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Research on Effects of Children Behavior Assignment

deally, aggression in children is the first step in the initial step of the slippery slope to
misbehavior. Occasional outbursts of aggression in children are considered to be expected, but in
the event, it frequently occurs, in a pattern, it is regarded as a problem. Additionally, if not well
checked aggression in children can be detrimental to their health. Sometimes it is forceful,
inappropriate, non-adaptive, verbal, or physical activities designed to pursue personal interest.
The statistics have shown that aggression in children was reportedly at 35% in South Asian
countries in 2010. Based on the current statistics, they demand a lot of hard work to be done for
the behavior modification of children. Understandably, the key to handling the behavior is
understanding the factors that trigger aggression in children. The neurobiological theories affirm
that the low serotonin levels and increased operations of dopamine and epinephrine are linked
with aggressive behaviors. In comparison, neuroimaging studies have shown that aggressive
behaviors are linked with abnormalities associated with limbic, frontal, and temporal lobes
linked with the cerebral cortex. This research paper aims to discuss and provide an overview of
the causes and effects of aggressive behaviors in children.
Research Objectives
1. The primary goal of this research is to identify the causes and effects of aggressive
behaviors in children.
2. To identify the psychological implications of the aggression behaviors in children.
3. To understand the gender differences in aggression
4. To discuss the consequences of aggression in early childhood

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mental and behavioral disorders of children trigger their aggression behaviors, which may be
detected and treated in any number of settings, including a pediatrician’s or psychologist’s office
to, schools, the juvenile justice system.Research on Effects of Children Behavior Assignment  Additionally, Shamsa (2014), in his research, affirms that
psychologically, aggressive children remain unhappy, upset, and distressed to the point of
indulging in fighting with others and ending their conversations in conflict. As a result, these
children are at a high risk of developing psychiatric problems (Pouw et al., 2015). Research also
shows that aggression in children can emanate from media violence, prior experiences, and
actual trauma that could trigger the fight response within the nervous system. Therefore, children
respond aggressively based on the perceived threats.
Additionally, the existence of unhealthy relationships and communication gaps between
parents and children also play a critical part in affecting their behaviors. (Fikkers et al., 2013).
Further research has shown that psychological problems in parents, including drug abuse and
misuse, alcoholism, and depression, among others, can significantly contribute to aggressive
behaviors in children.
Historically, the primary way of handling aggressive behavior is understanding the
factors that trigger the state of aggression. Siever (2008) elaborates that the neurobiological
theories have suggested that the low serotonin levels and increased activity of dopamine and
epinephrine are highly linked with aggressive behavior in children. In his further studies, Siever
(2008) argues that aggressive behaviors are linked with abnormalities and other mental
problems, such as the cerebral cortex’s limbic, frontal, and temporal lobes. Moreover, studies
have shown that aggression is highly forceful, inappropriate, and non-adaptive verbal or
physically designed to pursue personal interest (Stuart, 2009). According to Kanne and Mazurek
(2011), several factors contribute to the development of aggressive behaviors, primarily based on

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the gender differences in aggression. Research also affirms that gender is a critical factor to
consider is the line of aggression trajectories. For instance, aggression in early childhood is a
predictor of engagement in later antisocial behaviors associated with boys, which is not a similar
cause for girls (Coyne et al., 2010). Another study shows that between ages five and 11, the
number of boys engaged in a marked level of physical aggression has been stable, i.e., 3.7%. In
contrast, on the other hand, there has been a tremendous decrease in the number of girls who are
highly physically aggressive, i.e., from 2.3 % to 0.5% (Lochman et al., 2012).
Research Methodology
In reviewing the concepts of this research, i.e., causes and effects of aggression behaviors
in children, the researcher adopted the Systematic Literature Review Methodology. This
methodology entails a systematic way of collecting, critically evaluating, integrating, and
presenting findings from multiple research studies, based on the research questions relating to
big data in smart cities (Nastaran et al., 2021). Additionally, the researcher depended on
qualitative data and research surveys relating to the topic. With the review of different literature
materials, the researcher managed to obtain critical information that would form the basis of the
presentation of the findings on the approaches, techniques, and architects of big data on smart
cities. The population was chosen in this research comprised of reviewing several peer-reviewed
journals published in the recent past. The researcher also depended on various journal articles
published in different libraries to understand the subject of this research and deduce conclusions
on the same.

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Analysis and Findings
One of the most consistent and vigorous gender differences in the psychological literature
is that boys are more physically aggressive than girls. This finding and result can be traced to
different studies conducted under different conditions. Additionally, meta-analysis has also
confirmed that boys use more physical aggression than girls during the preschool, early, and
middle childhood ages (Shamsa, 2014). Moreover, this gender difference is distinct across
diverse socioeconomic groups and cultures. For instance, Archer’s meta-analysis has found that
boys were more physically aggressive than girls based on a myriad of reasons, such as in a
multitude of cultures such as in the United States, India, China, Singapore, Slovenia, and Spain
(Coyne et al., 2010).Research on Effects of Children Behavior Assignment
Moreover, regarding gender differences in aggression, boys are likely to be more aggressive than
that girls for many reasons, which include biological and size differences, among others.
Additionally, boys are socially different than girls as far as aggressive behavior is concerned.
Ideally, the research affirms that the use of physical aggression in girls is physically discouraged
by parents, guardians, teachers, and their peers, among other stakeholders who interact with the
children. Nevertheless, aggression by boys is not highly likely to be endorsed by those in
authority, especially if aggression is mild (Pouw et al., 2013). Most the boys are socialized to be
rough as compared to girls, and in some cultures, boys are taught and advised that physical
aggression is acceptable
Understandably, aggression moves in one direction; as a matter of fact, it creates more
aggression. Significant adjustment problems such as internalizing difficulties, which include
depression, anxiety, loneliness, and low self-esteem, are childhood aggression’s critical

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consequences. Based on the analysis and findings, victimized children are highly likely to be
rejected by peers and lack friends (Coyne et al., 2010). Moreover, most of such problems and
difficulties endure well in adulthood, mainly because physical victimization is mostly stable,
with the same children experiencing abuse over several years. Additionally, this stability can be
associated with a common effect in the victimized children’s co-opting behaviors and lack of
peer acceptance which tends to provoke more victimization, which leads to further degeneration
in children’s emotional health and peer acceptance in the society (Fikkers et al., 2013).
Nevertheless, existing studies have shown the widespread problems of those who persistently
face such victimization, which include peer rejection and susceptibility to internalizing
symptoms. Such symptoms may include loneliness, social anxiety problems, depression,
withdrawn behaviors, and somatic complaints.

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References
Coyne, S. M., Nelson, D. A., & Underwood, M. (2010). Aggression in children.
Cuellar, A. (2015). Preventing and treating child mental health problems. The Future of
Children, 111-134.
Fikkers, K., Piotrowski, J., Weeda, W., Vossen, H., & Valkenburg, P. (2013). DoubleDose: High
Family Conflict Enhances the Effect of Media Violence Exposure on
Kanne, S. M., & Mazurek, M. O. (2011). Aggression in children and adolescents with ASD:
Prevalence and risk factors. Journal of autism and developmental disorders, 41(7), 926-
937.
Lochman, J. E., Powell, N. R., Whidby, J. M., & FitzGerald, D. P. (2012). Aggression in
children.
Pouw, L., Rieffe, C., Oosterveld, P., Huskens, B., & Stockmann, L. (2013). Reactive/proactive
aggression and affective/cognitive empathy in children with ASD. Research in Developmental
Disabilities, 34(4), 1256-1266.Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/23417131
Shamsa, A. (2014). Aggression in Children – Causes, Behavioral Manifestations, and
Management. Journal of Pakistan Medical Students
Siever, L. J. (2008). Neurobiology of aggression and violence. The American Journal of
Psychiatry, 165. 429-442. DOI: 10.1176/appi.ajp.2008.07111774. Retrieved from
http://ajp.psychiatryonline.org/data/Journals/AJP/3856/08aj0429.PDF
Stuart, G.W. (2009). Principles and practice of psychiatric nursing (9th ed.). St. Louis: Mosby.