Project title: The analysis of aggressive behaviour (frequency, types and trends of
development) in Slovene schools from 1991 with the emphasis on the international
comparison
Principal researcher: dr. Zoran Pavlović
Research team: dr. Tina Vršnik Perše, Tina Rutar Leban, Ana Kozina
Period (years): 2006-2008
Project goals:
The goal of the project was longitudinal observation of the frequency of aggressive behaviour
in Slovene educational field in the time period from 1991 to 2007. The main objective was to
asses the situation regarding aggressive behaviour in Slovene elementary and high schools.
The main idea was to ascertian if the frequency of aggressive behaviour increased or
decreased since 1991 and to define the Slovenian situation in this field compared to other
counties in the world. Besides, the children’s, parents’ and school workers’ subjective
evaluations were compared on the subject of aggressivness in schools, moreover, it was
important to gain the evaluation of children’s perception of their own safety in schools.
Methodology:
The data from two international surveys TIMSS and CRISP from the 1995, 1999, 2003, 2006
and 2007 were used. The children's, school workers' (teachers, principals and school
counsellors) and parents' answers were compared in the data analysis. Moreover, the
questions regarding the violence in schools were included in the analysis. In the analysis
statistical procedures formed especially for working with large comparable databases were
used. Due to the complexity of the calculation of achievements with imputed values two
programmes are suitable, therefore AM 0.06.03. and IDB Analyzer 1.4.0.8. AM were used,
which is statistical package formed for analysis of compound samples, especially for large
samples.
Results:
This report deals with the questions presented at the beginning and the results show a
significant difference between genders. The boys experience more aggressive behaviours than
the girls, which is significant for all measured types of aggressiveness. These correlations are
independent from the cultural environment and the achievement level in each country, which
can be seen in international comparison studies. Moreover, the results show a significant
difference between younger and older students as well. Older students always experience
more aggressive behaviour in school than younger students. However, these correlations
were not completely independent from cultural environment, despite the fact they were
always present during course of the Slovene research. For a detailed definition of the cultural
impact the research should be expanded with additional aggressiveness indexes and a bigger
sample of countries.
As an important finding of the research proved to be the correlation between experiencing the
aggressive behaviours in school and achievements in mathematics and natural science.
Moreover, these correlations were confirmed on international samples as well. Interactive
model, which best explains this relation, addresses a mutual impact among achievements and
aggressive behaviour. At this point, it would be reasonable to form impact guidelines to
reduce aggressive behaviour in school and consequently positively influence on students’
achievements. As a result, the aggressive behaviour of the students with specific educational
needs could be reduced with additional professional support. If this problem is solved with the
interactive model, actions should be taken on both sides of the relation in order to achieve
positive results.
When the aggressive behaviour was placed in the school context the correlations were not as
homogenous as it was expected, which demonstrates the complexity of the aggressive
behaviour phenomenon and its incorporation in the educational system. It was demonstrated
in the research that lower exposure to the aggressive behaviour correlates with positive
standpoints on school, higher assessment of knowledge and grades and lower assessment of
free time for fun and sport. Moreover, concerning the socio-economic status it could be stated
that lack of some basic school accessories (such as a place to study, calculator,…) influences
on higher exposure to aggressive behaviour. Interestingly, parents’ help is positively
correlated with experiencing less aggressive behaviour between younger students whereas
negatively between older students. Likewise, the correlations regarding free time proved to be
appealing. The students exposed to aggressive behaviour in school spend more time watching
TV or behind the computer and are more engaged in extra curriculum activities.
Moreover, the school size impact is significant due to the fact that among younger students on
small schools more aggressive behaviour is noted whereas on bigger schools more aggressive
behaviour is noted among older students. However, the size of the class is mostly positively
correlated with aggressive behaviour, which means the larger the classroom, the more
aggressive behaviour among younger students and the more indirect types of aggressiveness
among older students.
The research also included trends of aggressive behaviour from the 1995 till 2007. A
consistent increase of physical aggressiveness was recognized, whereas other types either
stagnate or, as it is the case of older girls, even decrease. However, it is alarming that the level
of physical aggressiveness in 2007 is the highest ever.