EXAMINATION RELATED FACTORS AND AGGRESSIVE BEHAVIORS AMONGUNDERGRADUATES IN UNIVERSITY OF CALABAR: IMPLICATIONS FOR PSYCHOLOGICAL INTERVENTIONS

Abstract

This study sought to examine some examination related factors as correlates of aggressive behaviors among undergraduates in University of Calabar.  Three research objectives gave rise to three hypotheses that were used in the study.  A correlational research design utilizing questionnaire termed "Examination-Related Factors and Aggressive Behaviors Questionnaire (ERFATQ)" adopting the modified Likert 4-point rating scales was used to collect data from 750 undergraduate 300 level students drawn from three faculties using simple and stratified sampling techniques. The Cronbach Alpha method was used to establish the reliability, which yielded coefficients ranging from 0.71 to 0.79. The data collected were analyzed using Pearson Product Moment Correlation analysis (PPMC), tested at .05 level of significance. The analyses revealed that students who experienced poorly organized, stressful examination conditions as well as harsh or intimidating behaviour from invigilators were more likely to exhibit aggressive behaviors, including physical, verbal, and relational aggression.  It was recommended amongst all that standards be raised by the university management in the areas of coordination of examinations in order to reduce aggressive behaviors in students.

Keywords: Examination related factors, aggressive behaviors, undergraduates’, psychological intervention