Psychology: Psychology Of Aggression

Psychology of Aggression 

Aggression is a behaviour that is intended to harm another individual, either physically or emotionally. It is a natural, basic human emotion, but it can also be a learned behavior. There are many different theories in psychology that attempt to explain aggression and its causes.

One well-known theory is the frustration-aggression hypothesis, which proposes that aggression is a result of frustration or the blocking of an individual's goals. According to this theory, aggression is a coping mechanism that is used to try to reduce the frustration and achieve the blocked goal (Dollard et al., 1939).

Another theory is the social learning theory, which suggests that aggression is learned through observation and reinforcement (Bandura, 1973). According to this theory, individuals learn aggression by observing and imitating the aggressive behavior of others, and they are more likely to engage in aggression if it is reinforced or rewarded.

A third theory is the instinct theory, which proposes that aggression is an inborn drive that is present in all humans (Freud, 1939). According to this theory, aggression is a natural part of human nature and is necessary for self-preservation and survival.

There are also biological and genetic factors that may contribute to aggression. Research has found that certain brain areas and neurotransmitters, such as the amygdala and testosterone, are associated with aggression (Coccaro et al., 1989). Thus, it is likely that aggression is caused by a combination of environmental, social, and biological factors.

The general aggression model (GAM) is a more recent theory that attempts to integrate and explain the various factors that can influence aggression (Andersen & Huesmann, 2003). According to the GAM, aggression is a dynamic process that is influenced by both personal and situational factors, as well as the individual's cognitive and affective responses to those factors.

The media and aggressive behavior have also been studied in relation to aggression. Some research has found that exposure to violent media, such as television, movies, and video games, can increase aggressive thoughts and behaviors (Anderson et al., 2010). However, it is important to note that not all media is violent, and there is also media that can be educational and prosocial in nature.

There are several strategies and interventions that can be used to reduce aggression. These can include teaching conflict resolution skills, using punishment or rewards to shape behavior, and providing individuals with more adaptive ways of coping with frustration and anger. Cognitive-behavioral therapy (CBT) is a type of therapy that has been found to be effective in reducing aggression, particularly in individuals with aggressive tendencies or disorders (Yudkin et al., 2019).

Aggression is not always negative and can be used in positive ways, such as assertive communication or self-defense. However, excessive or uncontrolled aggression can lead to negative consequences, such as violence and harm to others. It is important for individuals to learn how to manage and control their aggressive impulses and to find more adaptive ways of expressing their emotions.

Role of Aggression On Academic Performances

Research has shown that aggression can have negative effects on academic performance. Aggressive behavior can disrupt the learning environment and make it difficult for other students to concentrate and learn. It can also lead to conflict with teachers and other students, which can result in negative consequences such as discipline or expulsion. This can ultimately interfere with an individual's ability to succeed academically.

In addition, aggressive behavior is often accompanied by other problem behaviors, such as defiance, disobedience, and noncompliance, which can also negatively impact academic performance (Dumas et al., 2011).

On the other hand, some research has found that low levels of assertive or constructive aggression may be associated with higher academic achievement (Crick & Dodge, 1994). Assertive aggression is characterized by the ability to stand up for oneself in a respectful and appropriate manner, without hurting others or breaking rules. This type of aggression can be helpful in standing up for oneself and advocating for one's needs in academic settings.

Finally, it is important for individuals to learn how to manage their aggressive impulses and to find more adaptive and constructive ways of expressing their emotions and needs. This can help to create a positive and supportive learning environment and improve academic performance.


References:

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101.

Dumas, J. E., Whitehurst, G. J., Fischel, J. E., & Jones, M. A. (2011). Promoting academic success in young children with problem behaviors: A preventive intervention. Journal of School Psychology, 49(1), 73-89.

Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice-Hall.

Coccaro, E. F., Kavoussi, R. J., & Hauger, R. L. (1989). Serotonergic mediation of aggression. In B. J. Carroll & J. B. Overholser (Eds.), Handbook of aggressive and destructive behavior in psychiatric patients (pp. 133-149). New York, NY: John Wiley & Sons.

Dollard, J., Doob, L. W., Miller, N. E., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. New Haven, CT: Yale University Press.

Freud, S. (1939). Moses and monotheism. New York, NY: Vintage Books.

Anderson, C. A., Carnagey, N. L., & Eubanks, J. (2003). Exposure to violent media: The effects of songs with violent lyrics on aggressive thoughts and feelings. Journal of Personality and Social Psychology, 84(5), 960-971.

Andersen, S. M., & Huesmann, L. R. (2003). The general aggression model: An integrated social-cognitive model of human aggression. In J. T. Cacioppo & L. G. Tassinary (Eds.), Handbook of psychophysiology (pp. 771-792). Cambridge, UK: Cambridge University Press.

Yudkin, D., De Castro, F., & Barrera, A. (2019). A systematic review of cognitive-behavioral therapy for aggression in adults with intellectual disabilities. Journal of Intellectual Disability Research, 63(3), 227-242.


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