UNDERSTANDING CHILD AGGRESSION IN EASTERN ETHIOPIAN PRIMARY SCHOOLS: INSIGHTS FROM TEACHERS’ PERSPECTIVES
Abstract
This study sought to explore the predictors of child aggression, specifically examining the roles of gender, media exposure, sibling aggression, balanced diet, and parenting styles. A quantitative, correlational research design was employed, with data collected through standardized questionnaires completed by a sample of primary school teachers (N = 665). To analyze the relationships and predictive strength of the variables, Pearson correlation and hierarchical multiple regression analyses were utilized. The results indicated that gender was not a significant predictor of child aggression, supporting previous findings that suggest differences lie more in the type of aggression exhibited rather than in overall levels. In contrast, time spent watching television, use of computer games, sibling aggression, and parenting styles were significantly and positively associated with increased child aggression. Meanwhile, a balanced diet showed a modest negative correlation with aggression. These findings underscore the importance of environmental and familial influences over biological or demographic factors such as gender. Based on these results, the study recommends that intervention strategies focus on limiting harmful media exposure, resolving sibling conflicts, and fostering effective parenting practices. Promoting parental involvement, emotional regulation, and healthy dietary habits may also help reduce aggressive behavior in children.
Keywords
Child aggression, primary school students, demographic factors, psychology, teachers.
Supporting Institution
Haramaya University
Ethical Statement
The author declares that he acted in accordance with ethical rules in all processes of the research. The author declares no conflict of interest with other persons, institutions or organizations.
Thanks
I would like to express my sincere gratitude to Haramaya University, College of Education and Behavioral Sciences, Department of Psychology, for their valuable support during the data collection phase of this research. The resources, guidance, and institutional backing provided, even if no funding has been received from you, were instrumental in facilitating the successful completion of this study. Their continued encouragement and assistance are deeply appreciated.
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