Instrumental Aggression Theory of Aggression
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personality, character relates to behavior that is regulated by personal effort and will” p. 4. Allport in Hurlock 1974 clarifies that personality development is “a
stage in growth of a constantly changing and evoking process within an individual” p. 7. This process becomes more complex because it is related to
patterning one’s self-concept, habits, attitudes, emotional states, sentiments and motives. It determines his or her uniqueness in speech and in actions to others, in
mannerism, in fantasy, and in other ways directed toward the specific goal to adjust to his environment 8.
Many people will change their personalities when they come into adulthood. The stage of development itself will influence their basic personalities
from childhood into adulthood. There are many factors that contribute to the personality development such as their own willingness and their environment
aspect. Based on Hurlock 1972 the school influences the child’s developing personalities both in the area of traits and in the information of the self-concept.
At school, the teacher’s personality is more important than her knowledge or teaching skills. In the following, Hurlock states the direct and indirect importance
of the teachers p. 478. First, emotional climate is one of the important things to support teaching
learning activities in the classroom. This is due mainly to the teacher’s attitude toward her works and her pupils. Second, the teacher affects the child’s self-
concept by her attitude toward his academic work and his school behavior directly. Indirectly, her influence comes from helping him to develop socially
approved patterns of adjustment. Third, the discipline used in the school affects
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the child’s attitude and behavior. Authoritarian discipline makes the child tense, nervous, resentful, and antagonistic; democratic discipline gives the child a
feeling of self-worth and encourages him to be happy, relaxed, cooperative, trustworthy, and fair; permissive discipline leads to lack of responsibility, lack of
respect for authority, and egocentrism. Fourth, the school is more important than the home. School is a transmitter cultural value, and the child accepts the cultural
values from it as a price for social acceptance. Fifth, the teacher’s favorite becomes conceited, arrogant, and self-centered. Non favorites become resentful,
antagonistic, troublesome, hypercritical of school, and plagued by feelings of martyrdom. Sixth, grade placement is important whether in a slow or fast section-
promotion are the criteria by which the child assesses his academic achievement. Success is ego-bolstering; failure is ego-deflating. Seventh, the child measures his
social achievement in terms of social acceptance and the holding of leadership roles. The more value the school places on extracurricular achievements, the more
influence these criteria of achievement have on the child’s self-concept.