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School Anger and Loneliness Among High School Students

Year 2011, Volume: 4 Issue: 35, 18 - 27, 26.05.2011

Abstract

In this study, school anger dimensions among adolescents were examined in terms of loneliness according to gender and grade levels. The study was conducted on a total of 398 high school students, 217 of whom were female and 181 were male. The data of the study were collected through the Multidimensional School Anger Inventory and Ucla Loneliness Scale. Multivariate Analysis of Variance
(MANOVA) was used for data anaysis. Findings show that anger experiences and hostility levels of high
school students do not vary significantly according to the loneliness levels in the school environment,
but destructive expression of the anger and levels of coping with the anger positively vary significantly.
Accordingly, those with high level of loneliness express their angers in the school environment in a more destructive way compared to those with low level of loneliness, and they can cope with their angers positively in a lower level. Anger experience levels of female students with high level of loneliness
are significantly higher compared to the male students with high level of loneliness. However, it was
found out that according to the loneliness levels other dimensions of school anger (hostility, destructive expression and positive copping) do not vary in accordance with the gender. Another finding of the study indicates that 11th grade students with high level of loneliness tend to express their anger in the school environment in a more destructive ways compared to students in 9th and 10th grades.

References

  • Bosworth, K., Espelage D. L. ve Simon, T.R. (1999). Factors associated with bullying behavior in middle school students. Journal of Early Adolescence, 19 ( 3), 341-362.
  • Brennan, T. (1982). Loneliness at adolescence. In L. A. Peplau ve & D. Perlman (Eds.), Loneliness: A sourcebook of current theory, research and therapy (pp. 269–290). New York: Wiley.
  • Cacioppo, J. T., Hawkley, L. C., Ernst, J. M., Burleson, M., Berntson, G.G., Nouriani, B. ve Spiegel, D. (2006). Loneliness within a nomological net: An evolutionary perspective. Journal of Research in Personality, 40, 1054–1085
  • Campano, J. ve Munakata T. (2004). Anger and agression among Filipino students. Adolescence, 39(156), 757- 764.
  • Check, J. V. P., Perlman, D. ve Malamuth, N. M. (1985). Loneliness and agressive behaviour. Journal of Social and Personal Relationships, 2, 243-252.
  • Cotterell, J. (1996). Social relations. Social networks and social influences in adolescence (pp. 21–98). London: Taylor & Francis Inc.
  • Çivitci, N. (2007). Çok boyutlu Okul Öfke Ölçeği’nin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışmaları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 22, 99-109,
  • Demir, A. (1989). UCLA yalnızlık ölçeğinin geçerlik ve güvenirliği. Türk Psikoloji Dergisi, 7(23), 4–18.
  • Diamont, L. ve Windholz, G. (1981). Loneliness in college students: Some theoretical,empirical, and therapeutic considerations. Journal of College Student Personnel, 22(6), 515-522
  • Eldeleklioğlu, J. (2008). Yalnızlığın Belirleyicileri Olarak:Cinsiyet, Duygusal İlişki, İnternet Kullanımı Algılanan Sosyal Destek ve Sosyal Beceri. Eurasian Journal of Educational Research, 33, 127-140.
  • Erdur-Baker, Ö. ve Yurdugül, H. (2008). “Loneliness as a risk factor for traditional and cyber bullying.” Paper presented at ECER-The European Conference on Educational Research, 8-12 September, Göteborg, Sweden.
  • Forbes,D., Hawthorne, G., Elliot, P., McHugh, T., Biddle, D., Creamer,M. ve Novaco, R. (2004). A conscise measure of anger in combat-related posttraumatic stres disorder. Journal of Traumatic Stres, 17(3), 249-256.
  • Fryxell, D. (2000). Personal, social and family characteristics of angry students. Professional School Counseling, 4 (2), 86-94.
  • Furlong, M. ve Morrison, G. (2000). The school in school violence definitions and facts. Journal of Emotional & Behavioral Disorders, 8 (2), 71-81.
  • Furlong, M., Smith, D. ve Bates, M. (2002). Refinement of the multidimensional school anger inventory: Further construct validation, extension to female adolescents and preliminary norms. Journal of Psychoeducational Assessment, 20 (1), 46-65.
  • Ghanizadeh, A. (2008). Gender difference of school anger dimensions and its predictionfor suicidal behavior in adolescents. International Journal of Clinical and Health Psychology, 8 (2), 525-535.
  • Harmon-Jones, E. A. ve Harmon-Jones, C. (2007). Anger: Causes and components. In T. A. Cavell ve K. T. Malcolm (Eds.), Anger, Aggression, and Interventions for Interpersonal Violence (pp. 99-118). New Jersey: Lawrence Erlbaum Associates.
  • Heavy, C.L., Adelman, H.S., Nelson, P. ve Smith, D.C. (1989). Learning problems, anger, perceived control and misbehavior. Journal of Learning Disabilities, 22 (1), 46-59.
  • Jones, H. W., Hobbs, A. S., ve Hockenbury, D. (1982). Loneliness and social skill deficits. Journal of Personality and Social Psychology, 42 (4), 682-689.
  • Kassinove H. ve Sukhodolsky D. G. (1995) Anger disorders: basic science and practice issues. Anger Disorders: Definition, Diagnosis and Treatment. H. Kassinove (Ed.), 1-26. Washington, Taylor & Francis.
  • Koçak, E. (2008).Ergenlerde yalnızlığın yordanmasında benlik saygısı, sürekli öfke ve öfke ifade tarzlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi.
  • Loucks, S. (1980). Loneliness, affect and self-concept: construct validity of the Bradley loneliness scale. Journal of Personality Assessment, 44(2), 142-147.
  • Meyer, A. L. ve Farrell, A.D. (1998). Social skills training to promote resilience in urban sixth-grade students: One product of an action research strategy to prevent youth violence in high-riskenvironments. Education and Treatment of Children, 21, 461-479.
  • Mijuskovic, B. (1986). Loneliness: Counseling adolescents. Adolescence, 21, 941–950.
  • Morrison, B. (2007). ‘Bullying, violence and alienation’, Restoring Safe School Communities: A Whole School Response To Bullying, Violence and Alienation. (1- 24). Federation Press.
  • Olatunji, B. O., Lohr, J. M. ve Bushman, B. J. (2007). The pseudo-psychology of venting in interventions for anger and related conditions: implications for mental health practice. In T. A. Cavell ve K. T. Malcolm (Eds.), Anger, Aggression, and Interventions for Interpersonal Violence (pp. 119-142). New Jersey: Lawrence Erlbaum Associates.
  • Peplau, L. A., ve Perlman, D. (1982). Perspectives on loneliness. In L. A. Peplau & D. Perlman (Eds.), Loneliness: A sourcebook of current theory, research, and therapy (pp. 1–18). New York: Wiley-Interscience.
  • Philips-Hershey, E. ve Kanagy, B. (1996). Teaching students to manage personal anger constructively. Elementary School Guidance & Counseling, 30, (3), 229-234.
  • Prinstein, M. J., Boergers, J. ve Vernberg, E. M. (2001). Overt and relational aggression in adolescents: social- psychological adjustment of aggressors and victims. Journal of Clinical Child Psychology, 30, (4), 479–491
  • Puklek, M. ve Vidmar, G. (2000). Social anxiety in slovene adolescents: Psychometric properties of a new measure, age differences and relations with self- consciousness and perceived incompetence. European Review of Applied Psychology, 50, 249-258.
  • Robins, S. ve Novaco. R.W. (1999). Systems conceptualization and treatment of anger. Journal of Clinical Psychology, 55, 325-337.
  • Slee, P. T. (2002). Social and emotional development in adolescence. Child, Adolescent and Family Development (431-450). New York: Cambridge University Press.
  • Smith, D. C., Furlong, M. J. ve Boman, P. (2006). Assessing anger and hostility in school settings. In Shane R. Jimerson & Michael J. Furlong (Eds.) Handbook of School Violence And School Safety: From Research to Practice, 135-146.
  • Smith, D.C., Furlong, M., Bates, M. ve Laughlin, J.D. (1998). Development of the multidimensional school anger inventory for males. Psychology in the Schools, 35 (1), 1-15.
  • Smith, H., ve Thomas, S. P. (2000). Violent and nonviolent girls: Contrasting perceptions of anger experiences, school and relations. Issues in Mental Health Nursing, 21, 547-575.
  • Spielberger, C. D. , Jacobs, G., Russell, S. ve Crane, R. S. (1983) Assessment of anger: the state-trait anger scale. James N. Butcher & Charles D. Spielberger (Eds), Advances in Personality Assessment, 2, 161-186. Hillsdale, NJ, LEA.
  • Stokes, J.P. (1985). The relation of social network and individual difference variables to loneliness. Journal of Personality and Social Psychology, 48 (4), 981-990.
  • Stokes, J. ve Levin, I. (1986). Gender differences in predicting loneliness from social network characteristics. Journal of Personality and Social Psychology, 51( 5), 1069-1074.
  • Storch, E. A. ve Masia-Warner, C. (2004). The relationship of peer victimization to social anxiety and loneliness in adolescent females. Journal of Adolescenc, 27, 351– 362
  • Storch, E. A., Brassard M. R. ve Masia-Warner, C. (2003). The relationship of peer victimization to social anxiety and loneliness in adolescence. Child Study Journal, 33(1),1-18.
  • Thomas, S. P. ve Smith, H. (2004). School connectedness, anger behaviors, and relationships of violent and nonviolent American youth. Perspectives in Psychiatric, 40 (4), 135-148.
  • Warner, B. S., Weist, M. D. ve Krulak, A. (1999). Risk factors for school violence. Urban Education, 34 (1), 52-68.
  • Wittenberg, T.M. ve Reis,H.T. (1986). Loneliness, social skills and social perception. Personality and Social Psychology Bulletin, 12 (1), 121-130.
  • Yıldırım, M. (2007). Şiddete başvuran ve başvurmayan ergenlerin yalnızlık düzeyleri ve akran baskısı düzeyleri açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi.

Lise Öğrencilerinde Okul Öfkesi ve Yalnızlık

Year 2011, Volume: 4 Issue: 35, 18 - 27, 26.05.2011

Abstract

Bu çalışmada, lise öğrencilerinde okul öfkesi boyutları (öfke yaşantısı, düşmanlık, yıkıcı ifade ve
olumlu başa çıkma) yalnızlık açısından cinsiyet ve sınıf düzeylerine göre incelenmiştir. Araştırma verileri
Denizli il merkezindeki üç lisede öğrenim gören 398 öğrenciden elde edilmiştir. Araştırmada okul öfkesi
düzeyini belirlemek için Çok Boyutlu Okul Öfke Ölçeği, yalnızlık düzeyini belirlemek için ise UCLA
Yalnızlık Ölçeği kullanılmıştır. Araştırma verilerinin çözümlenmesinde Çok Değişkenli Varyans Analizi
(Multivariate Analysis of Variance-MANOVA) kullanılmıştır. Bu araştırmanın sonucunda elde edilen
bulgular, lise öğrencilerinin yalnızlık düzeylerine göre okul ortamındaki öfke yaşantısı ve düşmanlık düzeylerinin anlamlı düzeyde farklılaşmadığını ancak öfkenin yıkıcı ifade biçimi ve öfke ile olumlu başa
çıkma düzeylerinin anlamlı düzeyde farklılaştığını göstermektedir. Buna göre, yalnızlık düzeyi yüksek
olanlar yalnızlık düzeyi düşük olanlara göre okul ortamında öfkelerini daha yıkıcı bir biçimde ifade etmekte ve daha düşük düzeyde öfkeleri ile olumlu bir biçimde başa çıkabilmektedirler. Yalnızlık düzeyi yüksek olan kız öğrencilerin öfke yaşantısı düzeyleri yalnızlık düzeyi yüksek olan erkek öğrencilere göre anlamlı düzeyde daha yüksektir. Ancak, yalnızlık düzeylerine göre okul öfkesinin diğer boyutlarının (düşmanlık, yıkıcı ifade ve olumlu başa çıkma) cinsiyete göre farklılaşmadığı bulgusu elde edilmiştir. Araştırmada elde edilen diğer bir bulgu ise yalnızlık düzeyi yüksek 11. sınıf öğrencilerinin 9. ve 10. sınıflardaki öğrencilere göre okul ortamında öfkelerini daha yıkıcı bir biçimde ifade ettiklerini göstermektedir.

References

  • Bosworth, K., Espelage D. L. ve Simon, T.R. (1999). Factors associated with bullying behavior in middle school students. Journal of Early Adolescence, 19 ( 3), 341-362.
  • Brennan, T. (1982). Loneliness at adolescence. In L. A. Peplau ve & D. Perlman (Eds.), Loneliness: A sourcebook of current theory, research and therapy (pp. 269–290). New York: Wiley.
  • Cacioppo, J. T., Hawkley, L. C., Ernst, J. M., Burleson, M., Berntson, G.G., Nouriani, B. ve Spiegel, D. (2006). Loneliness within a nomological net: An evolutionary perspective. Journal of Research in Personality, 40, 1054–1085
  • Campano, J. ve Munakata T. (2004). Anger and agression among Filipino students. Adolescence, 39(156), 757- 764.
  • Check, J. V. P., Perlman, D. ve Malamuth, N. M. (1985). Loneliness and agressive behaviour. Journal of Social and Personal Relationships, 2, 243-252.
  • Cotterell, J. (1996). Social relations. Social networks and social influences in adolescence (pp. 21–98). London: Taylor & Francis Inc.
  • Çivitci, N. (2007). Çok boyutlu Okul Öfke Ölçeği’nin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışmaları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 22, 99-109,
  • Demir, A. (1989). UCLA yalnızlık ölçeğinin geçerlik ve güvenirliği. Türk Psikoloji Dergisi, 7(23), 4–18.
  • Diamont, L. ve Windholz, G. (1981). Loneliness in college students: Some theoretical,empirical, and therapeutic considerations. Journal of College Student Personnel, 22(6), 515-522
  • Eldeleklioğlu, J. (2008). Yalnızlığın Belirleyicileri Olarak:Cinsiyet, Duygusal İlişki, İnternet Kullanımı Algılanan Sosyal Destek ve Sosyal Beceri. Eurasian Journal of Educational Research, 33, 127-140.
  • Erdur-Baker, Ö. ve Yurdugül, H. (2008). “Loneliness as a risk factor for traditional and cyber bullying.” Paper presented at ECER-The European Conference on Educational Research, 8-12 September, Göteborg, Sweden.
  • Forbes,D., Hawthorne, G., Elliot, P., McHugh, T., Biddle, D., Creamer,M. ve Novaco, R. (2004). A conscise measure of anger in combat-related posttraumatic stres disorder. Journal of Traumatic Stres, 17(3), 249-256.
  • Fryxell, D. (2000). Personal, social and family characteristics of angry students. Professional School Counseling, 4 (2), 86-94.
  • Furlong, M. ve Morrison, G. (2000). The school in school violence definitions and facts. Journal of Emotional & Behavioral Disorders, 8 (2), 71-81.
  • Furlong, M., Smith, D. ve Bates, M. (2002). Refinement of the multidimensional school anger inventory: Further construct validation, extension to female adolescents and preliminary norms. Journal of Psychoeducational Assessment, 20 (1), 46-65.
  • Ghanizadeh, A. (2008). Gender difference of school anger dimensions and its predictionfor suicidal behavior in adolescents. International Journal of Clinical and Health Psychology, 8 (2), 525-535.
  • Harmon-Jones, E. A. ve Harmon-Jones, C. (2007). Anger: Causes and components. In T. A. Cavell ve K. T. Malcolm (Eds.), Anger, Aggression, and Interventions for Interpersonal Violence (pp. 99-118). New Jersey: Lawrence Erlbaum Associates.
  • Heavy, C.L., Adelman, H.S., Nelson, P. ve Smith, D.C. (1989). Learning problems, anger, perceived control and misbehavior. Journal of Learning Disabilities, 22 (1), 46-59.
  • Jones, H. W., Hobbs, A. S., ve Hockenbury, D. (1982). Loneliness and social skill deficits. Journal of Personality and Social Psychology, 42 (4), 682-689.
  • Kassinove H. ve Sukhodolsky D. G. (1995) Anger disorders: basic science and practice issues. Anger Disorders: Definition, Diagnosis and Treatment. H. Kassinove (Ed.), 1-26. Washington, Taylor & Francis.
  • Koçak, E. (2008).Ergenlerde yalnızlığın yordanmasında benlik saygısı, sürekli öfke ve öfke ifade tarzlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi.
  • Loucks, S. (1980). Loneliness, affect and self-concept: construct validity of the Bradley loneliness scale. Journal of Personality Assessment, 44(2), 142-147.
  • Meyer, A. L. ve Farrell, A.D. (1998). Social skills training to promote resilience in urban sixth-grade students: One product of an action research strategy to prevent youth violence in high-riskenvironments. Education and Treatment of Children, 21, 461-479.
  • Mijuskovic, B. (1986). Loneliness: Counseling adolescents. Adolescence, 21, 941–950.
  • Morrison, B. (2007). ‘Bullying, violence and alienation’, Restoring Safe School Communities: A Whole School Response To Bullying, Violence and Alienation. (1- 24). Federation Press.
  • Olatunji, B. O., Lohr, J. M. ve Bushman, B. J. (2007). The pseudo-psychology of venting in interventions for anger and related conditions: implications for mental health practice. In T. A. Cavell ve K. T. Malcolm (Eds.), Anger, Aggression, and Interventions for Interpersonal Violence (pp. 119-142). New Jersey: Lawrence Erlbaum Associates.
  • Peplau, L. A., ve Perlman, D. (1982). Perspectives on loneliness. In L. A. Peplau & D. Perlman (Eds.), Loneliness: A sourcebook of current theory, research, and therapy (pp. 1–18). New York: Wiley-Interscience.
  • Philips-Hershey, E. ve Kanagy, B. (1996). Teaching students to manage personal anger constructively. Elementary School Guidance & Counseling, 30, (3), 229-234.
  • Prinstein, M. J., Boergers, J. ve Vernberg, E. M. (2001). Overt and relational aggression in adolescents: social- psychological adjustment of aggressors and victims. Journal of Clinical Child Psychology, 30, (4), 479–491
  • Puklek, M. ve Vidmar, G. (2000). Social anxiety in slovene adolescents: Psychometric properties of a new measure, age differences and relations with self- consciousness and perceived incompetence. European Review of Applied Psychology, 50, 249-258.
  • Robins, S. ve Novaco. R.W. (1999). Systems conceptualization and treatment of anger. Journal of Clinical Psychology, 55, 325-337.
  • Slee, P. T. (2002). Social and emotional development in adolescence. Child, Adolescent and Family Development (431-450). New York: Cambridge University Press.
  • Smith, D. C., Furlong, M. J. ve Boman, P. (2006). Assessing anger and hostility in school settings. In Shane R. Jimerson & Michael J. Furlong (Eds.) Handbook of School Violence And School Safety: From Research to Practice, 135-146.
  • Smith, D.C., Furlong, M., Bates, M. ve Laughlin, J.D. (1998). Development of the multidimensional school anger inventory for males. Psychology in the Schools, 35 (1), 1-15.
  • Smith, H., ve Thomas, S. P. (2000). Violent and nonviolent girls: Contrasting perceptions of anger experiences, school and relations. Issues in Mental Health Nursing, 21, 547-575.
  • Spielberger, C. D. , Jacobs, G., Russell, S. ve Crane, R. S. (1983) Assessment of anger: the state-trait anger scale. James N. Butcher & Charles D. Spielberger (Eds), Advances in Personality Assessment, 2, 161-186. Hillsdale, NJ, LEA.
  • Stokes, J.P. (1985). The relation of social network and individual difference variables to loneliness. Journal of Personality and Social Psychology, 48 (4), 981-990.
  • Stokes, J. ve Levin, I. (1986). Gender differences in predicting loneliness from social network characteristics. Journal of Personality and Social Psychology, 51( 5), 1069-1074.
  • Storch, E. A. ve Masia-Warner, C. (2004). The relationship of peer victimization to social anxiety and loneliness in adolescent females. Journal of Adolescenc, 27, 351– 362
  • Storch, E. A., Brassard M. R. ve Masia-Warner, C. (2003). The relationship of peer victimization to social anxiety and loneliness in adolescence. Child Study Journal, 33(1),1-18.
  • Thomas, S. P. ve Smith, H. (2004). School connectedness, anger behaviors, and relationships of violent and nonviolent American youth. Perspectives in Psychiatric, 40 (4), 135-148.
  • Warner, B. S., Weist, M. D. ve Krulak, A. (1999). Risk factors for school violence. Urban Education, 34 (1), 52-68.
  • Wittenberg, T.M. ve Reis,H.T. (1986). Loneliness, social skills and social perception. Personality and Social Psychology Bulletin, 12 (1), 121-130.
  • Yıldırım, M. (2007). Şiddete başvuran ve başvurmayan ergenlerin yalnızlık düzeyleri ve akran baskısı düzeyleri açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi.
There are 44 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Nazmiye Çivitçi This is me

Publication Date May 26, 2011
Published in Issue Year 2011 Volume: 4 Issue: 35

Cite

APA Çivitçi, N. (2011). School Anger and Loneliness Among High School Students. Turkish Psychological Counseling and Guidance Journal, 4(35), 18-27. https://doi.org/10.17066/pdrd.45766

!! From 30 November 2023, English language proofreading will be required for accepted articles to ensure language quality.