Aggressive Students’ Academic Performance: Teachers’ Insight


  • Najam ul Kashif Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Pakistan
  • Furrukh Bashir Assistant Professor, School of Economics Bahauddin Zakariya University Multan, Pakistan
  • Rashid Ahmad Assistant Professor, School of Economics Bahauddin Zakariya University Multan, Pakistan
  • Ismat Nasim Lecturer, Department of Economics, The Government Sadiq College Women University, Bahawalpur, Pakistan



Aggressive Behaviors, Academic Performance, Teachers


Presented study was aimed to highlight the different causes of aggressive behavior of students and its effects on their academic performance, according to the observations of secondary school students. To accomplish this goal, the conducted research was descriptive in nature. Data were collected from elementary school students’ teachers through a questionnaire. The population of the study was considered as all public elementary school male and female teachers in four Tehsils of District Multan region. Total eighty schools and from each school 3 teachers were randomly selected as a result total 240 teachers were selected. A questionnaire consisting of 49 items was designed for teachers. Furthermore, data were analyzed by adopting as per need descriptive and inferential statistics. It is concluded that aggressive behaviors in students do not significantly reduce a students’ academic performance, however, there is a sign that academic scores are declining as aggression increases. Aggressive behaviors in students do not directly lead to low academic performance. Although there is an insignificant link between aggressive behavior and academic performance, aggressive students face difficulties in their education. It is recommended that teachers need additional training on how to deal with children with aggressive behavior. In this regard, parents-teachers meeting on regular basis and on required desires of teachers is necessary.


Aluede, O. (2011). Managing bullying problems in Nigerian secondary schools: Some counselling interventions for implementation. Paper presented at the The African Symposium.

Byrnes, J. D. (2000). The aggression continuum: A paradigm shift. Occupational Health & Safety, 69(2), 70-70.

Gasa, V. G. (2007). Learners' aggressive behaviour in secondary school: a psycho-social perspective.

Gasa, V.G. (2005). Learners’ aggressive behaviour in secondary school: A psycho-social perspective. Doctor of Education Thesis, University of South Africa, South Africa.

Gitau, J. K. (2002). A baseline survey report on situation of children in conflict with the law in Nairobi, Nakuru and Kisumu in Support of the Diversion Programme. Save the children UK.

Harmon, J. E. (2007). Trait anger predicts relative left frontal cortical activation to anger-inducing stimuli. International Journal of Psychophysiology, 66(2), 154-160.

Hudley, C. (2013). Aggression in children,, 22nd April 2013

Kibera, C. W. (1998). An investigation of the disciplinary styles and problems of Nairobi parents with children in standard eight. Med, Kenyatta University, Kenya

McEvoy, A., & Welker, R. (2012).Antisocialbehaviours academic failure and school performance. A Journal of Emotional and Behavioural Disorders,, 8th February 2013

Moeller, T.G. (2001).Youth Aggression and violence: A Psychological Approach. Mahwah, N. J.: Lawrence Erlbaum Associates

Mwendia, M. (2018). Influence of preschool pupils’aggressive behaviour on learning outcomes in kajiado county, kenya.

Ndirangu, L.N. (2001). Rehabilitation of Disadvantaged Children in Nairobi. A comparative Study of selected Rehabilitation Homes in Nairobi. MA Thesis, University of Nairobi, Kenya

Njuguna, N. W. (2012). The provision of psycho-social support to children traumatized by the 2007-2008 post election violence in Kibera, Kenya.Thesis(MA)University of Nairobi, Kenya

Rosenstock, I. M., Strecher, V. J., & Becker, M. H. (1988). Social learning theory and the health belief model. Health Education & Behavior, 15(2), 175-183.

Shekarey, A., Ladani, H. J., Rostami, M. S., & Jamshidi, M. (2013). On the Relationship between the social intelligence and aggression: A case study of High School boy students. International Journal of Education, 5(1), 94.

Steven, M. &Media, D. (2014).Early Childhood Giftedness and Aggressive –giftedaggressive behaviours-2170.html. retrieved on 5th December 2014.

Tambawal, M. U., & Rukayya, M. (2017). Bullying and its impact on academic performance of secondary school students in Nigeria: Implications for counselling.

Wakanyua, S.N. (1995). Rehabilitation of Juvenile Delinquents: A survey of Approved Schools in Kenya. M.A. Thesis in Sociology, University of Nairobi, Kenya

Zins, J. E., Elias, M. J., & Greenberg, M. T. (2007). School practices to build social-emotional competence as the foundation of academic and life success. Educating people to be emotionally intelligent, 79-94




How to Cite

Kashif, N. ul ., Bashir, F. ., Ahmad, R. ., & Nasim, I. . (2022). Aggressive Students’ Academic Performance: Teachers’ Insight. Review of Economics and Development Studies, 8(2), 155-165.

Most read articles by the same author(s)