Aggressive students often struggle in multiple domains of their school functioning and are at increased risk for high school dropout. Research has identified a variety of warning flags which are strong predictors of high school dropout. While it is known that aggressive students exhibit many of these warning flags, there is little research which identifies the paths aggressive students take towards high school dropout. This study attempts to better characterize the relationship between aggression and dropout using a sample of students (N=685) from two middle schools in an urban, low income school district in the Northeastern United States. This study utilizes survival analysis, a longitudinal data analysis strategy for examining event occurrence. The sample was followed over a course of seven years, spanning from when students start middle school in the sixth grade through their expected on time-graduation year in the twelfth grade. In this study, hazard and survivor functions, key components of survival analysis, were utilized to examine the timing of high school dropout and compare timing of dropout for students characterized as aggressive vs. not aggressive. Discrete time hazard models using logistic regression were analyzed to determine how well aggression as rated by teachers and peers as well as a variety of educational and demographic variables predict high school dropout. Hazard and survivor functions showed that for this sample, aggressive students were at increased risk of dropout through the course of their educational careers. Their pattern of risk, i.e. grades in which they were at a lower or higher risk for dropout, however, was similar to that of non-aggressive students. Peer-rated aggression was related to each of the dropout warning variables as aggressive students were absent more often, had lower GPA’s, accumulated more suspensions and were more likely to be retained at some point during their educational careers. Results of discrete time hazard models showed that aggression was no longer a significant predictor of dropout when other educational “warning flag” variables were included in models. A discrete time hazard model including the effects of time, Age for Grade status and Retention status produced the best goodness of fit measures amongst a host of models that were analyzed. In all models that were analyzed, time was a significant predictor, indicating that dropout is not time invariant and a student’s grade must be considered when determining the effect of any of the hypothesized predictors on dropout. Implications of these results for schools, specifically regarding effective management of aggressive behavior in schools, are discussed.

Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychology, 2000? / Bibliography: p. 273-300.

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.90-96).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 188-214). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 166-177). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed.Spec.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.A.)--Bowling Green State University, 2007. / Document formatted into pages; contains vi, 80 p. Includes bibliographical references.

M.Ed. / The goal of this research study was to provide Psycho-Educational guidelines to assist adolescent learners to manage aggression in a constructive manner. The participants in this research study were adolescent learners at age of fifteen to seventeen years in Secondary Schools in the of Klerksdorp area. Adolescence is a phase in human development that is synonymous with change, namely, physical, emotional and cognitive changes. It is a crucial phase of development. Aggression is simply defined as a behavior that is intended to hurt someone either physically or psychologically (Weiten, 1992:397). However there are many theorists who define aggression differently but state anti-social behavior as a characteristic. The researcher wanted to formulate guidelines after exploring and describing the perceptions of black adolescence on aggression. It was because this aggressive behavior was impacting on their future successes. The research objectives were as follows: „« To explore and describe the perception of black adolescents of aggression in an informal settlement „« To formulate guidelines to assist black adolescents to manage aggression in a constructive manner. The qualitative research approach helps the researcher to understand and interpret adolescents¡¦ perception on aggression. The information gathered in this study would help determine topics for further research on adolescents¡¦ perceptions on aggression. Focus group interviews were conducted. This study was explorative and descriptive as it aimed to obtain adolescents¡¦ perceptions on aggression. The researcher attempted to find out how adolescents perceived aggression by conducting focus group interviews. Interviews were conducted with four groups. The major themes were: „« Black adolescents in an informal settlement school express different views on what aggression is „« Black adolescents in an informal settlement school experience forms and acts of aggression at school „« Black adolescents experience a sense of being so victimized in schools that it made their school lives miserable. „« View points that necessary structures should be put in place with the objective of providing guidelines to assist black adolescents in an informal settlement school to manage aggression in a constructive manner From the interviews conducted, recommendations were made to reduce the problems caused by aggression. / Prof. C.P.H. Myburgh

Ph.D. (Education) / The purpose of the study was to develop the educational strategies for the management of a culture of aggression in a Grade 10 class constructively in a secondary school in the Sedibeng District of the Gauteng Department of Education. A qualitative, exploratory, descriptive and contextual research design was used to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District of the Gauteng Department of Education. In order to achieve the study objectives and coherence, this study was organised into three phases. Phase one focused on the first objective namely: to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District in the Gauteng Department of Education. Phase two focused on the development of a conceptual framework. Phase three focused on the second objective namely: to develop the strategies for the management of a culture of aggression in a Grade 10 class in the Sedibeng District of the Gauteng Department of Education. In the first phase an ethnographic approach was followed. Purposive sampling was utilized to select participants who met the inclusion criteria. Data were collected using group and individual interviews. Tesch’s method of qualitative data analysis was utilized to identify themes. From the findings of the study the researcher and the independent coder identified the following patterns from the individual and group interviews with participants.