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Abstract
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AUTHOR'S ABSTRACT:
This study investigated the relationship of language maturity, verbal aggression and argumentativeness to propensity toward violence in middle school adolescents. This research investigated the following questions: (1) What is the relationship between language maturity and verbal aggression in the adolescent population? (2) What is the relationship between language maturity and argumentativeness in the adolescent population? (3) What is the relationship between argumentativeness and verbal aggression in the adolescent population? (4) Is there a statistically significant difference between the verbal aggression, language maturity, and argumentativeness scores of violent and nonviolent adolescents? The primary subjects in this study were 60 middle school students in grades 6, 7, and 8. One group was identified as having high propensity toward violence based on their numerous suspensions from school for violent and verbally aggressive acts. The second group of students was identified as nonviolent and had no record of school suspensions or other disciplinary referrals to the school office. All subjects completed the Adolescent Verbal Aggression and Adolescent Argumentativeness Scales. To measure language maturity, the researcher used the Comprehensive Receptive and Expressive Vocabulary Test. The propensity toward violence measure was the number of days of suspensions for physical assaults and verbally aggressive behaviors. Following were the major findings of this study. The data revealed that (1) within the adolescent population language maturity and verbal aggression were inversely related, (2) language maturity and argumentativeness are negatively related in the adolescent population, (3) unlike the adult population where major studies have focused, within the adolescent population verbal aggression and argumentativeness were strongly related, and (4) violent students had a statistically significantly higher level of verbal aggression and argumentativeness than nonviolent students. Violent students had statistically significant lower language maturity skills than their nonviolent counterparts. This study may substantiate the idea that disruptive classroom aggression may be improved by addressing the language proficiency of violent students. Verbal aggression may be the symptom of a deficiency in language communication skills. Several recommendations designed to address the violent and nonviolent students within the school setting are made. (Abstract Adapted from Source: Dissertation Abstracts International, 1997. Copyright © 1997 by Marvenia Elaine Bosley; University Microfilms International)
Grade 6
Grade 7
Grade 8
Junior High School Student
Child Development
Child Violence
Child Offender
Late Childhood
Juvenile Violence
Early Adolescence
Juvenile Offender
Juvenile Development
Verbal Aggression
Violence Causes
Youth Development
Child Aggression
Juvenile Aggression
Aggression Causes
Propensity for Violence
06-06 |