M. S. RAHMAN, L. NAHAR
Copyright © 2013 SciRes.
462
women at the society try to continue compromising with men
anyway. In Bangladesh the outcome of culture and religion has
seen that men become the guardian of women in taking social
responsibility everywhere. On the other hand women suppose
that to secure their responsibility and social security is the so-
cial obligation of men. In this perspective we can say that boys
want to hold his best position showing aggressive behavior to
girls. On the contrary, girls show less aggressive behavior to
give the hint that her security and responsibility rely on boys.
In the second hypothesis, it was said that students with high
academic grade will show significantly more aggressive be-
havior than low academic grade students. The analysis shows
that student with high academic grade expose more aggressive
behavior than low academic grade students. Hence, considering
this analysis it can be said that our second hypothesis is sup-
ported objectively by our result. This finding might be explain-
ed on the basis of social learning theory of aggressive behavior.
Accordant to social learning theory, it can be said that aggres-
sive behavior is an art which can help acquire to become su-
preme. Respondent with high academic grade have came about
successful to become best. On the other hand, respondent with
low academic grad fall down the lower stage of social status. In
this perspective, it can be said that respondent with high aca-
demic grade to secure their best social position used strategy of
aggressive behavior. On the other hand, respondent with low
academic grade stay at lower stage of social status. Then, they
show comparatively low aggressive behavior. This result is con-
tradictory with Schwartz and his associate (2006) and Connor
(2004) but in the line with Chen (2010, 1997).
In third hypothesis, it was said that students of urban areas
will show significantly more aggressive behavior than rural
areas students. The results reveal that there is no statistically
significant difference between urban and rural areas respon-
dents. Then, it can be said that our third hypothesis is not sup-
ported by our result. But the interaction effects of gender, aca-
demic achievement and residence have found difference sig-
nificantly. This result indicates that girls with high grade of
urban areas expressed more aggressive behavior than that of
rural areas girls. With this analysis it can be said that our third
hypothesis is supported partially.
In conclusion, it can be said that rural boys with high grade
expressed more aggression than urban boys with high grade.
Similarly, rural boys with high grade expressed more aggres-
sion than boys with low grade. The results of this study have
proved that aggressive behavior can be increase or decrease as a
function of environment. Considering previous research and the
theory of aggressive behavior, it can be explained that, lower
class family member shows moderate behavior towards higher
class family member as a result of various socioeconomic con-
ditions. To explanation of this matter it can be said that some
times, lower class people do not show aggressive behavior to-
wards higher class people to calm down or balance the social
environment.
REFERENCES
Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual
Reviews Psychology, 53, 27-51.
doi:10.1146/annurev.psych.53.100901.135231
Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive
thoughts, feelings, and behavior in the laboratory and in life. Journal
of Personality and Social Ps y c h o l o g y , 78, 772-790.
doi:10.1037/0022-3514.78.4.772
ASF (2012). Voice, acid attack statistics. Dhaka: Acid Survivors Foun-
dation.
Baron, R. A., & Richardson, D. R. (1994). Human aggression. New
York: Plenum Press.
Barriga, A. Q., Doran, J. W., Newell, S. B., Morrison, E. M., Barbetti,
V., & Robbins, B. D. (2002). Relationships between problem behav-
iors and academic achievement in adolescents: The unique role of
attention problems. Journal of Emotional and Behavioral Disorders,
10, 233-240. doi:10.1177/10634266020100040501
Buss, A. H., & Perry, M. P. (1992). The aggression questionnaire.
Journal of Personality a nd Social Psychology, 63, 452-459.
Chen, X., Huang, X., Chang, L., Wang, L., & Li, D. (2010). Aggression,
social competence, and academic achievement in Chinese children:
A 5-year longitudinal study. Development and Psychopathology, 22,
583-592. doi:10.1017/S0954579410000295
Chen, X., Kenneth, H. R., & Li, D. (1997). Relation between academic
achievement and social adjustment: evidence from Chinese children.
Developmental Psychology, 33, 518-525.
Christle, C. A., Jolivette, K., & Nelson, C. M. (2005). Breaking the
school to prison pipeline: Identifying school risk and protective fac-
tors for youth delinquency. Exceptionality, 13, 69-88.
doi:10.1207/s15327035ex1302_2
Connor, D. F. (2004). Aggression and antisocial behavior in children
and adolescents: Research and treatment. New York: The Guilford
Press.
Geen, R. G., & O’Neal, E. C. (1969). Activation of cue-elicited aggres-
sion by general arousal. Journal of Personality and Social Psychol-
ogy, 11, 289-292. doi;10.1037/h0026885
Harlow, C. W. (1999). Bureau of justice statistics selected findings.
Bureau of Justice Statistics.
Hoover, J. H., Oliver, R., & Hazler, R. J. (1992). Bullying: perceptions
of adolescent victims in the Midwestern USA. School Psychology
International, 13, 5-16. doi:10.1177/0143034392131001
Johnson, C. L. F. (2009). Low academic performance and specific
learning disabilities: Determining the better predictor of aggressive
behavior at school. Lynchburg: Liberty University.
Kaya, N., & Erkip, F. (2001). Satisfaction in a dormitory building: The
effects of floor height on the perception of room size and crowding.
Environment and Behavior, 33 , 35-53.
Masum, A. M. (2012). In recent time eve-teasing (sexual harassment)
has become major concern in Bangladesh. How far the law and the
government have been successful in comparing the issue of eve-
teasing? Explain and illustrate.
Mukerjee, S. K., & Dagger, D. (1990). The size of the crime problem in
Australia (2nd ed.). Canberra: Australian Institute of Criminology.
NIPORT (2009). Bangladesh demographic and health survey. National
Institute of Population Research and Tr aining.
Police, B. (2013). Crime Statistics, Monthly.
Rahman, A. K. M. R. (2003). Psycho-social factors in aggressive beha-
viour in males and females in Bangladesh. Rajshahi: Rajshahi Uni-
versity.
Rahman, A. K. M. R., & Huq, M. M. (2005). Aggression in adolescent
boys and girls as related to socio-economic status and residential
background. Journal of Life and Earth Science, 1, 5-9.
Schwartz, D., Chang, L., & Farver, J. (2001). Correlates of victimiza-
tion in Chinese children’s peer groups. Developmental Psychology,
37, 520-532. doi:10.1037/0012-1649.37.4.520
Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T. (2006). Po-
pularity, social acceptance, and aggression in adolescent peer groups:
Links with academic performance and school attendance. Develop-
mental Psychology, 42, 1116-1127.
doi:10.1037/0012-1649.42.6.1116
Stipek, D., & Miles, S. (2008). Effects of aggression on achievement:
Does conflict with the teacher make it worse? Child Development, 79,
1721-1735.
USDJ (2012). Uniform crime report. Washington DC: Federal Bureau
of Investigation.
USGAO (2011). Child maltreatment: Strengthening national data on
child fatalities could aid in prevention (GAO-11-599).