السلوك العدواني و علاقته بالتحصيل الدراسي لدى عينة من تلاميذ السنة الثالثة متوسط بمتوسطة تيشوش عبد القادر بالحويطة

Abstract

The main objective that led us to address the issue of the relationship of aggressive behavior to academic achievement is to try to identify this phenomenon and the factors that help in its emergence, particularly in adolescence, as well as to clarify this relationship between the variables in the third year intermediate students. From this we decided to address the issue, based on the following questions: What is the nature of the relationship between aggressive behavior and academic achievement among third year students? * Are there statistically significant differences in the level of scholastic achievement among third year students by sex variable? * Are there statistically significant differences in the level of aggressive behavior among the third year students by sex variable? Let us conclude at the end * The general hypothesis is realized: There is a statistical correlation between the aggressive behavior and the academic achievement of the students in the study sample. * The first partial hypothesis is achieved: There are statistically significant differences in the aggressive behavior of the students in the study sample, which is attributed to the gender variable (male, female) and differences in favor of males. * The second partial hypothesis is achieved: There are statistically significant differences in the scholastic achievement of the students in the study sample, which are attributed to the gender variable (males, females) and differences in favor of females