Using an Evolutionary Perspective to Understand the Relationship between Physical Aggression and Academic Performance in Late Adolescents

Autor/inn/en	Muñoz Reyes, José Antonio; Guerra, Rómulo; Polo, Pablo; Cavieres, Eduardo; Pita, Miguel; Turiégano, Enrique
Titel	Using an Evolutionary Perspective to Understand the Relationship between Physical Aggression and Academic Performance in Late Adolescents
Quelle	In: Journal of School Violence, 18 (2019) 1, S.39-48 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2017.1368397
Schlagwörter	Aggression; Academic Achievement; Adolescents; Late Adolescents; Foreign Countries; Predictor Variables; Secondary School Students; Correlation; Chile (Santiago) + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Halbstarker; Ausland; Prädiktor; Sekundarschüler; Korrelation
Abstract	In this study, we applied an evolutionary perspective to analyze the relationship between aggressiveness, academic performance, and sociality in a population of 528 adolescents of both sexes. In men, we expect physical aggression (PA) and sociality to be negative predictors of academic performance. However, in women, PA would be a negative predictor of academic performance, and sociality a positive one. Our results report a negative association between academic performance and PA in both sexes. As we expected, social effect derived from the use of PA seems to be different for each sex, where men could display a rebellious attitude to increase chances of finding a mate. In contrast, results for women are not conclusive, because no relationship between academic performance and any aggressive mechanism, were predicted by sociality. We conclude that an evolutionary framework, which includes sex-specific hypotheses, is appropriate to obtain a holistic perspective of this phenomenon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01