measuring aggressive behaviour according to the variables...

Measuring Aggressive Behaviour According to the Variables (Degree

Of Severity, Gender And Gender) Among Children Who Have

Survived From ISIS

Shraa-Faras Naema Mahdi Al1

Bazoon-Asst.Prof.Dr. Hayder Tareq Kadhim Al2

Asst.Prof.Dr.Jwan Ihsan Fawzi3

[email protected]

University of Babylon

Abstract:

The aim of the present study is to measure aggressive behaviour according to the

variables of degree of severity (simple - medium - severe) and type (verbal - physical

- verbal and physical) and gender (male-female) among children surviving from ISIS,

and in order to achieve the aim of the study, the researchers built a measure of

behaviour.

The aggression is made up of two domains: (verbal aggression and physical

aggression). The number of paragraphs in each field reached (14) paragraphs, based

on that on the scientific steps to build psychological measures. The scale was

presented to a group of 21) experts specialized in measurement and evaluation.

A random sample was chosen for the statistical analysis of the scale. The number

of the sample is (300) children from the camps for the displaced in the north of Iraq

/the Kurdistan Region, and by (141) children (males) and (159) (females).

After applying the scale on them, the psychometric properties of the scale were

extracted (apparent honesty and sincerity of construction and stability). The scale is

ready for the final application, and then the scale was applied to the basic research

sample of (348) that is randomly chosen from (8) camps for the displaced by a

random stratification method.

After applying the scale to them and dumping the data in the SPSS program, the

following results were achieved:

Journal of Xi'an University of Architecture & Technology

Volume XII, Issue III, 2020

Issn No : 1006-7930

Page No: 2306

mailto:[email protected]

1- There is a high level of aggressive behaviour, as the results indicated that there

were statistically significant differences in the aggressive behaviour of children in the

study sample.

2- There are statistically significant differences for aggressive behaviour according to

variables (severity, gender and gender), as the results indicated that children have

aggressive (severe and moderate) behaviour, and the type of that behaviour was

aggressive (verbal - physical) and (physical) behaviour for both sexes.

The Problem of the Study :

The Aggressive behaviour in children is one of the behavioural problems that

have negative reflections on the child's personality. Aggressive behaviour, when it

increases in intensity and frequency in a person's daily life, may lead to psychological

and behavioural disorders (Steinmetz, 1987: 211) (Laine, 1988: 116-A).

It is necessary to limit this behaviour from childhood and before it turns into an

aspect of the individual's personality, which is difficult to treat or limit its impact

(Periolat, 1988: 61).

In addition to this, the variable of the degree of severity, gender and gender can

affect aggressive behaviour as well, especially when society encourages or allows the

male child to practice some hostile behaviours and limits the practice of the female

child, and this is confirmed by the Abdel-Fattah study (1987) that males are more

aggressive than Female. (Abdel-Fattah, 1987: 15).

Based on the foregoing, the current research problem can be determined by

answering the following question:

(Is aggressive behaviour influenced by the "severity, gender and gender" variables of

ISIS survivors)?

The Significance of the Study :

The importance of the current research is summarized in the following points:

1- The importance of the childhood stage and its seriousness in building the child’s

personality, as we can strengthen or destroy the child’s personality before he exceeds

the fifth to eight years of age, and we also believe that the future attributes of the

individual are determined at the end of the eighth year of his life.

2- The Aggressive behaviour is one of the manifestations of delinquency or

delinquency among children, so this behaviour should be studied as the child who has

been exposed to bloody and terrorist scenes and then was displaced in the camps for



Issn No : 1006-7930

Page No: 2307

the displaced may exercise an aggressive or unwanted behaviour due to his sense of

emptiness and may lead to the most dangerous negative manifestations in children

that aim to harm others or self-harm.

3 - The importance of caring for children and childhood, so that interest in them has

become a criterion for the progress of society and its development, due to the

importance of this age stage in building the future human personality in which the

basic features of the individual personality are formed, in which his preparations and

talents are clarified, and the basis of his tendencies and inclinations, and the paths of

his mental and social development are determined according to what conditions

provide him Environmental surrounding it

4- The degree and type of aggressive behaviour should be revealed according to the

gender variable of children surviving from ISIS, and this is what the current study

aims.

Limits of the Study :

The current study is limited to the children who survive from ISIS and are currently

present in the camps for the displaced in northern Iraq in the Kurdistan region.

Aims of the Study :

The current study aims to identify:

1- The level of aggressive behaviour among children surviving from ISIS.

2- Differences of statistical significance in behaviour and aggression among children

and survivors by ISIS, according to:

A- Intensity (simple - medium - severe).

B- Type (verbal - physical - verbal and physical).

C- Sex (male - female) children.

Identification of Basic Terms: The researchers will define the following terms to fulfil the search variables as

follows:



Issn No : 1006-7930

Page No: 2308

1- Aggressive behaviour:

The Encyclopedic Glossary of Psychology (2001) defined it as "a qualitative form of

the human child characterized by showing superiority over another person or group of

people or by using force in pursuit of harm." Linguistic strength in the relationship

between adults and children (Selami, 2001: 34-35).

Chaplin (2000) defined it as "an attack or counter-act directed at a person or thing

and which implies a desire to outdo others, and appears either to harm, to disparage or

to ridicule with the aim of inflicting punishment on the other" (Al-Rashidi et al.,

2000: 53).

Al-Saqqa (1999) also defined it as "behaviour aimed at causing harm to others or to

themselves, or what they symbolize, and this behaviour may be explicit (aggression)

or aggressive (Hostility) or symbol (inclined to aggression)" (Al-Saqa, 1999: 36 ).

Al-Rifai defined him (1986) as "offensive behaviour involving coercion and abuse,

that is, the individual is characterized by impulsivity and attack, weak control of his

impulses and the pursuit of coercion of the other, harm to him or theft of something

from him, or his affliction of vandalism and obstruction" (Al-Rifai, 1986: 221).

Through the above definitions of aggressive behaviour, the researchers defined the

aggressive behaviour as "an unwanted behaviour in which the child appears to be

using physical force to attack others in word and deed, and this behaviour is called

socially as aggressive."

1- The degree of severity: It means "the degree of severity of the aggressive

behaviour and is divided into three levels as shown in the following table"

Table (1) levels of Aggressive Behaviour

Simple 28-66

Average 67-104

Intense 105-140

2- The Type: It means "the type of aggressive behaviour and it is of three types:

verbal aggression, physical aggression, and verbal physical aggression." The

researchers define each type as follows:



Issn No : 1006-7930

Page No: 2309

Verbal aggressive behaviour as (inappropriate verbal behaviour with the

intention of obtaining moral gains through which the abusive child practices words,

gestures, and unethical expressions towards other children while making fun of them).

Physical aggressive behaviour as (a type of aggression against others using

force, threat, beating, and quarrelling with them or encouraging them to quarrel with

each other in addition to playing games indicating violence).

3- It refers to the gender of children, the mother of a girl or a boy.

Procedures of the Study :

The method used in the current research is the descriptive approach in which

researchers seek to determine the current state of the phenomenon studied, and then

describe it, and as a result, the study of the phenomenon depends on what it is in

reality and is interested as an accurate description (Melhem, 2000: 32).

Correlational studies aim to reveal the strength and direction of relationships

between variables and predict a variable through one or more variables (Al-Shayeb,

2009: 27).

The population of the Study :

The population of the study means the total group of elements that researchers seek

to generalize the results related to the problem (Odeh and Malkawi, 1992: 159).

The population of the current study included the children who survived the ISIS

terrorist organization and the military operations and who were in the camps for the

displaced, who numbered (6954) children from the age of (6-12) years, distributed in

(15) camps and (4) governorates, knowing that there are camps It has been closed

down, and one that lacks accurate information, such as (Jabal Sinjar camp in Mosul

who remained on the mountain without a fence during the ISIS control) and other

camps.

The Sample of the Study :

The sample means a part of the society on which the study is conducted, chosen by

the researcher to conduct his study on it according to special rules in order for the

society to be properly represented (Dawood and Abdel Rahman, 1990: 67).

The researchers selected the sample according to two phases, as follows:

1- Sample of Displaced camps:

The researchers used the random class method in selecting the basic sample of the

sample. The camp names were written on paper scraps, and each province was placed



Issn No : 1006-7930

Page No: 2310

in a bag on the one side. (8) camps for the displaced were withdrawn from (4)

governorates where the camps are, which represents (38%) of the total camp

population (6) camps for the displaced in each of the governorates of Sulaimaniyah

and Mosul (3) camps from each governorate and two camps in the governorates of

Erbil and Kirkuk, and by one camp from each governorate.

Children Sample:

The researchers selected (5%) of the total research population for children. The

number of the members of the basic research sample was (348) boys and girls by

(164) children and (184) girls were chosen according to the percentage of the total

research community and the table that shows that. The following table shows the

preparation of the basic research sample, distributed by sex

Table (2) the preparation of the basic research sample

No

Name of

the camp

Location of

the camp

No. of

family

members

No. of the individuals of the

sample

(Male)

child

(Female)

Child

Total

1 Tazh

Sulaymaniy

ah

2940

13515

636

13

35

9

14

39

11

27

47

20

2 Uchi

3 Prznaga

4 Al-

Slamiya

Nineveh

3132

3448

4655

13

13

9

14

13

12

27

26

21 5 Hamam

Al-Aleel

6 Jadeeha

7 Al-Khazir

Erbil 6967 37 42 79

8 Lilyan Kirkuk 3549 35 39 73

The Total 4

provinces

53983 164 184 348

The Percent % - - 47% 53% 100%



Issn No : 1006-7930

Page No: 2311

The Study Instrument:

To achieve the goals of the current research, which aims to measure the aggressive

behaviour of children surviving from ISIS, and given the absence of a scale

appropriate to the society and sample of the research, taking into account the events

that children who survived from ISIS went through in the Iraqi environment, you have

asked the researcher to build a scale of aggressive behaviour, using scientific and

practical steps To build standards by defining theoretical premises and the basic needs

that we rely on in building the scale

Aggressive behaviour scale:

The researchers built an aggressive behaviour scale for children who survived the

ISIS organization, relying on the scientific steps necessary to build psychological

measures by (defining the characteristic to be measured and preparing the paragraphs

of the scale), and then the paragraphs were statistically analyzed, as Ebel (1972)

indicated that the best way to ensure The validity of the test is for a number of

arbitrators to assess the extent to which the paragraphs fulfil the attribute to be

measured (Ebel, 1972: 566).

Therefore, the researchers verified the validity of the paragraphs by presenting the

scale to a group of (21) experts specialized in the field of educational and

psychological sciences. Calculated Kay ranged between (21-17.18) and is much

higher than the tabular value of (Ca2) of (3.84) at the level of statistical significance

(0.05) and the degree of freedom (1) and thus all paragraphs were accepted by

experts.

Statistical Analysis of Paragraphs:

Statistical analysis of the paragraphs in order to reveal the paragraphs with good

psychometric properties to keep them in the scale and for the paragraphs with weak

psychometric properties to exclude them from it is a necessary and important step

since the accuracy of the tonic will largely depend on the accuracy of its paragraphs

(Abdel Rahman: 1998, 227).

So the researchers extracted the seismic properties as follows:

1- Discriminatory Power:

The distinguishing strength of a paragraph is an important psychometric characteristic

of paragraphs of psychological scales, especially normative reference because it



Issn No : 1006-7930

Page No: 2312

reveals the ability of paragraphs to measure individual differences in the phenomenon

on which psychological measurement is based (Ebel: 1972, (399).

The statistical analysis sample consisted of (300) parents of children with

aggressive behaviour who were randomly selected from (4) governorates where there

are camps for the displaced from ISIS and military operations and without the basic

research sample. The method of the two groups of parties is an appropriate procedure

in the process of paragraph analysis, so it was used.

The researchers adopted this method and adopted (27%) of the forms that obtained

the highest scores by (81) forms in the higher group and (27%) of the forms with the

lowest scores and by (81) forms in the higher group, bringing the total of the forms

(162), where the percentage (27%) makes a Two groups have the best size and

contrast (Mehren & Lehman, 1984: 122).

And by using the (t-test) test for two independent samples to calculate the

significance of the differences between the averages of the upper and lower groups for

each paragraph, it was found that all of the paragraphs were distinct, as all calculated

(t-test) values were greater than the tabular value, which reached (1.96) at the level of

significance Statistical (v0.05) and with a degree of freedom (160):

The relationship between the degree of the paragraph:

2- The relationship of Paragraph degree to the overall degree of the scale:

The correlation of the degree of the paragraph with the total degree of the scale

means that the paragraph measures the same concept that the total degree of the scale

measures and the researcher used the internal criterion represented by the total degree

of the scale to extract the validity of the paragraphs as the sincerity of the paragraphs

is extracted by most researchers in the psychological measurement by calculating the

correlation coefficient between the degree of the paragraph and the degree The overall

scale of the scale (Imam, 1990: 131).

To achieve this, the correlation coefficient values were calculated between the

paragraph score and the overall degree of the scale by using the Pearson correlation

coefficient and the table shows that.



Issn No : 1006-7930

Page No: 2313

Table (3) shows the values of the Pearson correlation coefficients for each

paragraph in the overall scale of the scale

No correlation

coefficient

No correlation

coefficient

No correlation

coefficient No

1 0.36 8 0.28 15 0.41 22

2 0.52 9 0.35 16 0.53 23

3 0.41 10 0.30 17 0.42 24

4 0.29 11 0.39 18 0.28 25

5 0.39 12 0.38 19 0.34 26

6 0.46 13 0.44 20 0.31 27

7 0.31 14 0.29 21 0.22 28

It was found from the table above that all paragraphs are statistically significant

because all the values of correlation coefficients were greater than the tabular value of

(0,113) at the level of statistical significance (0.05) and a degree of freedom (298),

and the degrees of the Pearson correlation coefficient ranged between (0.22 - 0.53).

Psychometric properties of the aggressive behaviour scale:

Verification of psychometric properties of educational and psychological measures

is one of the basic requirements, as it indicates the quality of the scale to measure

what was prepared to measure it. , Allam 1986: 209).

Below, the researcher will display indicators of validity and reliability of the scale

according to the following procedures:

A- Honesty:

Honesty is the psychometric characteristic that reveals the extent to which the scale

is performing the purpose for which it was prepared (Odeh, 1985: 163).

Truthfulness indicates the degree to which the scale is able to actually measure the

characteristic that it is supposed to have measured (Gray, 2002: 43).

Thus two types of honesty are achieved (apparent honesty and constructive truth).

B- Stability:

There are many methods for calculating stability, and researchers have used the

Alpha Cronbach method to find consistency, and this method depends on the

consistency of individual performance from one paragraph to the next and indicates

the degree to which all paragraphs of the scale are involved in measuring a particular

characteristic of the individual (Thorndike & Hijn: 1986, 79).



Issn No : 1006-7930

Page No: 2314

In order to extract stability for the aggressive behaviour scale, the statistical

analysis of the answers was conducted. It appeared that the persistence factor of

Vakronbach to the current scale (0,81). This parameter is also acceptable because the

determination parameter is greater than (0,50), which was determined by

psychologists (Parkrokheron, 1999: 122).

• The first goal: to identify the level of aggressive behaviour among children who

have survived from ISIS.

In order to achieve this goal, the t-Test was used for one sample, and it was found that

the mean was (92.68), the standard deviation was (31.523), and the theoretical mean

of the scale was (84), and the following table shows that.

Table (4) shows the calculated and tabulated value of (T) and the level of

statistical significance

Sample

volume

Mean Stander

Deviation hypothetical

milieu

degree

of

freedom

T -Value

Level of

statistical

significance

Calculate

d

Tabular

348 92.68

31.523 84 347 5.137 1.960 0.05

It is clear from the above table that the calculated value of (T) of (5.137) was

greater than the tabular value of (1.960) at the level of statistical significance (0.05)

and degree of freedom (347), and thus there is a level of aggressive behaviour among

members of the sample.

The third objective: to identify the differences of statistical significance in the

aggressive behaviour of children surviving from the ISIS organization according to

variables:

1- Intensity (simple - medium - severe).

2- Type (verbal - physical - both).

3- Sex (child - girl).

In order to achieve this goal, data was collected and discharged in the SPSS program,

after which a three-way ANOVA test was used for homogeneous and unequal

samples and reached the results shown below:



Issn No : 1006-7930

Page No: 2315

A- Examination of Homogeneity:

In order to examine homogeneity between groups, a Levine-Test was used, and the

results are shown in the following table.

Table (5) shows the value of Levine's- Test

Value f The first degree

of freedom

The second degree

of freedom

Level of statistical

significance

2.806 9 338 0.203

The table above shows that the value of (f) for the Levin test, which amounted to

(2.806) was not statistically significant because the value of the statistical significance

level of (0.203) was greater than the value of the level of significance (0.05) at the

degrees of freedom (9) and (338), which indicates Homogeneity of groups, thus

achieving the homogeneity condition.

B- Three-Way ANOVA Test Application:

After extracting the homogeneity, a triple contrast analysis was used and the results

shown in the following table were found.

Table (6) shows three-way ANOVA test values

Source of

contrast

Sum of

squares

Degree

of

freedo

m

Average

squares

value (f)


significance

Calculate

d

tabula

r

Intensity 40135.320 2 20067.

660

206.469 3.01 significant

Type 1471.138 2 735.56

9

7.568 3.01 significant

Sex 148.323 1 148.32

3

1.526 3.84 Not significant

Intensity

Type 2.556 1 2.556 .026 3.84 Not significant

Intensity

Sex .139 1 .139 .001 3.84 Not significant

Type

Sex 1.957 1 1.957 .020 3.84 Not significant

Intensity

Type

Sex

56.279 2 28.139 0.28 3.01 Not significant

The Wrong 32851.679 338 97.194 - - -

The Total 3334107.27 348 - - - -



Issn No : 1006-7930

Page No: 2316

9

From the above table, the following results were reached:

A- Intensity (simple - medium - severe):

It was found that the calculated value of (F) was (206.469) which is greater than

the tabular value of (3.01) at freedom degrees (2) and (348), which indicates the

presence of statistically significant differences in the following table:

Table (7) shows differences in severity according to the Chevy Test

Intensity

Differences in

circles

Standard error


significance

First

Variable

Second

Variable

Simple Average 38.16-* 1.447 0.05

Intense 76.29-* 1.393 0.05

Average Intense 38.13-* 1.200 0.05

The above table shows that:

• The significance of the differences in relation to the two variables (simple -

medium) was a function in favour of the average aggressive behaviour because the

differences in the arithmetic milieus reached (38.16-) and since the sign is negative,

this means that the indication is in favour of the second variable at the expense of the

first variable, but as for the sign (*) it means that The value is statistically significant

at the level of statistical significance (0.05).

• The significance of the differences in relation to the two variables (simple -

severe) was a function in favour of severe aggressive behaviour because the

differences in the arithmetic milieus reached (76.29-) and since the signal is negative,


first variable.

The significance of the differences in relation to the two variables (medium -

severe) was a function in favour of severe aggressive behaviour because the



first variable.



Issn No : 1006-7930

Page No: 2317

The following two figures clarify the significance of these differences according to

Chevy Test for monitoring the differences between the variables:

Figure (1) shows the significance of the differences according to Chevy test

Figure (2) shows the significance of the differences in the intensity according to

the graphic columns



Issn No : 1006-7930

Page No: 2318

It is clear from the two figures above that the significance of the differences was

more in favour of children with severe aggressive behaviour, as it was repeated twice

and as shown in the previous table, while the differences were indicative only once in

favour of children with medium aggressive behaviour, while it was not a function, nor

ever for children with Simple aggressive behaviour, which indicates that children, in

general, have a very aggressive behaviour with a very large percentage, and then

children with moderate aggressive behaviour come after them with a very small

percentage, and the percentage is almost non-existent for children with simple

aggressive behaviour.

B- Type (verbal - physical - both):

It was found that the calculated value of (F) reached (7.568) which is greater

than the tabular value of (3.01) at freedom degrees (2) and (348), which indicates the

presence of statistically significant differences. In the following table.

Table (8) Show differences in type according to the Chevy test

Intensity

Differences in

circles

Standard error


significance

First

Variable

Second

Variable

Verbal Physical 40.45-* 1.412 0.05

Both of

Them

63.10-* 1.612 0.05

Physical Both of

Them

22.65-* 1.266 0.05

The above table shows that:

• The significance of the differences in relation to the two variables (verbal - physical)

was a function in favour of aggressive physical behaviour because the differences in

the arithmetic milieus reached (40.45), and since the sign is negative, this means that

the indication is in favour of the second variable at the expense of the first variable,

but as for the sign (*) it means that The value is statistically significant at the level of

statistical significance (0.05).

• The significance of the differences in relation to the two variables (verbal - both)

was a function in favour of aggressive behaviour (verbal-physical) because the



Issn No : 1006-7930

Page No: 2319



first variable.

• The significance of the differences in relation to the two variables (physical - both)

was a function in favour of aggressive behaviour (verbal - physical) because the

differences in the arithmetic circles reached (22.65), and since the signal is negative,

this means that the sign is in favour of the second variable at the expense of the first

variable.

The following two figures clarify the significance of these differences according to

the Chevy test for monitoring the differences between the variables.

Figure (3) shows the significance of the differences for the type according to

Chevy test



Issn No : 1006-7930

Page No: 2320

Figure (4) shows the significance of the differences for the type according to the

graphic columns

It is clear from the two figures above that the significance of the differences was

more in favour of children with aggressive behaviour (verbal - physical), as it was

repeated twice and as shown in the previous table, while the differences were

indicative only once for the benefit of children with aggressive physical behaviour,

while they were not a function nor Any time for children with aggressive verbal

behaviour, which indicates that children generally have aggressive (verbal-physical)

behaviour in a very large percentage, then children with aggressive physical

behaviour come after them with a very small percentage, and the percentage is almost

non-existent for children with verbal aggressive behaviour

c. Other variables:

It was found that the calculated values of (F) reached respectively (1.526),

(0.026), (0.001), (0.020), and (0.28), which are smaller than the tabular value of (3.84)

and (3.01) at degrees of freedom (2) and (348), (1) and (348), which indicates that

there are no statistically significant differences between the variables.

References

1- Abdel-Fattah, Hassan, (1987). aggression among children, "a comparative study"

of its manifestations between rural and urban children", unpublished master's thesis,

Ain Shams University.

2- Imam, Mustafa Mahmoud (1990): Psychological evaluation, Ministry of Higher

Education and Scientific Research, University of Baghdad.

3- Parker, Chris Wisnrange, Nancy Walyot, Robert (1999): Research Methods in

Clinical and Guidance Psychology, translated by Naguib Saboura, Mervat Ahmed

Shawky, and Aisha El Sayed Roushdy, The Egyptian Anglo Library, Cairo.

4- Thorndike, Robert and Huygen, Elizabeth (1989): Measurement and Evaluation in

Psychology and Education, translated by Abdullah Al-Kilani, and Abd al-Rahman

Adas, Jordan Book Center, Amman.

5- Al-Shayeb, Abdel-Hafiz (2009): the foundations of educational research, 1st

edition, Wael Publishing House, Amman.



Issn No : 1006-7930

Page No: 2321

6- Melhem, Sami (2000): Measurement and Evaluation in Special Education and

Psychology, 2nd edition, Dar Al Masirah for Publishing and Distribution, Amman.

7- Awda, Ahmad Salman and Malkawi, Fathi Hassan (1992): Fundamentals In

Scientific Research In Education (Elements Of Research And Its Methods And

Statistical Analysis Of Its Data), 2nd edition, Irbid, Jordan.

8- Dawood, Khaled and Abdul Rahman, Saad (1998): Educational and Psychological

Measurement, Al-Falah Library, Kuwait.

9- Abdul Rahman, Saad (1998): Psychometrics, Al-Falah Library, Kuwait.

10- Mehren.R Lehman. A. (1984): "Essentials of educational measurement", PHI

Learning privately Limited, New Delhi

11- Allam, Salah Al-Din Mahmoud (1986): Contemporary developments in

psychological measurement, Al-Qabas Commercial Printing Press, Kuwait.

12- Steinmetz, (1987), family violence, in Sussman M.B & Steinmetz &. (red), H and

book of Moriage and the family.

13- Gray, J (2000): Personality and Personal Growth, New York, Harper & Row

publisher inc

14- Laine, A. (1988). Psychological Testing. New York: Macmillan company.

15- Periolat, - Janet, Nager, Nancy, (1988). The positive Aspects of Aggressive

Behavior in young children, Eric, Ed 373926.

16- Selami, Norsper, (2001): Encyclopedic Glossary in Psychology (Alphabet B),

translated by Wajih Asaad, Publications of the Ministry of Culture, Damascus.

17- Al-Rashidi, Bashir and others, (2000): Mental Disorders in Childhood and

Adolescence (2), first edition, Library of Social Patterns, Kuwait.

18- Al-Saga, Mustafa Fathi, (1999): aggression and play among pre-school children,

research submitted for a master’s degree in psychology, Faculty of Education,

University of Damascus.

19- Al-Rifai, Naim (1986): Mental Health, Sixth Edition, Damascus, Khaled Bin Al-

Walid Press.

20- Ebel, R.L. (1972): Essentials of Education measurement, New Jersey: Prentice-

Hall. 15- Ellfon & Runyon, Richard & Harber Aadreg (1998). Fundamentals of Social

statistical. 3rd. new York: Me Grow Hill.



Issn No : 1006-7930

Page No: 2322

measuring aggressive behaviour according to the variables...

Documents