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Table of Contents
INTRODUCTION ... 1
INTRODUCTION ... 3
Background ... 3
Objectives ... 6
Significance ... 6
Problem Statement ... 7
Research Questions ... 7
Hypothesis ... 7
Limitations ... 7
LITERATURE REVIEW ... 9
LITERATURE REVIEW ... 11
Summary of Literature Review ... 20
RESEARCH DESIGN AND METHODOLOGY ... 27
RESEARCH DESIGN AND METHODOLOGY ... 29
Research Design: ... 29
Population and Sample ... 29
Data Collection ... 30
Tool for Data Collection: ... 30
Scale: ... 30
Statistical Techniques: ... 31
Data analysis: ... 31
Theoretical Framework: ... 31
Components of the Theoretical Framework ... 32
Conceptualization of Variables ... 34
Theoretical Definition of Exposure to media violence ... 34
Theoretical Definition of Aggressive Behavior ... 34
Operationalization of Variables ... 34
Operational Definition of Exposure to Violent Media ... 35
Operational Definition of Aggressive Behavior ... 35
DATA ANALYSIS AND INTERPRETATION ... 37
DATA ANALYSIS AND INTERPRETATION ... 39
Reliability Test ... 39
Reliability Test of Exposure to Violent Media: ... 39
Reliability Test of Aggressive Behavior: ... 40
Descriptive Statistics ... 41
A. Frequency and Graphical Presentation of Demographical Variables ... 41
B. Frequency and Percentages of Exposure to Violent Media's Elements ... 47
C. Frequency and Graphical Presentation of Exposure to Violent Media's Elements .. 60
Cross Tabs ... 75
Demographical Variables Normality Charts ... 77
1. Gender
... 77
2. Nature of the Family ... 77
3. Age of Child ... 78
4. Mother's Educational Level ... 79
5. Mother
... 79
6. No of Siblings ... 80
Inferential Statistics ... 80
Parametric Tests ... 80
Non-Parametric Test ... 83
Association Analysis ... 109
1. Correlations between Video Games and Physical Aggression ... 109
2. Correlations between Video Games and Verbal Aggression ... 109
3. Correlations between Video Games and Anger ... 110
4. Correlations between Video Games and Hostility ... 110
5. Correlations
between
Television
and
Physical
Aggression
...
111
6. Correlations
between
Television
and
Verbal
Aggression
...
112
7. Correlations between Television and Anger ... 112
8. Correlations between Television and Hostility ... 113
9. Correlations between Movies and Physical Aggression ... 113
10.
Correlations between Movies and Verbal Aggression ... 114
11.
Correlations between Movies and Anger ... 114
12.
Correlations between Movies and Hostility ... 115
13.
Correlations between Music and Physical Aggression ... 115
14.
Correlations between Music and Verbal Aggression ... 116
15.
Correlations between Music and Anger ... 116
16.
Correlations between Music and Hostility ... 117
17.
Correlation between Video Games and Aggressive Behavior ... 117
18.
Correlations between Television and Aggressive Behavior ... 118
19.
Correlations between Movies and Aggressive Behavior ... 118
20.
Correlations between Music and Aggressive Behavior ... 119
21.
Correlation between Violent Media Exposure and Physical Aggression ... 119
22.
Correlation between Violent Media Exposure and Verbal Aggression ... 120
23.
Correlation between Violent Media Exposure and Anger ... 120
24.
Correlation between Violent Media Exposure and Hostility ... 121
25.
Correlations between Violent Media Exposure and Aggressive Behavior ... 121
Regression Analysis ... 122
Model Summary ... 123
ANOVA ... 123
Significant Model ... 124
Coefficients ... 124
CONCLUSIONS ... 125
CONCLUSIONS ... 127
RECOMMENDATION ... 129
RECOMMENDATIONS ... 131
BIBLIOGRAPHY ... 132
LIST OF ABBREVIATIONS
VME: Violent Media Exposure
AB: Aggressive Behavior
LIST OF TABLES
Table 1: Summary of literature Review... Page 20
Table 2: Exposure to Violent Media Reliability Statistics... Page 39
Table 3: Aggressive Behavior Reliability Statistics... Page 40
Table 4: Questionnaire Reliability Statistics... Page 40
Table 5: Gender... Page 41
Table 6: Nature of Family... Page 42
Table 7: Age of Child... Page 43
Table 8: Mother's Education Level... Page 44
Table 9: Mother... Page 45
Table 10: No of Siblings... Page 46
Table 11: Started playing video games... Page 47
Table 12: Duration of playing video games... Page 48
Table 13: Frequency of playing video games... Page 49
Table 14: Combat games... Page 50
Table 15: Fighting sports... Page 50
Table 16: Killing cartoon Characters... Page 51
Table 17: Started watching television... Page 51
Table 18: Frequency of watching television... Page 52
Table 19: Duration of watching television... Page 52
Table 20: Programs including violent behavior... Page 53
Table 21: Stories about real people fights... Page 53
Table 22: Cartoon programs including combat scenes... Page 54
Table 23: Cartoons with no violence... Page 54
Table 24: Duration of watching movies... Page 55
Table 25: Frequency of watching movies... Page 56
Table 26: Action movies... Page 56
Table 27: Cartoon movies with moral lesson... Page 57
Table 28: Movies having gadgets and weapons... Page 57
Table 29: Duration of Listening to music... Page 58
Table 30: Frequency of listening to music... Page 59
Table 31: Music with loud fast beats... Page 59
Table 32: Songs with swear words... Page 60
Table 33: Urge to strike... Page 60
Table 34: Hit when provoked... Page 61
Table 35: Hit when someone hits...Page 61
Table 36: Fights more than average child... Page 62
Table 37: Alternative to Violence... Page 62
Table 38: Pushed to blows... Page 63
Table 39: Hits when no reason to hit... Page 63
Table 40: Habit of threatening... Page 64
Table 41: Breaking things in anger... Page 64
Table 42: Openly express disagreement... Page 65
Table 43: Habit of disagreeing... Page 65
Table 44: Straight about opinion... Page 66
Table 45: Arguments on disagreements... Page 66
Table 46: Child is argumentative... Page 67
Table 47: Flares up quickly... Page 67
Table 48: Display of irritation... Page 68
Table 49: Ready to throw fists at others... Page 68
Table 50: Even-tempered... Page 69
Table 51: Hotheaded... Page 69
Table 52: Flies of the handle... Page 70
Table 53: Trouble controlling temper... Page 70
Table 54: Easily jealous... Page 71
Table 55: Raw deal out of life... Page 71
Table 56: Complains about others breaks... Page 72
Table 57: Bitter about things...Page 72
Table 58: Touchy about friends talking behind his back... Page 73
Table 59: Suspicious of friendly strangers... Page 73
Table 60: Feeling as a matter of joke... Page 74
Table 61: Suspicious when someone is nice... Page 74
Table 62: Nature of Family * Age of Child * Gender Crosstabulation... Page 75
Table 63: Nature of Family * No of Siblings * Gender Crosstabulation... Page 76
Table 64: ANOVA-Mother's Educational Level and Violent Media Exposure. Page 80
Table 65: ANOVA-Mother's Educational Level and Aggressive Behavior... Page 81
Table 66: ANOVA-No of Siblings and Violent Media Exposure... Page 82
Table 67: ANOVA-No of Siblings and Aggressive Behavior... Page 82
Table 68: Mann Whitney - Gender and Violent Media Exposure... Page 83
Table 69: Mann Whitney - Gender and Aggressive Behavior... Page 83
Table 70: Mann Whitney - Nature of Family and Violent Media Exposure... Page 84
Table 71: Mann Whitney - Nature of Family and Aggressive Behavior... Page 84
Table 72: Mann Whitney - Mother and Violent Media Exposure... Page 85
Table 73: Mann Whitney - Mother and Aggressive Behavior... Page 85
Table 74: Mann Whitney - Gender and Violent Media Exposure Elements... Page 86
Table 75: Mann Whitney - Gender and Aggressive Behavior... Page 90
Table 76: Mann Whitney - Nature of Family and Violent Media Exposure... Page 96
Table 77: Mann Whitney - Nature of Family and Aggressive Behavior... Page 102
Table 78: Kruskal-Wallis Test-Age and Violent Media Exposure... Page 108
Table 79: Kruskal-Wallis Test-Age and Aggressive Behavior... Page 108
Table 80: Correlations Video Games and Physical Aggression... Page 109
Table 81: Correlations Video Games and Verbal Aggression... Page 109
Table 82: Correlations Video Games and Anger... Page 110
Table 83: Correlations Video Games and Hostility... Page 110
Table 84: Correlations Television and Physical Aggression... Page 111
Table 85: Correlations Television and Verbal Aggression... Page 112
Table 86: Correlations Television and Anger... Page 112
Table 87: Correlations Television and Hostility... Page 113
Table 88: Correlations Movies and Physical Aggression... Page 113
Table 89: Correlations Movies and Verbal Aggression... Page 114
Table 90: Correlations Movies and Anger... Page 114
Table 91: Correlations Movies and Hostility... Page 115
Table 92: Correlations Music and Physical Aggression... Page 115
Table 93: Correlations Music and Verbal Aggression... Page 116
Table 94: Correlations Music and Anger... Page 116
Table 95: Correlations Music and Hostility... Page 117
Table 96: Correlations Video Games and Aggressive Behavior... Page 117
Table 97: Correlations Television and Aggressive Behavior... Page 118
Table 98: Correlations Movies and Aggressive Behavior... Page 118
Table 99: Correlations- Music and Aggressive Behavior... Page 119
Table 100: Correlations- Violent Media Exposure and Physical Aggression... Page 119
Table 101: Correlations - Violent Media Exposure and Verbal Aggress... Page 120
Table 102: Correlations Violent media Exposure and Anger... Page 120
Table 103: Correlations- Violent Media Exposure and Hostility... Page 121
Table 104: Correlations Violent Media Exposure and Aggressive Behavior... Page 121
Table 105: Model Summary... Page 123
Table 106: ANOVA
b
...Page 123
Table 107: Coefficients
a
... Page 124
LIST OF FIGURES
Figure 1: Proposed Direction of Relationship... Page 32
Figure 2: Relationship of variables... Page 33
Figure 3: Dimensions of VME and their Elements... Page 35
Figure 4: Dimensions of AB and their Elements... Page 36
Figure 5: Gender Distribution... Page 41
Figure 6: Nature of Family Distribution... Page 42
Figure 7: Age of Child Distribution... Page 43
Figure 8: Mother's Educational Level Distribution... Page 44
Figure 9: Mother Distribution... Page 45
Figure 10: No. of Siblings' Distribution... Page 46
Figure 11: Gender Normality Chart... Page 77
Figure 12: Nature of Family Normality Char... Page 77
Figure 13: Age of Child Normality Chart... Page 78
Figure 14: Mother's Educational Level Normality Chart... Page 79
Figure 15: Mother Normality Chart... Page 79
Figure 16: No. of Siblings Normality Chart... Page 80
Figure 17: Aggressive Behavior Histogram... Page 122
INTRODUCTION
3
INTRODUCTION
We have seen children acting in a most aggressive manner in different situations. We have
seen children striking, pushing, beating, and teasing other children just to have a pleasure
time. Aggressive behavior in children is a serious issue that negatively affects individuals,
families and community (Kronenberger, et al., 2005). Media has been playing vital role in
shaping the behavior of children since many centuries. Many children are seen copying and
imitating the roles of their favorite cartoon character, and thinking it heroic to act violent. The
children are seen acting exactly like the television characters. Is in the human nature to get
influenced and inspired by the people they love.
Proliferation of television set has meant that almost every other home in Pakistan have at least
one television set and they receive television signals. The market for television set is saturat-
ed. With this level of saturation it becomes compelling to find if it is a public health hazard. In
spite of the recent media boom in Pakistan, total access to TV is 35.32 with 3,100,000 number
of television sets that are 21.4% television sets per 1,000. Therefore we are conducting a
research to find out the role of violent media in initiating aggressive behavior in children.
Background
There have been many controversies in letting many films roll in the theater. Governments
often are forced to take actions against many films to not to release it in the theatres consider-
ing the affects it would have on pubic. Recently in India, a film based on politics and rebellion
against the government, Akarshan, went into controversy of being released or not. The
government went into doubts that if the movie will release the audience and public might get
inspired and turn against the government. Finally the after reviewing the film the government
made sure here was no content to turn the public rebellious toward the government the film
was allowed to be released.
A payne fund studies was conducted as a result of private funding from a philanthropic
foundation and the invitation to the scholars issued by William Short the executive director of
the Motion Picture Research Council. In it all the studies were not focused on media violence
but of these studies were f the notion that media violence can be a serious public concern.
FirstDale(1935) conducted a content analysis of 1,500 movies that revealed a heavy emphasis
on crime. Second a survey of nearly 2,000 respondents conducted by Blumer (1933) revealed
that many people reported to have imitated the acts of violence that they have witnessed in the
violent movies. In the aftermath of these studies public concern was high about media
violence. (Bryant & Zillmann, 2002)
4
As we browse internet we find a number of articles on the media effects. These studies have
proved that media influences the children negatively as well as positively. It is known that it
is in the human nature that he is tempted more to learn the negative traits easily as compared
to the positive traits, specially the children. Children without understanding the difference
between reality and fantasy they try to imitate the roles as shown in the media ad they
consider their heroes. When they copy such roles which have no place in the real world they
get frustrated and might take out their frustration through aggression.
Children are exposed to television easily at home. Television influences the life of children to
a great extent. Now a day's children watch only those programs which please them, without
realizing which would be best for them and which would be destructive. Thus it is the
responsibility if parents to monitor what their children are watching. The content being
showed is very addictive hence keeping children away from television is a challenge. The
programs broadcasted on television are catchy and are designed to keep the attention of
children.
As Pakistan is a country where literacy rates is very low, television is the only media which is
then left as the sole way to get exposure. This media not only overcomes the literacy barriers
but also have great influencing and effecting ability through its audio, visual effects. Through
these the television keeps the children glued and also leaves a long lasting effect. Children
spent most of their times playing video games, watching cartoons in Pakistan as there are
lesser outdoor activities. And also the limitations to internet access and inactive film industry
leave no other option. There are no literacy barriers as well. Thus the children in Pakistan are
exposed to television more than the other nations. Hence television in Pakistan plays the
priming role in entertainment of the young children. Television captures large audience a
relatively lower cost and this way effects the masses.
Children today are entirely different from how children were in the past. In the past children
were into outdoor entertainment and had no access to internet. Now children are more into
indoor entertainment, and are exposed to mass media. The volume f advertising to which they
are exposed to has increased at an exponential rate. New cannels have emerged, more than 50
local channels are accessed any where easily. The way the products are advertised is totally
different, aggressive ads are shown to sell a product.
5
Pakistan had a population of 184.8 million and Children (ages 0-14) make up over 38% of
this population (Source: Population Reference Bureau-2010). This means that there are a little
over 70 million children in Pakistan.
Most of the population in Pakistan lives in rural areas. Which in turn means that most of the
children in rural areas have television as a means of entertainment, as no other media is
available to the children in rural area, thus television provides the outlook to the children of
how the world outside their reach is. Many studies that are conducted to learn the activities of
children in Pakistan show that watching televisions tops this list. Some estimates have also
shown that, Pakistani children watch six to seven hours of TV on average every day, which is
half an hour more than the world average.
Moreover children in the urban areas have access to more than 50 channels and 20 or above
foreign channels due to the cable, which means even more exposure to television. Besides
children in the urban areas also have access to the internet, where they can access any kind of
video game or any kind of program the wish to watch. Mobile adds more to this point,
children are progressively more drawn towards this mobile phones, I pads.
Television plays a very important role in promoting violence. These are few facts gathered
from different websites about how television and video games has effected and affects an
individual and what content is available:
· Research indicates that media violence has not just increased in quantity; it has also
become more graphic, sexual, and sadistic. (Media Awareness Network, 2010)
· A September 2000 Federal Trade Commission (FTC) report showed that 70 percent of
restricted video games and 100 percent of music with "explicit content" warning la-
bels were being marketed to children under 17. (Media Awareness Network, 2010)
· By the time the average child is eighteen years old, they will have witnessed 200,000
acts of violence and 16,000 murders. (Facts and Figures About Our TV Habit. TV
Turnoff Network.)
· Media violence is especially damaging to young children (under 8) because they can-
not easily tell the difference between real life and fantasy. (American Academy of
Ophthalmology, 2005)
· Surveys have found that 82 percent of the American public consider movies too vio-
lent. (
Times Mirror Media Monitor. TV Violence: More Objectionable in Entertain-
ment Than in Newscasts. March 24, 1993)
6
· Most of the top-selling video games (89%) contained violent content, almost half of
which was of a serious nature. (Children Now, 2001)
· The level of violence during Saturday morning cartoons is higher than the level of
violence during prime time. There are 3-5 violent acts per hour in prime time, versus
20-25 acts per hour on Saturday morning.
· Nearly 75 percent of violent scenes on television feature no immediate punishment for
or condemnation of violence. (SAMHSA, 2005)
Advertisements often use the television media as it has a maximum reach and audiences stick
to the channels while ads are being played when favorite programs are on air. Often people
watch advertisement for entertainment purposes. Therefore the content shown in advertise-
ments is enjoyed and can also effect different individual locked watching it. For most adver-
tisers, television has an appeal and a magic quite uniquely its own.
In the year 2008-2009, the television industry got a major share of 55 percent of the total
advertising expenditure, while print media followed with 26 percent. And the rest for the
remaining forms of media. (View Point , 2012)
Objectives
· To measure the level of exposure to violent programming (Television, Video games
etc).
· To measure the extent of aggressive behavior.
· To test the relationship between these variables.
· To check exposure of violent media is greater in males or females.
· To check aggressive behavior is greater in male or females.
· To check exposure of violent media is greater in which age group.
· To check aggressive behavior is greater in which age group.
· To check exposure of violent media is greater in which family type (joint v/s nuclear).
· To check aggressive behavior is greater in which family type (joint v/s nuclear).
Significance
The research will supplement the pool of current literature by presenting a theoretical model
that can be adopted to examine the behavior, reasons and factors of the target population that
are children who may have aggressive behavior due to exposure to violent programming. A
simple model will be constructed and will be used to estimate the central factors of depiction
7
of violent behavior in children and the role of violent programming in its promotion. The
results from the model will be used to compare the variability of exposure to violent pro-
gramming to the variability of extent of violent behavior.
Recommendations will be given based on the result as to what extent violent behavior in
children is associated with the increased or decreased exposure to the violent programming
through video games, movies , dramas , cartoons and advertisements and there pros and cons
as how they are effecting children to get aggressive. The research results will conclude
whether there is positive relationship among the two variables.
Problem Statement
Today media is playing important roles in the lives of individuals. Portrayal of aggression,
violence, destruction, riots effects individuals in different ways. This issue is becoming an
alarming public health hazard. This study tries to find out the relationship between exposure
to violent media and the likelihood of developing aggressive behaviors in children.
Research Questions
Are the children who are exposed to violent media likely to be more aggressive in nature?
Hypothesis
H
0
: There is no relationship between exposure to media and aggressive behavior of children.
H
1
: Children who are exposed to media violence are more likely to be aggressive in behavior.
Limitations
· The sample size for the study is small which makes it difficult to generalize the results
for the whole population
· The sample size s not equally distributed between male and female respondents.
· The subject bias, most of the mothers are not open to fill in negative traits in their
child.
· The expense, if some financial incentive is given there is a greater probability of high
response rate.
· Respondents Fatigue causes stop responses and erosion.
· The effect one set of questions has on the other set of questions.
8
· Sampling units are approached on convenience basis. To get more realistic data simple
random sampling could be used.
LITERATURE REVIEW
11
LITERATURE REVIEW
To gain insight from the already existing data and researches secondary research is conducted.
To carry out the secondary research many articles from different sources are reviewed.
Mainly online libraries, books, journal articles were used as the source of data collection.
Following are the researches that have been reviewed in this process.
A research was conducted to review the researches of past 10 years about the impact of media
on children. According to the results of research children learns and shape their beliefs and
behaviors in accordance to what they see. The children when exposed to media including
television, movies, rock music, advertising, video games, computers and internet, are more
violent and aggressive also the use of tobacco is increased. The study also reported that the
exposure to the media also accelerate the onset on sexual activities during adolescence. This
study has interlinked the older forms of media and newer forms of media how average child
spends his time on the newer media. (Susan Villani, April 2001)
A research was conducted in controlled setting in two socio-demographically and scholas-
tically matched elementary schools to check how reduction of media exposure affects the
aggressive behavior in children and perception of the world as a scary mean place. Students
from third and fourth grades were the target sample and their parents and guardians were
asked about their behavior. The results of pre-intervention and post-intervention differed.
Although there was a difference in physical aggression and parents reports about the aggres-
sive behavior but there was a significant difference in the peer rating of aggression and
observed verbal aggression. (Thomas N. Robinson, Marta L. Wilde, Lisa C. Navracruz,
Haydel, & Ann Varady, January 2001)
JL Sherry conducted a research including two variables: violent video games and aggression.
The purpose of this study was to amass the findings of existing studies on the topic and also to
assess the trends and effect of other moderating variables. The findings of this study showed
that television violence has more effect on aggressive behavior than the violent video games.
Directions were also found according to which there is a positive relation between type of
violent game and aggressive behavior, while negative relation between times spent on playing
games and aggression. (Sherry, July 2001)
A research was conducted using content analysis to study how women are portrayed and also
how violence is used in video games. Thirty three popular videos were selected as a sample.
12
The analysis revealed that conventional gender roles and violence was essential in many
games. H study found that nearly half of the games including characters had no female
characters. In many games the role of women was just the sex object. Almost every game had
violence in it as the main strategy and some included violence directed at other people. (Dietz,
1998)
An experimental research was conducted to find the effect of media violence in unstructured
interactions. In this research sample of children and adolescents were exposed to planned and
controlled presentations of violence and there spontaneous actions were observed. The
findings of the research indicated that exposure significantly enhanced the aggressive behav-
ior in children but slightly better relation was found in normal children than emotionally
disturbed ones. Also the experiments conducted in laboratory settings showed stronger
relation between exposure to violent content and aggressive behaviors than the one conducted
in other contexts. (Wood, Wong, & Chachere, May 1991)
In this research a development theory is presented by the researches about how aggressive
behavior can be mitigated. Effect of media violence n aggressive behavior is measured.
According to the research learning during childhood shapes the adolescents behavior and it
says that aggression is acquired by watching violent media and same is true otherwise around
that aggressive behavior encourage watching violent media. This research states that certain
cues are triggered from childhood by exposure to media and it intensifies as the child grows.
There are other intervening variables as well which can tone down or strengthen the relation-
ship but violence media independently affects the aggressive behavior. The research is
wrapped up by saying that to mitigate the effect of aggression period if early adolescence
must be taken care of. (Huesmann, Psychological Processes Between Exposure to Media
Violence and Aggressive Behavior , 1986)
To measure if exposure to media violence increases the tolerance to watch real life fights and
violence, a research was conducted. In this children from third and fourth grades were divided
n two groups. One of these groups was shown a clip which had violence and fight sequence in
it. The results were found that the children who were exposed to the clips took longer o seek
adults help to sort out the fight and also they were more tolerant to watching these fights, but
not physical aggression, before they tried to find an adult for help. Hence the research
concluded that the more the child is exposed to reel life violence the more he/she is forbearing
to real life violence. (Drabman & Thomas, May 1974)
13
A follow up research was conducted to assess the impact f watching violent television
programs on the later age of an individual. A previous search was conducted on students of
third grades about the habit of watching television programs. A 10-year follow up study was
than conducted with the findings that violent program watchers were more aggressive and
furthermore male sample had a stronger relation between their watching habits and their
future aggression. Although many other factors play a role to uphold aggression in later years
like ethnicity, parental disharmony, IQ and social status but exposure to violent media was a
rather independent variable to increase aggression in later years. (Eron, Huesmann,
Lefkowitz, & Walder, April 1972)
A longitudinal research was conducted to find out how media violence: watched I early
childhood effects the behavior in adulthood. First part of the research was conducted on
children of age six to ten. These studies reported significant relations only of boys. Later after
15 years same people when grown up were the sample o research. According to the research
childhood exposure to violence reported aggressive behaviors in adults for both females and
males. Also the perception of practicality of television violence rooted aggressive behavior.
This concluded relationship exists even when other moderating and intervening variables like
socioeconomic status, intellectual ability and parenting factors are controlled. (Huesmann,
Moise-Titus, Podolski, & Eron, 2003)
Effects of playing video games on the behavior are measured in this research along with
gender differences. In this research, experiment was conducted in laboratory setting including
a sample of 43 undergraduate students including both male and female. These students were
randomly allowed to play either a violent video game or a non violent video game. After that
the students were partnered and competed with each other in a game in which aggravation and
retribution was permitted. The punishment set by each partner for losing was the measure of
aggression. The result was that those who played violent video games gave harsher punish-
ments to the partner and were more violent than those who played non violent video games.
This research also concluded that female tend to be effected lesser than the men. (Bruce D.
Bartholowa, 2002)
An experimental research was conducted to find out if violent behavior influenced due to
violent media can be mitigated. A sample was selected who were already exposed to violent
media ad were a frequent watchers. Two groups were made, one experimental group and
other the control group. The experimental group was treated in three ways, first that media
14
violence is not close to real world violence, second aggressive attitudes and behaviors are not
so acceptable in real world as in reel world and third that one should not behave as is done on
television. The results at the end of second year were significant. The control group, not given
any treatment, behaved more aggressive in different situations and was more aggressive than
the other group given treatment. Hence the research was wrapped up by saying that the effects
of the media violence can be toned down. (Huesmann, Eron, Klein, Brice, & Fischer, 1983)
A meta-data analysis was conducted to test whether the results of existing studies on media
violence and aggressive behavior is in congruence with the theories that explain the effects.
Both short term and long term effects of aggressive behavior was measured. I this research
sample included two age groups: one, children below 18 and the other group was of adults.
The results were same as the theories i.e. short term effect was stronger in adults and long
term effect was stronger in younger children. Thus the hypothesis was accepted that effects of
aggressive behavior and theories complement each other that short term effects are due to
already shaped beliefs in adults and long term effects are because children still have time and
ability to shape new behaviors, thoughts, memories and values. It was also found out that
violent media have a modest effect on aggressive behaviors, thoughts, arousal levels and
helping behaviors. (Brad J. Bushman & L. Rowell Huesmann, 2006)
A research was conducted to see how exposure to media in early childhood affects academic,
psychological and lifestyle characteristics of an individual. According to the research fourth
graders when exposed to television every additional hour decreased classroom engagement
and math achievement. Also it increases the victimization by classmates. Time spent during
weekends in physical activities was decreased; any activities requiring physical efforts were
decreasing. Consumption of soft drinks and snacks starts to increase and the body mass index
also increased. The research concluded that unhealthy temperaments in adolescents can be
traced back to early exposure of television, as it has long-term risks associated to it. So for
child developments these essential issues must be kept into consideration. (Linda S. Pagani,
Caroline Fitzpatrick, Tracie A. Barnett, & Eric Dubow, 2010)
An online survey was conducted in August and September 2006, participants in the sample
were youths of 10-15 years of age, who have used internet at least once in past six months. It
was reported that 5 percent of the students were engaged in violent fights in past twelve
months. Thirty eight percent of the sample reported exposure to violent media n these
participants significantly showed more aggressive attitude and behavior. The measures for
15
seriously violent behavior were back stabbing, aggravated assault, robbery, sexual assault.
Other factors like alcohol use, different youth characteristics, anger management, parental
monitoring, and real life violence exposure \were also effecting in stimulating seriously
aggressive violent behavior. According to the research newer forms of violent media were of
special concern. (Michele L. Ybarra, Marie Diener-West, Dana Markow, Philip J. Leaf, Merle
Hamburger, & Paul Boxer, 2008)
A study was done to find out whether observing and interacting with a violent video game
have any difference in effecting youngsters' arousal level, hostility feelings and aggressive
thoughts. In it half of the participants were given violent video games to play while the other
half was observing the violent virtual reality games. It was observed that the participants who
played the violent video games had more aggressive thoughts and higher arousal levels. While
aggressive thoughts were almost similar in viewers and players. The study concluded that the
technologies have different effects on behaviors and thoughts depending upon level of
interaction. (Calvert & Tan, 1994)
Researcher in this study tried to measure the desensitization caused by increased exposure to
video games and media violence. In this study one hundred and fifth, fourth and fifth graders
were asked to answers questions about exposure to real-life violence in different scenarios.
Their attitudes towards violence were assessed and also how sympathetic they were. It was
found that both video games and television violence was related to stronger violent attitudes.
Engagement and involvement while playing video games and perception of being the charac-
ter in the real game showed the effect of aggressive behavior, though casualty was not
measured probably because of sample's less exposure to real life violence but negative effect
was found. (Funk, Baldacci, Pasold, & Baumgardner, 2004)
To estimate the true and combined effect of television violence on anti-social behavior of
individual a meta-analysis is done in this study. The research design partitioned viewer
attributes, treatment and exposure to variables and anti-social behavior to better understand
the effect of television violence. A number of tests were applied to get the result. A significant
positive relationship was found between television violence and aggressive behavior. Labora-
tory experiments also show significance of television violence on aggressive behavior. It was
also found out that the effect of
television violence on girls and boys was almost similar.
(Paik & Comstock, 1994)
16
A research was conducted in Enschede, The Netherlands, including students from seventh and
eighth grades from three elementary schools. The purpose of the research was to find the
relationship between playing video games and its effect aggressive and pro-social behavior of
children. Also the relationship between preferences of aggressive video games and aggressive
and pro-social behavior was studied. It was discovered that there was no significant relation-
ship between playing video games and aggressive behavior of children. But the student who
played video games was not very social in behavior. The analysis when done separately for
boys and girls no such relationship was found. Another finding was that the children who
preferred more aggressive video games were more violent in nature and less social than those
who played less aggressive and normal video games. This relationship persisted even when
boys and girls were separately analyzed; especially boys who preferred aggressive video
games had more aggressive behaviors. Furthermore less intelligent children preferred more
aggressive video games. (Wiegman & Schie, 1998)
Andersen and Bushman researched on the topic of how violence in media affects society as a
whole. According to them the prolonged exposure to violent media results in aggressive
behavior. They presented this relationship in young adults and adolescents. (Anderson &
Bushman, The Effects of Media Violence on Society, March 2002)
A research was conducted to test the effect of exposure to violent video games on the aggres-
sive behavior of women in the short term. According to the research the results were that
violent video games influence the aggressive behavior in women. It also stated that these
aggressive behavior were not mediated by aggressive motives but were influenced due to
revenge motives. Additionally the research also concluded that if the player of the game is of
same gender as the character in the game, then there are greater chances of increase in
aggression. (Anderson & Murphy, Violent video games and aggressive behavior in young
women, 2003)
A research was doe to find out the risks associated with exposure to media violence both in
short run and long run on children and adults. According to the research the media impact the
adolescents in the long run while the children are affected both in long run and short run. This
study indicates that when a child is exposed to violent media his aggressive behavior is
prompted. This effect is explained in many theories as well, children are affected more in the
long run because they lean through the observational learning and are desensitized by frequent
exposure to such media. It is said in this study that children are affected alike by both real life
17
exposure to violence or through media exposure; they learn the cognitive behavior and
emotional reactions that support these behaviors. They then seek help and look upon at those
who behave the same way in real life. This study also debates weather this effect is large
enough to consider it a public threat; also what other threats are large enough. This research
found out that the only other threat larger than the one discussed is cigarettes smoking on lung
cancer. Thus it is concluded in the research that violent media exposure is a threat to short
term behavior of adults and both long and short run behaviors of children. But it is also stated
that not all the children who are exposed to violent media behave aggressively and many
children will acquire aggressive and violent behavior though not exposed to violent media.
But this does not diminish the need to address this public threat. (L. Rowell Huesmann, 2007)
This article refers to the problem faced due to emerging new technologies (personnel data
assistant, computers, cell phones, I-pad, i-phones). This problem is regarded as a public health
problem and is increasing with the advent of new technology. New technologies are being
used for bullying, teasing, telling lies, spreading rumors, threatening, making rude comments,
or defaming others. Chat rooms, instant messaging and e-mails and social networks are
facilitating such harassment. The researcher states that this issue is increasing at an alarming
rate and is a threat to public health, and it should be addressed. (Corinne David-Ferdon &
Marci Feldman Hertz, 2007)
In this article researcher insists that media violence is a threat to public health to same extent
as it causes violent behavior in the children and adults. It states that all the content in the
media that sows violence is the factors contributing to the long run and short run violent
behavior youth. It states that television news also causes such behavior as people get the idea
and thus imitate it. Also the violent video games effects short term behavior while no longitu-
dinal research states that it has long term effect on behavior. This relationship between real
life violence and media violence and aggression is originated by the content in the media and
characteristics o the individual exposed and his ability to e influenced. Thus the researchers
consider violent media as the threat to public health behavior. (Huesmann & Taylor, The Role
of Violent Media in Violent Behavior, 2006)
An experimental research was conducted in consecutive four days. Respondents were exposed
o violent and non violent feature films. A day after the last of exposure these respondents
were put in to a test where they were provoked and some were not provoked at all. They were
put into a situation where they could harm the assistant. The results showed that both expo-
18
sure to violent media and provocation caused violent behavior in both the genders. However
women were slightly less violent than men who participated in the test. Two findings were
made out of the experiment, one that those who were exposed to these violent films and
provoked behaved very violently second those who were not provoked also behaved violently.
(Zillmann & Weaver, 1999)
A research was conducted in 1990 to find out the relationship between aggressive behavior
and media violence, and to find out the role of cognitive behaviors to mediate these effects.
Two experiments were conducted. In the first experiment participants were exposed to media
having less violence to more violent video tapes. It was found out that more violent video
tapes caused more aggressive behavior; this effect was mediated due to stimulus screening. In
the second experiment it as found out that perceptions and cognitions changed and became
more aggressive with the level of violence in the video tapes and this effect was mediated due
to the assualtiveness. Hostile attitudes and blood pressure was highest while viewing the most
violent video tapes. In these were caused due to debauchery and ponderings and the nature to
attack physically. (Bushman & Geen, Role of cognitive and emotional mediators and
individual differences in the effects of media violence on aggression., Jan 1990)
A research was conducted to understand how exposure to violent video games affects behav-
ior of an individual. An initial co-relational study was done which showed that there exist a
positive relationship between violent video games exposure and violent behavior. Than a lab
experiment was conducted to understand how this does happen. According to it he individual
who does not have the exposure to violent games behaves more violently when exposed to
extremely violent video game than when exposed to less violent video game. On the other
hand the individuals, who already had the exposure of violent video games, behaved violently
no matter what level of violence they were exposed to. The results of the study showed that.
Violent video games effect behavior by changing perceptions cognitions and related personal-
ity factors that desensitize an individual. (Bartholow, Sestir, & Davis, 2005)
In this research an experiment was conducted to find out the relationship between aggressive
behavior and violent media is the same for individuals who had no history of diagnosis or of
disruptive behavior and individuals with disruptive behavior history. It was found in the
results that exposure to media violence causes poorer executive functioning. Results also
showed that the individuals with past records of aggressive behavior and who had diagnosis
19
earlier were more affected by the violence in media while the individuals with such history
were comparatively less affected. (Kronenberger, et al., 2005)
To view the impact of violent video games indifferent settings a design was made. In this
design reckless and insightful children were made to play aggressive and nonaggressive video
games. These games were played in two different settings: a free-play setting and a frustrating
situation. The results showed that the children who played aggressive video games showed
aggression towards objects in free-play situation and interpersonal aggression in frustrating
situation. While the one who placed non violent video games were less aggressive. The study
also indicted that aggression was not affected by the cognitive factors. (Irwin & Gross, 1995)
Carnagey and Anderson conducted three experiments t find out the effect of punishments and
rewards on aggressive behavior. In this study participants played three versions of the same
video game. One in which all the violet actions were rewarded, second in which all he violent
actions were punished, and third in which participants played non violent video games. Three
experiments were done to find out each of these actions effect on affect, cognition and
behavior separately. It was found that rewarding the violent actions while playing video
games heightened aggressive emotions, increased aggressive thinking, and aggressive
behavior. On the other hand punishing the violent actions in video games still increased
antagonistic emotions but it did not increased aggressive thinking and aggressive behavior.
Thus the study concluded that rewarding violent actions can increase aggressive behavior by
increasing aggressive thinking and increasing hostile emotions. (Carnagey & Anderson, 2005)
This study caters the recent technological advancement in technology where the gamer is
allowed to personalize his/her character. The purpose of the study was to find out the effect of
personalization on the aggressive behavior of the player. There were for experimental
conditions personalized aggressive video games, personalized less-aggressive video games,
non-personalized aggressive video games and non-personalized less-aggressive video games.
The participants were randomly assigned to each experimental condition and after that self-
activation questions were asked and than their aggressive behavior were measured. It was
found out through these experiments that the participants who played personalized aggressive
video games tend to be more aggressive than the participants from any other category.
According to the research the reason was that personalization cause self-activation, the gamer
felt more involved and regarded the character as more close to him/her in realty which in turn
enhanced aggressive behavior. (Fischera, Kastenmuller, & Greitemeyer, 2010)
20
Many researchers have been done to find out if the playing aggressive video games cause
aggressive behavior. In this research the question "why" is answered. The researchers have
tried to explain why violent video games cause aggressive behavior. It tested weather violent
video games caused hostile expectation bias, tendency to expect that other person will act
violently in different situations. Participants in the research were asked to play either a violent
video game or non-violent video game. They then were presented with a complex story and
were asked to tell how the game character will feel, think and behave in different situations.
The participants who played violent video games portrayed the game character to feel more
hostile, think aggressively and behave more violently than the one who played less aggressive
video games. The results of the study were consistent with General aggression model.
(Bushman & Anderson, Violent Video Games and Hostile Expectations, 2002)
Summary of Literature Review
Table 1: Summary of Literature Review
Year Author
Title
Journal
Findings
2001
Susan Villani, M.D.
Impact of Media on
Children and Adoles-
cents
Journal of
the Ameri-
can Acade-
my of Child
& Adoles-
cent
Psychiatry
Children who are
exposed to media are
more violent and
aggressive. Use of
tobacco also increases.
2001
Thomas N. Robinson,
MD, MPH; Marta L.
Wilde, MA; Lisa C.
Navracruz, MD;
Haydel, K. Farish;
Ann Varady, MS
Effects of Reducing
Children's Television
and Video Game Use
on Aggressive
Behavior
Archives of
Pediatrics &
Adolescent
Medicine
With controlling and
decreasing media
exposure, children
were less verbally
aggressive especially
in peers.
2001
Sherry, JL
The effects of violent
video games on
Human
Communi-
There was a positive
relation between video
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