2), 67-74. DOI: 10.1111/j.1746-1561.2007.00169.x
- Hill, L. G., & Werner, N. E. (2006). Affiliative motivation, school attachment, and aggression in school. Psychology in the Schools, 43(2), 231-246. DOI: 10.1002/pits.20140
- Hooper, D., Couglan, J., & Mullen, M. (2008). Structural equation modeling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60.
- Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modeling with the simplis command language. Lincolnwood: Scientic Software International, Inc.
- Kaplan, B. (2012). Ergenlerde bağlanma ve saldırganlık davranışları arasındaki ilişkinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
- Khalid-Khan, S., Santibanez, M-P., McMicken, C., & Rynn, M. A. (2007). Social anxiety disorder in children and adolescents. Pediatric Drugs, 9(4), 227-237.
- Kilmen, S. (2015). Eğitim araştırmacıları için SPSS uygulamalı istatistik. Ankara: Edge Akademi.
- Kline, R. B. (2005). Principles and practice of structural equation modeling. (2nd ed.). NY: Guilford Publications, Inc
- Koç, B., & Büyükgöze-Kavas, A. (2015). Üniversite öğrencilerinin saldırganlık, kişilerarası problem çözme becerileri, kişilerarası ilişki tarzları ve iletişim beceri arasındaki ilişkilerin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4(2), 783-799. DOİ:10.7884/teke.491
- Krstić, K. (2015). Attachment in the student-teacher relationship as a factor of school achievement. Teaching Innovations, 28(3), 167–188. DOI:10.5937/inovacije1503167K
- Kurtyılmaz, Y. (2005). Öğretmen adaylarının saldırganlık düzeyleri ile akademik başarıları, iletişim ve problem çözme becerileri arasındaki ilişkiler: (Anadolu Üniversitesi ve Osmangazi Üniversitesi öğrencileri üzerinde bir araştırma), (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
- Leadbeater, B. J., Boone, E. M., Sangster, N. A., & Mathieson, L. C. (2006). Sex differences in the personal costs and benefits of relational and physical aggression in highschool. Aggressive Behavior, 32(4), 409-419. DOI: 10.1002/ab.20139
- Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation. London: Lawrence Erkbaum Associates Inc.
- Leedy, P. D., & Ormrod, J. E. (2005). Practical research. Pearson Custom.
- Lopata, C., & College, C. (2003). Progressive muscler elaxation and aggression among elementary students with emotional or behavioral disorders. Behavioral Disorders, 28(2), 162–172. DOI:10.1177/019874290302800203
- Maccoby, E. E., & Jacklin, C. N. (1980). Sex differences in aggression. A rejoinder and reprise. Child Development, 51, 964-980.
- McGraw, K., Moore, S., Fuller, A., & Bates, G. (2008). Family, peer and school connectedness in final year secondary school students. Australian Psychologist, 43(1), 27-37. DOI: 10.1080/00050060701668637
- McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longimdinal Study of Adolescent Health. Journal of School Health, 72(4), 138-146. DOI: 10.1111/j.1746-1561.2002.tb06533.x
- M.E.B. (2012). 12 Yıl zorunlu eğitim sorular-cevaplar.http://www.meb.gov.tr/duyurular/duyurular2012/12Yil_ Soru_Cevaplar.pdf
- Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bondswith school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38(1), 25-41.
- O'Leary, K. D., & Smith-Slep, A. M. (2003). A dyadic longitudinal model of adolescent dating aggression. Journal of Clinical Child and Adolescent Psychology, 32(3), 314-327. DOI: 10.1207/s15374424jccp3203_01
- Owens, L. D., & MacMullin, C. E. (1995). Gender differences in aggression in children andadolescents in South Australian schools. International Journal of Adolescence and Youth, 6(1), 21-35, DOI: 10.1080/02673843.1995.9747776
- Petrie, K. (2014). The relationship between school climate and student bullying. TEACH Journal of Christian Education, 8(1), 26-35.
- Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and psychopathology, 7(2), 295-312. DOI: 10.1017/S0954579400006519
- Pilkauskaite-Valickiene, R., Zukauskiene, R., & Raiziene, S. (2011). The role of attachment to school and open classroom climate for discussion on adolescents’ school-related burnout. Procedia Social and Behavioral Sciences, 15, 637–641.
- Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
- Sağlam, A., & İkiz, F. E. (2017). Ortaokul öğrencilerinin şiddet eğilimleri ile okula bağlılık düzeyleri arasındaki ilişkinin incelenmesi. İlköğretim Online, 16(3), 1235-1246. DOI: 10.17051/ilkonline.2017.330253
- Sarı, M. (2012). Sense of school belonging among elementary school students. Çukurova University Faculty of Education Journal, 41(1), 1-11.
- Savi, F. (2011). School attachment scale for children and adolescents: The study of validity and reliability. Elementary Education Online, 10(1), 80-90.
- Savi-Çakar, F., & Karataş, Z. (2017). Ergenlerin okula bağlanmalarının yordayıcıları olarak benlik saygısı, okul öfkesi ve yaşam doyumu. Eğitim ve Bilim, 42(189), 121-136. DOI: 10.15390/EB.2017.6573
- Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3(6), 49-74.
- Tsorbatzoudis, H., Travlos, A. K., & Rodafinos, A. (2013). Gender and age differences in self-reported aggression of high school students. Journal of Interpersonal Violence, 28(8), 1709-1725.
- Van Goozen, S. H. M., Frijda, N. H., & Van de Poll, N. E. (1995). Anger and aggression during role-playing: Gender differences between hormonally treated male and female transsexuals and controls. Aggressive Behavior, 21, 257-273.
- Ueno, K. (2009). Same-race friendships and school attachment: Demonstrating the interaction between personal network and school composition. Sociological Forum, 24(3), 515-537. DOI: 10.1111/j.15737861.2009.01118.x
- Uz-Baş, A., & Topçu-Kabasakal, Z. (2010). İlköğretim okullarında saldırganlık ve şiddet davranışlarının yaygınlığı. İlköğretim Online, 9(1), 93-105.
- Yavuz-Gümüş, S. (2011). Saldırganlık ile aile içi şiddet arasındaki ilişkinin incelenmesi, (Yayımlanmamış yüksek lisans tezi), İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
- Yıldız, E., & Erci, B. (2011). Anne baba tutumları ile adölesan saldırganlığı arasındaki ilişkinin incelenmesi. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(3), 6-11.
- Yıldız, M. A., & Kutlu, M. (2015). Erinlerde okula bağlanmanın yordayıcısı olarak sosyal kaygı ve depresif belirtilerin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 332-345.
