The validity of physical aggression in predicting adolescent academic performance

James M. Loveland · John W. Lounsbury · Deborah P. Welsh · Walter C. Buboltz

73 citations0/0 files storedBritish Journal of Educational Psychology

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Bullying, Victimization, and Aggression Education, Achievement, and Giftedness Personality Traits and Psychology

Abstract

BACKGROUND: Aggression has a long history in academic research as both a criterion and a predictor variable and it is well documented that aggression is related to a variety of poor academic outcomes such as: lowered academic performance, absenteeism and lower graduation rates. However, recent research has implicated physical aggression as being predictive of lower academic performance. AIMS: The purpose of this study was to examine the role of the 'Big Five' personality traits of agreeableness, openness to experience, conscientiousness, neuroticism and extraversion and physical aggression in predicting the grade point averages (GPA) of adolescent students and to investigate whether or not there were differences in these relationships between male and female students. SAMPLE: A sample of 992 students in grades 9 to 12 from a high school in south-eastern USA as part of a larger study examining the students' preparation for entry into the workforce. METHOD: The study was correlational in nature: students completed a personality inventory developed by the second author with the GPA information supplied by the school. RESULTS: Results indicated that physical aggression accounts for 16% of variance in GPA and it adds 7% to the prediction of GPA beyond the Big Five. The Big Five traits added only 1.5% to the prediction of GPA after controlling for physical aggression. Interestingly, a significantly larger amount of variance in GPA was predicted by physical aggression for females than for males. CONCLUSIONS: Aggression accounts for significantly more variance in the GPA of females than for males, even when controlling for the Big Five personality factors. Future research should examine the differences in the expression of aggression in males and females, as well as how this is affecting interactions between peers and between students and their teachers.

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References

1993Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.1992The Aggression Questionnaire.1996The Ambivalent Sexism Inventory: Differentiating hostile and benevolent sexism.1992The Aggression Questionnaire.1981Gender schema theory: A cognitive account of sex typing.2001An ambivalent alliance: Hostile and benevolent sexism as complementary justifications for gender inequality.2001If you can't join them, beat them: Effects of social exclusion on aggressive behavior.1952Educational Measurement

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