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| School Climate, Self-Efficacy, Social Media And Peer Pressure As Correlates Of Aggressive Behaviour Among Secondary School Adolescents In Ibadan Metropolis, Oyo State, Nigeria |
Sabboh Godwin Matthew and Sulaiman Sikirulai Alausa
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Abstract:
The issue of aggressive behaviour displayed by adolescents is growing and has become a common problem of concern to parents, caregivers, government and other stakeholders. It is against this background that the study investigated school climate, self-efficacy, social media and peer pressure on aggressive behaviour of Secondary School adolescents in Ibadan metropolis. Descriptive research design of survey type was used in the study. Two hundred respondents were selected from four secondary schools in Ibadan metropolis, using simple random sampling technique. Three research questions were raised in the study. The respondents were measured with relevant standardized scale (instruments) with strong reliability coefficient which include; school climate scale ? =.91, self-efficacy scale ? =.89, social media scale ? = .90, peer pressure ? = 93 and aggressive behaviour scale ? = 89. The data obtained was analysed using Pearson Product Moment Correlation (PPMC), Analysis of Variance and Multiple Regression Analysis statistical methods. The result showed that there was a positive significant relationship between social media and aggressive behaviour (r= .266; P<0.05) and peer pressure and aggressive behaviour (r= .605; P<0.05), while there was negative significant relationship between school climate and aggressive behaviour (r= -.446; P<0.05) and between self-efficacy and aggressive behaviour (r= -.448; P<0.05). The four independent variables jointly accounted for 85.1% variance in predicting aggressive behaviour among secondary school adolescents. The independent variables made positive relative contribution to aggressive behaviour in the following order: peer pressure (Beta = .250, t= 6.852, P<0.01), followed by media influence (Beta = .197, t= 6.065, P<0.01), school climate (Beta = -.667, t= -15.007, P<0.05), and self-efficacy (Beta = -.050, t= -1.316, P>0.05). It was recommended that school administrators and teachers should create a warmth environment for the students within the confinement of the school, as this would make the students to have a sense of belonging and shun any form of aggressive behaviour.
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