Can adolescent risk be predicted?

A Study on The Predictive Value of Aggressive Behavior as a Determinant for Risk Taking/Risky Behavior Among Algerian Adolescents

Authors

  • Dr. Naglaa Bou Souf Algeria - Oum El Bouaghi University
  • Dr. Saadou Soado Algeria - Oum El Bouaghi University

DOI:

https://doi.org/10.36327/ewjh.v1i32.13120

Keywords:

Predictive value, Aggressive Behavior, Risk-taking, Risky-taking, Behaviors, Adolescents

Abstract

The current study aimed to investigate the existence of a statistically significant relationship between aggressive behavior and risk-taking/risky behaviors in adolescents, and the predictive value of aggressive behavior degree in determining risk-taking/risky behaviors degree among the study sample, in addition to investigating the differences in risk-taking/risky behaviors degree in light of the gender variable. In order to achieve these goals, the descriptive approach was relied on by applying the study tools represented by the scale of aggressive and hostile behavior for adolescents by Amal Baza (a codified version on the Algerian environment), and the risk-taking/risky behaviors inventory among adolescents (designed and codified by the researchers) on a total sample (consisted of the pilot and main sample) of (169) adolescents from Mila-Algeria. The study concluded that there is a statistically significant strong positive correlation between aggressive behavior and risk-taking/risky behaviors, and the presence of a strong predictive value with statistical significance of aggressive behavior in determining the degree of adolescent involvement in risk-taking/risky behaviors, with the existence of a statistically significant differences in risk-taking/risky behaviors degree due to the gender variable attributed to males.

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Published

2023-08-06

How to Cite

Bou Souf, N., & Soado, S. (2023). Can adolescent risk be predicted? A Study on The Predictive Value of Aggressive Behavior as a Determinant for Risk Taking/Risky Behavior Among Algerian Adolescents. Journal of the College of Education for Girls for Humanities, 1(32), 475-506. https://doi.org/10.36327/ewjh.v1i32.13120

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