Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town

Abstract

The objective of this study was to analyze the relationship between antisocial behavior and academic achievement of high school students in Jimma town. Participants were 524 students 14-19 years old from government and private secondary schools. Cross sectional research designed was employed. Primary and secondary data were sources of this study. Results indicate that academic achievement was negatively associated with antisocial behavior. The result also shows that there is no significant difference between government and private schools in correlation of academic performance and antisocial behavior.The result also showed that there is a significant difference between male and female students’ academic achievement and antisocial behavior engagement, which is strong in male participants than female participants. To conclude the result showed there is a significant negative correlation between academic achievement and antisocial behavior. Therefore, the researchers recommends further studies to be conducted in the area, teachers also have to implement behavioral monitoring and modification strategies in secondary schools to minimize behavioral problem among students. Teachers, parents and other parties work together for better improvement of students’ academic and behavioral improvement.

Assessment of Family, Peers, and Externalising Behaviour Dimensions in Adolescence: The Proposal of a Comprehensive Instrument (FPEB)

“…School performance, measured in terms of a successful academic year, was significantly associated with “Externalising behaviour” and “Family conflict” dimensions. This is consistent with other recent findings indicating an association between academic performance and antisocial conduct [ 82 ], as well as between parent–adolescent conflict and school-related problems such as school disengagement, low academic performance, and negative behaviour in class [ 83 ].…”

Teacher abuse, school burnout and school attachment as predictors of adolescents’ risky behaviors

“…In this context, it was determined that students with an academic average of 49 and below exhibited more risky behaviors than students with an academic average of 85 or higher; this difference was seen both in total risky behaviors and anti-social behaviors, alcohol use, smoking, eating habits and school dropout. Similar studies with the results of the study show increased risky behaviors and risk-taking behaviors as academic success ingested (Siyez, 2009); there is a negatively significant relationship between antisocial behavior and academic achievement (Girma et al, 2019). In their study, Pérez-Fuentes et al (2011) determined that academic failure was positively related to antisocial behavior and criminal conduct.…”

“…Bu bağlamda akademik ortalaması 49 ve altında olan öğrencilerin, akademik ortalaması 85 ve üstü olan öğrencilere göre daha çok riskli davranışlar sergiledikleri; bu farklılığın hem toplam riskli davranışlarda hem de anti sosyal davranışlar, alkol kullanımı, sigara kullanımı, beslenme alışkanlıkları ve okul terkinde görüldüğü belirlenmiştir. Araştırmanın sonuçları ile benzer olan çalışmalarda da akademik başarı düştükçe riskli davranışlar ve risk alma davranışlarının arttığı (Siyez, 2009); antisosyal davranışlar ile akademik başarı arasında negatif yönde anlamlı bir ilişki olduğu (Girma et al, 2019) vurgulanmaktadır. Pérez-Fuentes vd.…”

“…In studies assessing the effect of risky behaviors on adolescent development and compliance; protective and risk factors (Jessor et al, 1994;Siyez, 2009); social support (İkiz & Savi-Çakar, 2012;Savi-Çakar & Tagay, 2017); family functions (Çataloglu, 2011); causes of risky behavior (Savi-Çakar, Tagay, & Karataş, 2015); levels of peer bullying and psychological well-being (Özdemir, 2018); subjective wellbeing and self-esteem (Savi-Çakar & Tagay, 2017); the focus is on variables such as loss and grief, strategies for improving subjective well-being and emotion editing skills (Akyüz, 2019) and parental and teacher abuse (Cansız, 2019). In addition, it is observed that negative life events and cognitive emotion regulation (Garnefski, Kraaij, & Spinhoven, 2001), environmental risk factors (Gerard & Buehler, 2004), self-control (Quinn & Fromme, 2010), depression and suicidal tendencies (Campos & Mesquita, 2014), sociodemographic variables, psychological health (Piko, 2000); physical abuse (Perkins & Jones, 2004); peer support (Brendgen, Lamarche, Wanner, & Vitaro, 2010); adolescent communication with the family (Gutman, Eccles, Peck, & Malanchuk, 2011), academic failure (Girma, Hassen, & Garuma, 2019;Pérez-Fuentes, Gázquez, Mercader, & García-Rubira, 2011) and genetic factors (Harden, Quinn, & Tucker-Drob, 2012) have been examined. Based on these studies, it can be said that adolescent risky behaviors need to be handled in a multifaceted way in relation to many variables.…”

“…Riskli davranışların ergen gelişimi ve uyumuna etkisini değerlendiren çalışmalarda; koruyucu ve risk faktörleri (Jessor et al, 1994;Siyez, 2009); sosyal destek (İkiz & Savi-Çakar, 2012;Savi-Çakar & Tagay, 2017); aile işlevleri (Çataloğlu, 2011); riskli davranışların nedenleri (Savi-Çakar, Tagay, & Karataş, 2015); akran zorbalığı ve psikolojik sağlamlık düzeyleri (Özdemir, 2018); öznel iyi oluş ve benlik saygısı (Savi-Çakar & Tagay, 2017); kayıp ve yas, öznel iyi oluşu artırma stratejileri ve duygu düzenleme becerileri (Akyüz, 2019) ile ebeveyn ve öğretmen istismarı (Cansız, 2019) gibi değişkenlere odaklanıldığı görülmektedir. Ayrıca, negatif yaşam olayları ve bilişsel duygu düzenleme (Garnefski, Kraaij, & Spinhoven, 2001), çevresel risk faktörleri (Gerard & Buehler, 2004), öz-kontrol (Quinn & Fromme, 2010), depresyon ve intihar eğilimi (Campos & Mesquita, 2014), sosyodemografik değişkenler, psikolojik sağlık (Piko, 2000); fiziksel istismara uğrama (Perkins & Jones, 2004); akran desteği (Brendgen, Lamarche, Wanner, & Vitaro, 2010); aile ile ergen iletişimi (Gutman, Eccles, Peck, & Malanchuk, 2011), akademik başarısızlık (Girma, Hassen, & Garuma, 2019;Pérez-Fuentes, Gázquez, Mercader, & García-Rubira, 2011) ve genetik faktörlerin (Harden, Quinn, & Tucker-Drob, 2012) incelendiği görülmektedir. Bu araştırmalardan yola çıkarak ergen riskli davranışlarının birçok değişkenle ilişkili olarak çok yönlü ele alınmasına ihtiyaç duyulduğu söylenebilir.…”