الفهرس 
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Abstract
Nowadays there are a lot of definitions and all of them assume that
aggression is to be understood as any intentional action which seeks to inflict
harm to someone, cause physical pain and moral suffering; in other words,
aggression is a deliberate action with a view to causing someone harm, which
cannot be justified (Kulesza, 2015).
School-age children, between the ages of 6 and 12 years, are experiencing
a time of slow progressive physical growth, while their social and
developmental growth accelerates and increases in complexity. The school
serves as a means to transmit the values of society and to establish peer
relationship (Share, ElShair and Ismail, 2013).
School aggression has become an increasing concern to public health
professionals, clinicians, policy makers, educators, and the general public. It is a
multifaceted problem with biological, psychological, social, and environmental
roots (Elmasry, Fouad, Khalil, Khalid & Sherra, 2016).
There are many factors which contribute to the onset of developing
aggressive children especially in Egypt. The lifestyle and standard of living is so
sophisticated that parents have very little time for their children and most of the
children are neglected by parents. Circle of friends contributes greatly violent
behavior on a large extent if the child spends most of his time with a gang of
friends who are haughty and arrogant then he will develop that attitude. In the
same way, the school atmosphere does have an impact in school violence
(Abdallah, Elkarmalawy and Sharee, 2015).
The aim of this study was to assess the occurrence and risk factors of
aggressive behavior among governmental primary school students. The study
was conducted at four governmental primary schools in Menoufia Governorate.
A descriptive comparative research design was utilized in carrying out thestudy. The sample of study was simple random sample of 410 primary school
students from urban and rural schools. They were selected according to the
following criteria:
Governmental primary school students.
Students in 4th, 5th and 6th grades only including both sexes.
Students who regularly attend their schools.
Data collection tools:
Data was collected through using the following tool :
Tool I: Structured interview questionnaire: It was prepared by the researcher
which included the following parts:
Part one: Socio-demographic data of the students such as (age, sex , student’s
grades , student birth order, etc ...
Part two: Data that related to child’s parents and family structure as type of
family, father occupation, father education, number of brothers and sisters, and
number of rooms in the house, etc...
Part three: Data about risk factors of aggressive behavior as individual factors
and the influence of family, social, and school environments on the
development of aggressive behavior, etc...
Part four: Data about degrees of student’s scholastic performance that were
collected from the school’s records first term (2017-2018).
Tool II: Aggressive behavior scale (aggressive behavior likert scale): it was
developed by Aiash, (2009), it consisted of 48 statements.That tool contained three subparts:
Subpart one: Aggression toward self. It consisted of 15 statements such as
Sticking to opinion even it was wrong, hitting head against the wall in anger,
etc....
Subpart two: Aggression toward others. It consisted of 20 statements such as
beating school mates at parties, ridiculing from schoolmates, etc.....
Subpart three: Aggression toward school. It consisted of 13 statements such as
breaking property of school, knocking the door violently, etc......
The scoring system for each statement: rare took (1), sometimes took (2) and
often took (3).
Pilot study was conducted on 41 students.
The main finding of the studied students revealed the following:
Regarding the percentage of total aggressive behavior in urban versus
rural schools, in urban schools most of students (97.6%) did not have aggressive
behavior, and the least percentage (2.4%) had aggressive behavior. While, in
rural schools all of students (100%) did not have aggressive behavior.
Regarding students’ risk factors for development of aggressive behavior.
The current study revealed that in urban schools, more than one third of students
(37.6%) were sometimes play video games a lot and in rural schools, more than
half of students (55.1%) did not play video games a lot, and there was a
significant statistical relationship between playing video games a lot as a risk
factor for development of aggressive behavior among students in urban and
rural schools as p- value =0.002.
Regarding Students’ Family risk factors for development of aggressive
behavior. The current study revealed that in urban schools, majority of students
(88.8%) were living with both parents, while in rural schools, the most ofstudents (97.5%) were living with both parents, and there was a significant
statistical relationship between living with both parents or one parent as a risk
factor for development of aggressive behavior among students in urban and
rural schools as p- value =0.002.
Regarding Students’ social risk factors for development of aggressive
behavior. The current study revealed that in urban schools, more than three
quarter of students (77.1%) and in rural schools, the most of students (95.6%)
did not have crowdedness of the living area, and there was a significant
statistical relationship between crowdedness of the living area as a risk factor
for development of aggressive behavior among students in urban and rural
schools as p- value =0.000.
Regarding Students’ school risk factors for development of aggressive
behavior. The current study revealed that in urban schools, two third of students
(66.8%) and in rural schools, the most of students (90.2%) were seeing a lot of
violence among colleagues, and there was a significant statistical relationship
between seeing a lot of violence among colleagues as a risk factor for
development of aggressive behavior among students in urban and rural schools
as p- value =0.000.
Regarding effect of aggressive behavior on scholastic achievement
among governmental students, the range of degrees of 5 students with
aggressive behavior was from 421 to 486, with a mean of 403±37.2. Also, the
range of degrees of 405 students without aggressive behavior was from 51 to
500, with a mean of 455±96.2, and there was a significant statistical relationship
between aggressive behavior and school achievement among governmental
students as p- value=0.000.Conclusion, the study revealed that occurrence of aggressive behavior
among studied students was 2.4%, there was a relationship between aggressive
behavior and scholastic achievement and there were personal, family, social and
school risk factors associated with aggressive behavior.
Recommendation, parents, school and community should work hand-in-
hand in dealing with aggressive behavior of primary school students.