This research work arises as a response to the concern to study the possible existence of a positive correlation between habits and television consumption on the aggressive behavior of adolescents that could facilitate in one or more ways the appearance and / or maintenance of the phenomenon bullying or bullying.
use-television-behavior-adolescents-mexicoIt was decided to approach this company using tools that allow us to measure the established variables, collecting and examining studies of a similar nature from the assumptions of Albert Bandura and Walters' social learning theory and personality development. Statistical analyzes indicate that there is no significant correlation between both variables in our population, however a more exhaustive analysis of the data, yields figures of coexistence among equals that are consistent in some aspects with the results of similar non-correlational studies on the Television habits and consumption and aggressive behaviors in children and adolescents.However, the lack of correlation in the sample does not suggest in any way to stop studying the effects of violent images contained in television programs, movies and video games that are consumed by younger viewers and that are visualized and internalized from an early age, In many cases, as a reality that can modify, motivate or increase the aggressive responses of children and adolescents, supported by numerous experimental studies, observational studies and some longitudinal studies that indicate that exposure to violence on television and in films are related to violent behavior, relationships that in some cases persist years later, in adult life (Huesmann, 2003).movies and video games that are consumed by the youngest viewers and that are viewed and internalized from an early age, in many cases, as a reality that can modify, motivate or increase the aggressive responses of children and adolescents, supported by numerous experimental studies, observational studies and some longitudinal studies that indicate that exposure to violence on television and in movies is related to violent behavior, relationships that in some cases persist years later, into adult life (Huesmann, 2003).movies and video games that are consumed by the youngest viewers and that are viewed and internalized from an early age, in many cases, as a reality that can modify, motivate or increase the aggressive responses of children and adolescents, supported by numerous experimental studies, observational studies and some longitudinal studies that indicate that exposure to violence on television and in movies is related to violent behavior, relationships that in some cases persist years later, into adult life (Huesmann, 2003).observational studies and some longitudinal studies that indicate that exposure to violence on television and in movies is related to violent behavior, relationships that in some cases persist years later, into adult life (Huesmann, 2003).observational studies and some longitudinal studies that indicate that exposure to violence on television and in movies is related to violent behavior, relationships that in some cases persist years later, into adult life (Huesmann, 2003).
Introduction
While in my second year of undergrad, I had the opportunity to attend Benito Juárez High School to perform my social service. During the months of my stay in that public institution, I noticed some cases of bullying or school harassment, one of the most relevant cases being that of a young man in the first grade who took a firearm with him to school and, to tell the truth, his own classmates, he used it to intimidate students from other classrooms; Later it would be known - true or not - that this weapon was a toy. I also had the opportunity to observe physical and verbal attacks, rejection, exclusion, intimidation and even some complaints from students of having been victims of theft of electronic items such as tablets and cell phones, despite the fact that the latter are prohibited by the internal regulations of the school.
In 2014, Mexico ranked first internationally among the member countries of the Organization for Economic Cooperation and Development (OECD) in cases of bullying in basic education, affecting around 18,781,000 public and private primary and secondary students. (Valadez B., 2014).
According to various studies, bullying can be the first step in subsequent criminal behavior, especially if parents, teachers or colleagues do not condemn such behavior and try to change it. And if he does not reach the level of criminal behavior, at least he will have serious adaptation problems, becoming an abusive adult incapable of feeling empathy and without any capacity to live and interact peacefully in his community. (Muriel, Aguirre, Varela & Cruz, 2012)
One of the most studied aspects that could have an effect on the aggressive responses of children and adolescents is the bombardment of images and violent situations represented in audiovisual media, since various studies conclude that they could generate aggressive tendencies in children and adolescents. Since television, cinema and video games currently supply most of the entertainment and cultural demands of our society, in this regard it is necessary to mention the importance of studying these variables to generate data that constitute the raw material for future higher precision investigations.
The general objective of the research was to know the relationship between television habits and consumption and the possible effects on the aggressive behaviors of the sample, which could influence the appearance and maintenance of the bullying phenomenon, since from the perspective of the theory of social learning and the development of the personality of Albert Bandura and Walters, “Much of the learning is nourished by the presentation of real life models, with the advances of technology and of the written and audiovisual media, more and more confidence is given to the use of these symbolic models ”(Bandura, 1974).
The specific objectives were: to know the habits and television consumption of the sample, to study the effect of exposure to violent images on human behavior and to carry out an analysis of the data collected to know if there is a correlation between television habits and consumption in the aggressive behaviors of young people who were in the second grade of the morning shift at the Benito Juárez Federal High School in Cd. Guzmán Jalisco.
The variables analyzed were: The habit and television consumption with a high content of violence and its possible effects on aggressive behaviors in young people who generated bullying who were in the second year of high school.
Taking as values: Television habit- Number of hours a day / week that is dedicated to watching television, movies or playing video games; Television consumption- Type of movies (their classification), programs (aimed at adults, children and adolescents or for the general public) and video games (war, sports, strategy); Aggressive behaviors- intimidating, fighting, stealing, among others.
Research questions: What are the television habits of the sample and what type of programming do they consume? What are the effects of continuous exposure to violent images on human behavior? And is there a correlation between television habits and consumption and aggressive behaviors in our sample?
THEORETICAL FRAMEWORK
First, let's define what bullying is: The term bullying is derived from the English word bull (bull) and even though it does not have a direct translation into Spanish, experts on the subject have decided to define it as “intimidation and mistreatment among schoolchildren, repeated and maintained, almost always away from the eyes of adults, with the intention of humiliating and abusively subjecting a defenseless minor by one or more perpetrators through physical, verbal and / or social aggressions, with results of psychological victimization and group rejection ”(Muriel, 2012).
Muriel, Aguirre, Varela and Cruz, in their book “Alarming behavior for children and adolescents” offer us a detailed study on the classification and symptomatology of the phenomenon and mention that for it to exist, certain requirements must be met, indicated by Olweus:
- There is an imbalance of power between the victim and the aggressor. There is frequency and duration. Intentionality of the aggression that seeks to obtain material or personal benefit. Pretension to cause harm Some authors also add to this list, the lack of provocation on the part of the victim and the channel of emotional damage.
One of the most serious aspects of bullying, apart from its consequences, is that the victims are forced to live with their aggressors. This constant contact with their aggressor or aggressors generates anxiety, stress and fear; This is why the victim may develop aggressive responses or even think of suicide as an alternative.
Contrary to what most believe, bullying does not only include physical attacks, it can appear in many forms, among which are: Verbal abuse, psychological abuse, physical abuse and social abuse.
There are some authors who also add other types of bullying to this classification, such as: racist harassment, sexual harassment, anonymous harassment and Cyber bullying.
From the focus of this research, social learning theory explains and predicts the analyzed phenomenon in a clear and simple way, as it details the importance of the role of imitation, the effects of provocation, emotional arousal and tolerance to frustration in the acquisition and / or maintenance of new responses in subjects exposed to audiovisual images, retaken in order to offer the reader a complete picture in a logical and consistent way about the hierarchy in learning according to Bandura and Walters.
The effects of television violence on children has been a matter of debate for several decades, since the 70's researchers found evidence of the relationship between violent television consumption and aggressive behaviors in children and adolescents, they state in several of these works (experiments studies, field studies, government reports, longitudinal studies, among others.) that the use of media violence in young ages is a significant risk factor for adolescent or aggressive adult behavior, Lefokowitz, Eron, Walder and Huesmann 1972, 1973 studied the relationship between television and the social behavior of aggressive adolescents, Huesmann and Eron in 1986 made a comparison between countries on television and the aggressive child;Researchers conclude that children learn their attitudes about violence at a very young age and once learned, the attitudes tend to be lifelong (Huesmann, 2003)
UNESCO for Latin America and the Caribbean published in its bulletin No. 49 an intercultural study on the role played by violence in the media for children. In this study, by Dr. Jo Groebel, an intercultural questionnaire was applied to around 5,000 12-year-old boys and girls from 23 countries around the world, among the findings found, the fact that the world's children spend an average of 3 hours daily in front of the screen, occupying this activity 50% more of the time than in any other extracurricular activity, including homework, being with the family or reading. In the words of Jo Groebel himself: “Children and adolescents have always been interested in feeling emotions and they often do so through violent stories or tales. However,With the advent of the mass media, movies and especially television, the amount of aggressive content consumed daily by age groups has increased dramatically. As real violence, especially among youth, is also increasing at the same time, it seems possible to correlate both, violence in the media and aggressive behavior ”(UNESCO, 1999). It also indicates that children often lack the ability to distinguish between fact and fiction and take what they see in entertaining movies for granted, stimulating their own aggression. If they are permanently exposed to the messages that promote that violence is fun or is suitable for solving problems and gaining status, then the risk that they will learn the respective models of attitudes and behaviors is very high.
Many studies have shown that especially children directly imitate what they see on the screen or integrate observed behavior patterns into their own repertoire. The social learning theory of Albert Bandura and Walters points out the role of imitation in the development and adaptation of adapted or deviant behavior, points out that: “Imitation plays an important role in the acquisition of deviant behavior from the adapted one. By observing the behavior of others and the consequences of their responses, the observer can learn new responses or vary the characteristics of the hierarchies of previous responses, without executing any overt response by themselves or receiving any direct reinforcement ”(Bandura, 1974). Reichard quoted by Bandura himself, says that “children do not do what adults tell them to do,but rather what they see them do ”, thus much of the learning in our society is nourished by technological and audiovisual representations of real life models, to which more and more trust is granted to the use of symbolic models.
In Mexico, Valadez reports various studies that resort to different educational approaches and actors, such as Prieto in 2005 and his ethnographic study, Velázquez in 2005 and his study on the student experience of peer abuse, the studies with a gender perspective by Flores also in 2005 (Valadez B., 2014), those who make social diagnoses focused on the environment of secondary schools in popular areas of Mexico City (Tello, 2005) among others.
Social learning theory and the role of imitation.
Social learning theory highlights the idea that much of human learning occurs in the social environment. By observing others, the subject acquires knowledge, rules, skills, strategies, beliefs and attitudes. She also learns about the usefulness and appropriateness of various behaviors by looking at models and the consequences of her actions and acts in accordance with what she thinks she should expect as a result of her actions (Schunk, 1997).
The research was exploratory, descriptive, correlational, cross-sectional.
Given the condition of being an exploratory, inconclusive research, in which it is intended to generate data and hypotheses that signify elements for future research with greater precision, the sample was obtained by non-probabilistic criteria (directed sample), worrying that the subjects were homogeneous in variables such as age, sex, and socioeconomic and cultural variables. The universe of work was made up of the students of the Benito Juárez Federal High School, located on CD. Guzman Jalisco. The study population was the 2nd grade students of the morning shift, the sample size was 242 students who were in that grade level.
The research methodology was as follows:
- A visit and subsequent interview were made with the directors of the Benito Juárez Federal Secondary School located in Ciudad Guzmán Jalisco, to request their authorization for the application of the tools.
- Once the written authorization was obtained, a classroom-by-classroom visit was made to apply the two tools.Before applying the tools, the young people were informed that their participation would be voluntary and confidential and that the data obtained from The surveys would be used only for academic purposes. The tool "Coexistence analysis questionnaire" was applied to the universe available to identify the most common forms of abuse seen, suffered and carried out in the classrooms. The tool was applied "Television habits and consumption questionnaire" to inquire about the television habits and consumption of the students. The data obtained was analyzed and compared.
The more time spent watching television, the greater the probability of being exposed to violent audiovisual scenes, alcohol or drug consumption and erotic scenes that could favor the appearance of aggressive responses -new or previously acquired- in adolescents in the school environment, contributing to the appearance and / or maintenance of the bullying phenomenon.
For data collection, two previously validated tools were used that were applied to a total of 242 morning shift students who are in second grade at the Federal Benito Juárez High School in Ciudad Guzmán Jalisco.
1.- Television habits and consumption questionnaire: the instrument contains 24 items that, in addition to inquiring about sociodemographic variables, yields information on the number of hours spent watching television weekly and the degree of satisfaction of the adolescent with respect to film and television programming.
2.- Peer coexistence questionnaire: the instrument contains three sections in addition to the sociodemographic variables. The first one evaluates the observer's posture and the items are written in such a way that it is reported if the person has observed certain behaviors in their classroom; This section has 19 items. The second obtains information about those who play the role of victims. The behaviors are similar to those observed, but in this section the questions are directed towards “have they done you?”; This section has 23 items of which 4 are not taken into account to evaluate the dimension of victim, since they are questions of a sexual nature. Finally, the third section has 19 items and addresses the role of the aggressor, asking if he has “done” any of the actions described.
The directors of the Benito Juárez Federal High School were visited and authorization was requested in writing for the application of the tools. Once the written authorization was obtained, a classroom-by-classroom visit was made to apply the tools. Before applying them, the young people were informed that the information collected would be only for academic purposes and that their participation would be voluntary and anonymous, once the above had been done, both tools were applied to the available universe. Students from the 2013-2015 generation participated in the task, who were in the second grade of secondary education on the date of application of the tools. The surveys were applied on February 19, 2014.
RESULTS
118 men and 123 women participated, with a mean age of 13.47 years for men and 13.51 years for women, the mode being 13 years for both.
Regarding the question “from 0 to 10, where zero is nothing and ten is a lot, how much do you like to watch television”, the fashion for men was 7, with 19.5% and in second place 8 with
16.1% with respect to women, fashion was 5 with 21.1% followed by value 8 with 19.5%.
The average hours spent watching television by men is 22.83, in women it is 28.6 hours per week.
58% of men report that their father and / or mother do not tell them what programs to watch, while in women the percentage is 61%.
Regarding the questions that inquire about the degree of satisfaction of young people towards the types of film and television programming, we can affirm that men feel more satisfied with respect to women regarding programming for adults, in which the content shows graphic violence, nudity, images of sex, drug use, alcohol and tobacco.
The results of the coexistence questionnaire in the spectator dimension indicate that the main forms of bullying observed by students are:
- Hiding personal things with more than 70% occurrence in both men and women, of which 31% refer that "almost always" or "always" this behavior can be observed in the classroom. Breaking personal things, with 60 %. Pushing with 85% and where the fashion in both groups was "sometimes". Pulling, with more than 70%. Insults, with almost 80% occurrence in men and women and of which 60% mention that this situation almost always or always occurs in the classroom.
In this dimension, we also note some differences in the forms of school abuse that are most frequently observed in classrooms, with respect to the gender of the population.
- In the first place, we find that “blows” are more observed in men (75%) compared to women (61%).
- Coercion has a higher frequency in men (52%) than in women (48%) as well as giving nicknames with 85% and 74% respectively. “Speak badly of someone” and “ignore someone” were the questions that obtained a higher percentage in women up to 87% occurrence.
In the dimension of "victim" the results with the highest score were:
- 75% say that they laugh at their opinions when they participate, of which 21% indicate that the frequency of this situation is "almost always" or always "
- Having problems working in a team is also a condition of similar percentages between men and women, adding 75% and of which 17% say it is “almost always” or “always” 64% refer that they frequently hide personal things from them. 65 % indicate that money or personal things have been stolen. 23% add that it is "almost always" or "always"
- 37% are pushed "almost always" or "always" 22% are the victim of jerks "almost always" or "always" The blows are more frequent among men, 47% report suffering them; With respect to women, where the percentage is 32%. Nicknames are also more frequent among men, 83% say they are the object of them, in women the percentage is 66%. Caresses of a sexual nature in parts Intimates are also a more frequent behavior among men; the percentage reaches 19%, while in women the percentage is 4%. Rudeness and offenses are also particularly more common among men; 71% agree to be the object of them, in women the percentage reaches 64%.
In the dimension of aggressors, we also observe some differences between genders:
- Giving nicknames is similar in percentages for both men and women, 70% for them and 65% for them. Ridiculing is more frequent in men (47% and 33% respectively) but it is women who do it in greater numbers 15% with compared to men 8%.
- Saying rudeness and insults to their peers is a slightly more frequent behavior in men, 64% against 58% of women.
- Physical aggressions such as pushing, pulling and hitting are behaviors that men perform more frequently and in number. Coercion is also more common in frequency and number in men, 29% against 19% in women.
CONCLUSIONS AND IMPLICATIONS
According to the analysis of the data obtained through the SPSS program and according to the results of the Pearson correlation in the present study, the correlations between the dependent variable and the independent variable are null, since the levels of significance (bilateral) are greater than 0, 01. The results of the correlations are consistent in the three dimensions analyzed: victim, perpetrator and spectator. That is, in our sample, the number of hours dedicated to the exposure of audiovisual media with little or a lot of content of violent situations, sexual scenes, with alcohol or tobacco consumption, or programs directed for children did not have a significant effect on the behavior of the sample, perhaps due to the values assigned to the variables,to the application of inadequate tools for the analysis of the variables or precisely to the social reality, individuality and personalities of the sample or possibly also to the intervention of other variables, with the exception that television is not a determining variable Of social violence, the important thing in any case would be the way of exposing oneself to its messages (Fernandez, 2003).
A more in-depth analysis of the data obtained points out some notable differences: for example, the average hours spent watching television in the cases that obtained a higher score in the dimension of victims in the coexistence analysis questionnaire, was 23.5 hours weekly; while the average hours spent watching television in the cases that obtained the highest score in the aggressor dimension in the coexistence analysis questionnaire was 30.94 hours. If we take into account the composition of the programs, we must point out that their main teaching refers to the forms of crime and illegality, destructive corruption, the exaggerated valuation of material goods in relation to intellectual and cultural values. Stanford University Studies,have shown that an average child in the United States has witnessed, between the ages of 5 and 14, twenty thousand violent crimes, in addition to showing that both sexes better remember television sequences that confirm stereotypes (Aldea, The influence of new television on emotions and in the education of children, 2004)
Another of the differential aspects that we find between the group of victims and aggressors is the liking of watching television, in the question where they were asked to indicate their degree of liking with respect to watching television, where 0 was nothing and 10 was a lot; the group of victims answered mostly 8, while in the aggressors the majority answered 10. Television can promote aggressive behavior, because the more violence we see and the less it disturbs, the more likely we are to become tolerant to violence in real life. An example of them was discovered by Lineé in 1971, the researcher found that children highly exposed to aggressive programs were more inclined to aggressively resolve conflictive situations, also posing that, although violent programs can stimulate existing predispositions,other factors from character traits or from family school or environmental situations converge in the total effect (Aguirre, s, f).
Another notable difference between the two groups is the frequency with which young people watch television accompanied by their parents. In the group of victims the mode was occasionally with a percentage of 40.60%, while in the group of aggressors the mode was almost never with a 50%. As mentioned above, for Flores and colleagues in their work "exposure to violent television content and its association with aggressive behavior in children aged 8 to 12 years at a State Educational Institution in Comas" that the child is exposed to thousands of images, violent sounds and messages with physical and verbal aggression suggest a certain way of understanding reality and that he incorporates as adequate because no one suggests otherwise, probably due to the lack of supervision and guidance from parents,regarding the programs your children watch.
In both groups, the most common forms of abuse suffered and carried out are consistent, in relation to what is stated in the previous section of results, that is to say: the group of victims refers to being the object mostly of nicknames, insults and that they prevent their participation through boos or ridicule, this is similar to what Castillo stated in 2008 in Yucatán, since apparently young people are used to being mistreated and frequently prefer to receive a nickname or be ignored by their partner, then as happened in his research, after pointing out that the insult, hit or threaten comment "get along".
In the case of the group of aggressors, the most common behaviors are pushing, pulling, calling names, ridiculing and insulting their colleagues. According to the theories and research analyzed in this work, this group of young people could learn that violence is a way of achieving their objectives and manages to gain social recognition through their aggressiveness, these consequences being essential ingredients of criminal behavior and bringing with it a possible generalization of their behavior in other aspects of their life, such as life as a couple or in the workplace.
We also found that the overall average for televisions in the home was 3.4 televisions. In the group of victims we found a similar average of 3.3, while in the group of aggressors the average was 4.1 televisions per house. This data becomes relevant when realizing that the most used means of communication in children's leisure time is television and that children begin to watch television from a very early age, which could later have repercussions on their behavior. Huesmann and his team examined longitudinal relationships between viewing violence on television in children 6 to 10 years old, tracking the cases 15 years later. They found that children's exposure to violence in audiovisual media predisposes aggressive behavior in young adults,for both men and women. If we link this information with the one referred to in the survey "television and children: habits and behaviors" of the sociological research center, where 1800 interviews were analyzed regarding children's television habits of Spanish families, yielding evidence that 30.2 % of children had begun to watch television before the age of two (Crescenzi, 2010), we theorize that today's child sees much more aggressiveness than years ago, without tangible consequences, until the child imitates the violent behavior and applies it on another child and it is then, when the virtual becomes a tragedy (Aldea, 2003).Habits and Behaviors ”from the sociological research center, where 1800 interviews were analyzed regarding children's television habits of Spanish families, yielding evidence that 30.2% of children had started to watch television before the age of two (Crescenzi, 2010), we theorize that today's child contemplates much more aggressiveness than years ago, without tangible consequences, until the child imitates violent behavior and applies it to another child and that is when the virtual becomes a tragedy (Aldea, 2003).Habits and Behaviors ”from the sociological research center, where 1800 interviews were analyzed regarding children's television habits of Spanish families, yielding evidence that 30.2% of children had started to watch television before the age of two (Crescenzi, 2010), we theorize that today's child contemplates much more aggressiveness than years ago, without tangible consequences, until the child imitates violent behavior and applies it to another child and that is when the virtual becomes a tragedy (Aldea, 2003).We theorize that today's child contemplates much more aggressiveness than years ago, without tangible consequences, until the child imitates violent behavior and applies it to another child and that is when the virtual becomes a tragedy (Aldea, 2003).We theorize that today's child contemplates much more aggressiveness than years ago, without tangible consequences, until the child imitates violent behavior and applies it to another child and that is when the virtual becomes a tragedy (Aldea, 2003).
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