DOBNE RAZLIKE U ISPOLJAVANJU FIZIČKOG NASILJA KOD DJECE OSNOVNOŠKOLSKOG UZRASTA
AGE DIFFERENCES IN PHYSICAL VIOLENCE OF ELEMENTARY SCHOOL AGED-CHILDREN

Summary/Abstract: Theory of social learning presupposes an increase in physical violence with the approach of adolescence, and this hypothesis is supported by a certain number of research. On the other hand, results of some longitudinal studies indicate a decrease of physical aggression with age. The goal of this study was to test these two perspectives on a sample of elementary school-aged children in BiH and to consider what the results imply in terms of theory and practice. The study was conducted on sample of pupils from the third, sixth and ninth grade of elementary schools in BiH. The number of respondents was N=604. Schools and classes were chosen by random sampling, and only pupils who attended school on the day the research was conducted took part. Data on the frequency of physical aggression was gathered using the Physical Violence Assessment Scale. There is a statistically significant difference (chi-square=25,30; p<0,01) in the frequency of physical aggression between the pupils from different triads. Results confirm the findings of the second group of studies which imply that children do not learn to be aggressive, but that they learn not to be aggressive. Specific weak points of the explanation for the development of aggression provided by the theory of social learning are pointed out, as well as the implications of this study’s results for the school violence prevention programs, their character and the determination of the critical period of their implementation.

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