The influence that the media has on behaviors and society cannot be overemphasized. People today live in a world where media consumption is at an all-time high. Whereas this comes with positive effects, it is also associated with adverse implications that have the potential to harm morals and create disorder and chaos. A good example is the constant portrayal of violence and aggressiveness in the media, especially television broadcasts. Today, violence is witnessed not only in films but also cartoons, advertisements, and commercials among others. The average college student, therefore, has a plethora of violent content to consume. The cultivation theory explains the impact the media consumption has on the users. It states that the continued use of media distorts an individual’s sense of reality and potentially provides them with a misconstrued sense of reality. The violence and aggressiveness among college students are well documented. Over the past, there have been reported cases of violent crime, physical fights, and even murders and attempted murders. There is a general belief that televised violence could be playing a huge role in this misfortunate state of events. Watching violent scenes on television contributes to unparalleled violence and aggressive attitudes among college students.
The goal of the research is to establish a causal relationship between televised violence and the development of aggressive attitudes among college students. Thus, the research question for this research would be: To what extent does consuming violence in television contribute to aggressive behavior among college students?
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Hypothesis
1. Consuming violent behavior among college students contributes to aggressiveness and various forms of violence.
2. The more a person consumes the televised violence, the more likely they will engage in aggressive behavior.
3. The televised violence contributes to negative emotions among college students including anger, fear, and a sense of insecurity.
Literature Review
The last decade has seen an increase in the rate of media violence depiction. According to Krahé (2016), violent media does not happen in a cultural vacuum. Instead, it is a reflection of how society today tolerates the public depiction of violence. According to the authors, the increase in violent media corresponds to the high rates of violent crimes and, most importantly, the acceptability of violence as part of the cultural norm. The research further concludes that violent media is a significant risk factor for aggression, especially among the youth due to the adverse psychological effects that it has on an individual. In proving so, the author says, “Exposure to violence in the media, particularly screen media such as television programs, movies, and video games, is a risk factor for aggressive behavior” (Krahé, 2016 p. 1). However, in this research, more attention has been placed on the effect of televised media. The violence depicted in television tends to have a long-lasting impact thanks to its ability to relay events in a manner that best signifies the truth. Unlike video games and other forms of media, television shows and movies are best placed to depict events in a way that exudes reality.
Krahé (2016) further looks at the effect of media on the behaviors, thoughts, and perceptions of an individual. In this context, the author adds a third variable in an attempt to establish a cause-effect relationship between media and the development of violence. The variable assessed is culture. Based on the research conducted in countries such as Singapore, China, and Japan, the outcome showed that culture had an insignificant impact on the overall association between violent media and the development of aggressive behavior. It is also essential to appreciate the effect that mass media has on the beliefs, values, and behaviors of an individual. According to Huesmann & Taylor (2006), the violence depicted in television has the same impact on an individual as growing up in a violent neighborhood. The researchers believe that an individual regularly exposed to media violence in the TV is likely to act the same as a person that experiences violent behaviors in their society. The authors define media violence as “visual portrayals of acts of physical aggression by one human against another” (p. 395). Furthermore, the authors establish that youths in the United States spend an average of between three and four hours watching television (Huesmann & Taylor, 2006).
Based on an experiment illustrated by the author, the conclusion states that the depiction of violent conduct in television and films has direct implications for the development of violent conduct among the youth. In summarizing their assertions, they assert, “Exposing people, especially children, and youth, to violent behavior on film and TV increases the likelihood that they will behave aggressively immediately afterward” (Huesmann & Taylor, 2006 p. 396). The violence might exist in a wide array of forms including physical attach, shoving, kneeing, tripping, and assaultive behaviors among others. Research among adolescents and older teens have also shown that those who watch violent clips are more likely to act violently than those who watch the non-violent ones. Over the past, more attention has been placed on college students due to the severity of violence that occurs in these learning institutions. A college is an institution of higher learning and typically consists of individuals that can be characterized as youths or young adults. Some of the forms of violence commonly seen in the higher education range from simple ones such as aggression to complex and more serious ones such as death,
Several theoretical overviews have been given in an attempt to explain the impact of violent television shows on the aggressive behaviors of college students. The first theory is known as the cultivation theory. A theorist known as George Gerbner developed the model. The theorist says, “The more time people spend on watching television; the more likely their conceptions of reality will reflect what they see on television” (Lett, DiPietro, & Johnson, 2004, p. 40). The authors continue by asserting that special attention should be given to college students, given that they are the most affected. Sociological research has shown that the vulnerability of these students emanate from the fact that they stay away from home. Thus, they are often deprived of the emotional and psychological support needed for their development. As such, they develop callous and insensitive attitudes. It, therefore, means that any slight exposure to scenes of violence on the television screen will impact them psychologically, prompting them to practice them in real life. The authors, therefore, believe that special attention should be given to college students when assessing their vulnerability. The recent violent crimes experienced in these institutions depict their volatile nature.
Ahsan Bhatti & Ab Ul Hassan, (2014) identify the various forms of violence prevalent in college institutions, including physical violence, sexual violence, spiritual violence, psychological violence, collective violence, and interpersonal violence. The authors continue by asserting that violence in the television has increased in the recent past, as witnessed in movies, cartoons, videos, and in the news. Violence has also infiltrated the commercials. Television violence is thus regarded as a significant public health aspect. The authors primarily delved into the psychological impact of the consumed violence on television and media in general. First, the youths are likely to become less sensitive. Secondly, they develop aggressive and harmful behaviors. The research also found out the possibility that other children and youth become more fearful of the real-life events happening. Ahsan Bhatti & Ab Ul Hassan, (2014) also note that watching violent programs on television could trigger negative emotions such as anger, fear, and desire. Other weaker emotions that could emerge as a result of the violent depictions include crossness, sadness, and caginess. The authors also emphasize the importance of television programs especially in emphasizing values and perceptions.
For college students, the culture of watching television has contributed to deviant behavior. Ahsan Bhatti & Ab Ul Hassan, (2014) say, “The habits of watching violence in adults’ age become a very big reason for criminality and ratio of breaking law and misbehavior increase in the last few years” (p. 299). Other than antisocial behavior, television programs are also responsible for the development of antisocial behaviors among children and young adults. Research has also drawn a close relationship between exposure to violent television and the emergence of bullying. Abu Baker & Ayyd (2018) assert that bullying is one of the most serious social problems facing learning institutions across the world. Researchers have therefore attempted to draw close relationships between the consumption of media content in the televisions and the onset of bullying behaviors among students. Bullying is regarded as a special form of aggression. In explaining the phenomenon, the authors say, “It is a widespread interpersonal/within-group phenomenon, and it occurs in a different social context, such as community, workplace, and school” (Abu Baker & Ayyd, 2018 p. 155). Based on the research conducted by the authors, the study found out that consuming television among the youth has several far-reaching consequences. College students watching violent crimes are more likely to engage in bullying.
Other than their bullying escapades, they are more inclined to destroying property belonging to someone else. They are also prone to fighting and engaging in aggravated assaults, which include threatening an individual with a weapon and attacking another person leading to injuries. Bullying can be classified into three different categories in the learning institution. They include physical bullying, verbal bullying, and relational bullying. Another fundamental aspect to appreciate is that the tendency to engage in violent behavior depends on the exposure time that a person has with the aggressive television program. Abu Baker & Ayyd (2018) assert that violent television programs have a significant effect on the behaviors and attitudes of a person more than their parents would ever have. The reduced control of college students also means that they have ample time to watch violent programs. The authors also believe that much blame should be placed on the television companies and the programs for failing to warn the viewers and providing viewer discretion. A lack of parental guidance is also partly to blame in the impasse that has seen the emergent of harmful behaviors among the students. With the continued depiction of violent movies, wrestling matches, and fights, it is expected that the biggest losers will be the children and the college students.
Methodology
Research Design
The study design used was known as the cross-sectional correctional study to investigate the causal relationship between televised violence and the development of aggressive behavior among students at Morehouse College.
Research Setting
The research was conducted at Morehouse College. The college has about 6,500 students, with 56% of females and 44% males.
Population and Sample
The research primarily targeted the first year and final year students in order to get a more conclusive outcome. The technique used to sample the study population is known as the multistage, stratified method. All the first year and fourth-year students were stratified based on the majors they pursued. Five groups were selected randomly out of the divisions. In the second stage of randomization, students were classified based on these age brackets (17-19), (20-22), (23-24), (25-26), and (26-above). Three groups were selected randomly from these strata. Of the three groups, 300 students were selected to participate in the study. 170 were boys, while 130 were girls.
Data Collection
The method of data collection was via the use of a self-report strategy, such as a questionnaire. The average age of the participants would be 21 years old. The questionnaires will also need to be passed through the college’s Institutional Review Board to ensure that they meet the ethical criteria required for any research endeavor. The participants will be informed of the aim of the study. Necessary steps should be taken to ensure that the research is voluntary. Filling a questionnaire should take approximately 15 minutes for each of the 300 participants in the study.
Measures
The first measure that the questionnaire will seek to find is the number of hours an individual takes in daily viewing. The aim of getting this measure was to help in assessing whether the number of hours watched was directly proportional to the resultant behavior of the person.
The second measure looked at the number of times a week a student consumed a violent television program. The television program can be in the form of a cartoon, news, advertisement, commercial, or a program.
The third measure is known as negative personal emotions. Here, the questionnaire appraised three emotions in particular, including anger, fury, and aggressiveness. The participant will choose any of the above feelings that develop after consuming the televised violence.
The last measurement will assess the development of violent behavior within two weeks following the consumption of televised violence. Here, the participant will note whether they have perpetrated a violent behavior against a fellow student. Violence here will be divided into three, including physical violence (fight, assault, shoving, or bullying), emotional violence (name-calling, insulting, teasing), and psychological violence (intimidation, verbal aggression, and threats to harm).
Results
Regression analysis was used to perform the analysis of the results obtained. Based on the first measure, 70% of the participants spent at least four hours of watching per day. In the second measure, 60% of the participants asserted that they watch at least two violent programs weekly on the television. After watching the violent programs, 42% agreed that they developed anger and fury. 60% pointed out that they developed a feeling of aggression. 10% said that they developed fury alone, while 20% said they developed anger alone. 65% of the participants agreed to develop at least one form of violence identified in the questionnaire. Physical violence was leading with a 68% prevalence among the participants. Out of the 70% that watched at least four hours per day, 58% reported the development of physical and psychological violence.
Discussion
From the outcomes in the research study, several aspects have become apparent. First, there is a direct correlation between the consumption of televised violence and the development of at least one negative emotion. Secondly, violence in the media directly results in at least one form of violent action. The number of hours a person spent watching television is directly proportional to the extent to which their perception of reality changes. As such, it would be right to conclude that the more a person consumes the televised violence, the more they become likely to develop violent behavior. The goal of the study was to develop a cause-effect relationship between violent media on television and the onset of aggressive behavior. The research does not necessarily prove the existence of a causal relationship but rather proves the presence of an association between the two factors.
The negative feelings or emotions are generally regarded as the antecedent for the violent behavior witnessed thereafter. The research has illustrated that almost half of the participants developed anger, fear, and aggressiveness after watching violent programs. More than half (65%) of the participants agree to have committed at least one form of violence within the next 14 days after watching the televised violence. The study, therefore, reveals a strong association between the two variables. Thus, the media portrayal of violence in television contributes to the widespread violence experienced in these learning institutions. However, this study also comes with its limitations. The research did not take into consideration the origins of the participants. Although each of them lives in the US, they come from different states and localities. As such, this could have an impact on how they perceive their personal emotions and what constitutes violence.
Findings and Conclusion
Three major conclusions can be drawn based on the results of the research. First, there is a strong correlation between televised violence and the development of aggressive conduct among college students. Secondly, the amount of time a student is exposed to the violent program determines the extent of their altered reality and, thus aggressiveness. Thirdly, the continued consumption of violent media contributes to negative emotions such as fear, insecurity, and anger among others. As such, this is an implication on the part of the students, teachers, parents, and program developers. College students must know and appreciate the implications of consuming violence on television. They should understand their vulnerable situations and avoid such programs whenever possible. Parents and teachers must also take charge of what their children consume in the media. They have a responsibility not only to their children but to the well-being of society, and this begins by sanctioning what their children consume. Television stations and programs must provide an adequate warning before airing their content. In an ideal situation, they should strive to reduce the violence in the realization of the adversities it has on society.
The research has also opened more opportunities for the future. A longitudinal study avails the chance to assess how the cultivation theory relates to television violence. The questionnaire given for this study could be used for another sample group in a different college in an attempt to establish a cause-effect relationship between the two aspects. The use of a longitudinal study that takes months to years could also provide crucial insights as to whether long-term exposure to televised violence has an impact on increased violence and aggressiveness. The research has also opened doors on the possible analysis of specific television programs and how they potentially affect the behavior of a person as far as violence and aggression is concerned. It is well-documented in some quarters of literature that the impact of the programs could be genre-specific. Television continues to hold an essential position in the social lives of students. If all the questions can be answered, then it is possible to appreciate both its negative and positive effects.
Annotated Bibliography
Abu Baker, N. N., & Ayyd, S. N. (2018). The Relationship between Exposure to Media Violence and School Bullying in Jordan. Global Journal of Health Science, 10(5), 154. doi:10.5539/gjhs.v10n5p154
The scholarly article aims at assessing the relationship between exposure to media violence and the resultant bullying among college students in Jordan. The authors identify television depictions of violence as one of the driving factors to school bullying. The source also provides essential insight when it notes that boys are more prone to violent behaviors compared to girls. According to the article, the depictions in the media are more influential compared to the impact of the parents at home. The source will help the research by using bullying as a special type of aggressive behavior. Secondly, it will provide the implications of media violence in the learning institution as prescribed in the research question. The source is not only peer-reviewed but also informed by cross-sectional and correlational design.
Huesmann, L. R., & Taylor, L. D. (2006). The role of media violence in violent behavior. Annu. Rev. Public Health, 27, 393-415.
The source is an academic journal and paints media violence as a public health issue that requires immediate remedy. Most fundamentally, it leads to incidences of violence and aggression. The authors provide valuable insight by asserting that television news could also contribute to violence among youths. Many news events today are filled with violence, which could be imitated by the viewers. As such, the authors attempt to associate these portrayals to the widespread violent conduct witnessed in many colleges across the United States. According to the authors, television is arguably the most utilized tool to depict violent conduct, followed by video games. With many college students having access to these gadgets, more of them are consciously or unconsciously subjected to aggressive behaviors. The source will contribute to the research by explaining how news events portray violence and how they, in turn, lead to poor behavioral outcomes among college students. The source is peer-reviewed and is backed with scientific research.
Lett, M. D., DiPietro, A. L., & Johnson, D. I. (2004). Examining the effects of television news violence on college students through cultivation theory. Communication Research Reports, 21(1), 39-46.
The journal article has provided a significant role in describing the theoretical overview of the research question. It uses the cultivation theory in explaining the close relationship between television violence and the development of aggressive behavior. The theory asserts that the more time an individual spends on television, the more likely they feel that what they see is a reality. The theoretical foundations are crucial in helping a person understand how college students developed a misconstrued sense of reality after heavily consuming the content on television. Based on the 9/11 attacks, the authors also believe that violent depictions, especially in news, could affect individuals negatively as they perceive that their natural environment is unsafe. It could also contribute to other negative aspects such as animosity to strangers and fear of traveling among others. The article will help the research by providing a theoretical foundation and also explaining the effect of violence on students through the lenses of real-life happenings such as the 9/11 violence. The source is peer-reviewed and developed by credible authors.
Ahsan Bhatti, M., & Ab Ul Hassan, A. (2014). Psychological effects of TV News Violence on youth: A Case Study of the Students of Bahauddin Zakariya University, Multan. Pakistan Journal of Social Sciences (PJSS), 34(1).
The article focuses on illuminating the psychological factors that television violence has on a person. It identifies the different forms of violence that could occur within the context of the college, including physical, sexual, psychological, and spiritual violence among others. Some of the cardinal impacts of televised violence include insensitivity, development of aggressive behaviors, and the perception that the world is an unsafe place to live. The authors further note that the depiction of violence in the television has significant physiological impacts including the increased heart rate and anxiety. The source, therefore, puts forth a claim that the depiction of violence has significant and holistic implications on an individual. The study was performed in the context of a university thereby helping to prove the thesis in question. The source is not only peer-reviewed but also current. It also uses qualitative research to come up with the answers to the research.
Krahé, B. (2016). Violent media effects on aggression: A commentary from a cross‐cultural perspective. Analyses of Social Issues and Public Policy, 16(1), 439-442.
The goal of the article is to address the relationship between violent media and aggression across various cultures. According to the author, violence in media especially television is a manifestation of the increased violence in society. Research performed in many countries has shown that televised violence has contributed to aggressive behavior especially among college-going youths. Research performed in Japan, China, and the US, among other countries, has helped prove the claim that the impact of media violence has consistent outcomes across the cultural spectrum. The article will, therefore, help in understanding the cause-effect relationship between media violence and aggressive behavior within the context of culture. In answering the research question, it will assist in assessing how college students across various cultures respond to the violent incidences they experience in the media. The article is peer-reviewed and has been backed by empirical research thus building on its credibility.
References
Abu Baker, N. N., & Ayyd, S. N. (2018). The Relationship between Exposure to Media Violence and School Bullying in Jordan. Global Journal of Health Science, 10(5), 154. doi:10.5539/gjhs.v10n5p154
Ahsan Bhatti, M., & Ab Ul Hassan, A. (2014). Psychological effects of TV News Violence on youth: A Case Study of the Students of Bahauddin Zakariya University, Multan. Pakistan Journal of Social Sciences (PJSS), 34(1).
Huesmann, L. R., & Taylor, L. D. (2006). The role of media violence in violent behavior. Annu. Rev. Public Health, 27, 393-415.
Krahé, B. (2016). Violent media effects on aggression: A commentary from a cross‐cultural
Lett, M. D., DiPietro, A. L., & Johnson, D. I. (2004). Examining the effects of television news violence on college students through cultivation theory. Communication Research Reports, 21(1), 39-46.
