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Проявление агрессивности подростков в зависимости от пола и социально-экономического статуса семьи
Background The issue of antisocial behaviour and adolescent aggressiveness are usually studied from the perspective of family psychological well-being. Social and
economic inequality of contemporary families are important factors of cultural and historical context of the of modern adolescents’ developmental situation.
Objective The paper provides an attempt of articulating the theoretical basis of adolescents’ aggression, i.e. family SES analysis. The paper is also dedicated to the research
of differences in adolescents’ aggression indicators within gender- and family SES- groups spectrum.
Design The research was conducted as an online survey in the public schools of Russian Federation. The present sample consisted of 883 respondents (59% were females,
41% were males). The average age was 16 years. Adolescents’ aggression was assessed by the short version of Buss-Durkey Inventory. Statistical analysis methods included
Kruskall-Wallis test, T-test, Mann-Whitney test and factor analysis (maximum likelihood).
Results. The study revealed that differences in aggression indicators are mainly reflected in the subjective aspects of aggression (resentment and guilt), and also a
general indicator of aggression depending on the socio-economic status of the family. Different levels of preparedness for physical aggression are shown by respondents
from families in which only the father or only the mother works. Both females and males are prone to various manifestations of aggressiveness. Differences in indicators of
aggression in the context of cultural capital and the socio-economic status of the family are reflected mainly in the subjective aspects of aggression.
Conclusion. Statistically speaking, the differences obtained are quite significant, but from an absolute point of view they are extremely small. The indicators of socioeconomic
well-being of a family are related to adolescent aggression indirectly, with psychological characteristics being the key point. Specific features of the relationship
between parents and the child, features of educational practices preferred by parents, features of family organization, etc. Economic well-being appear only a condition that
facilitates or, conversely, complicates the implementation of educational practices adopted in the family. The major role belongs to the activity of both parents and children.
A further research is required to verify the latter.