Residence students' experiences of aggression in on-campus residences at a university

168 Pages·2017·2.01 MB·English

Residence students’ experiences of
aggression in on-campus residences at a
university
J VAN WYK
22424199
Dissertation submitted in fulfillment of the requirements for the degree
Magister Educationis in Learner Support at the Potchefstroom Campus of
the North-West University
Supervisor: Prof AJ Botha
May 2017
DECLARATION
I, the undersigned, hereby declare that the work contained in this dissertation is my own original
work and that I have not previously in its entirely or in part submitted it at any university for a
degree.
JOAN VAN WYK
25 October 2016
Copyright©2016 North-West University (Potchefstroom Campus)
All rights reserved
ACKNOWLEDGEMENTS

My sincere gratitude to the following people:
 To God Almighty: Thank you for giving me the ability to complete this dissertation.
Thank you for giving me the opportunity to grow and to give my best in everything I do.
God, whatever comes my way, I will trust You.
 Prof Johan Botha: This dissertation could not have been done without the guidance of
my supervisor. Thank you for the encouragement, understanding, and patience you had
in me as a researcher. I am grateful for everything you have done for me.
 To my husband, Hannes Swanepoel: Thank you for standing by my side throughout my
study journey. Your support and encouragement kept me going through good and bad
times. I am so grateful for having you in my life. You are truly my guardian angel. I love
you so much.
 To my parents, Willie and Joan van Wyk, family and friends: Thank you for all your love
and support. Thank you for believing in me. This dissertation is especially for you.
 My best friend, Hendrina Johnston: I am so grateful for having you as a friend. Thank
you for your support and overwhelming encouragement throughout these two years.
You were my inspiration.
 Angela Bryan: A special thanks to you for assisting me with the language editing of this
research study.
 Dr Marina Snyman: a special thanks for acting as independent coder for this research
study. Your inputs are most appreciated.
 Last, but not least, the participants: Thank you for your time and participation during this
research study. I hope that with this study, I will help to improve students’ well-being in
on-campus residences.
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SUMMARY

In the past few years, nationally and internationally, there has been growing concern over the
way in which a culture of aggressive behaviour and violence became prevalent in society. The
literature highlights the alarming level of aggression at various universities and its negative
impact at various levels. Little has been done to address this urgent problem in South Africa.
This study explored residence students’ experiences of aggression in on-campus residences at
a university in a South African context.
This qualitative research, which was situated in an interpretive paradigm, was guided by
phenomenological strategies of inquiry. Two students were purposively selected from each of
the 20 on-campus residences (11 female residences and 9 male residences) at a South African
university. The 40 participants voluntarily participated in the semi-structured individual
interviews that were used to generate data. The audio recorded interviews were transcribed
and then analysed by means of the Interpretative Phenomenological Analysis (IPA). The
following main themes emerged from the data analysis process: Theme 1: Students’ lived
experiences of aggression in on-campus university residences reflect various forms of
aggression and their experiences of aggression are viewed as reactions to a diverse range of
biological, psychological and socio-cultural factors. Theme 2: Suggestions to manage
aggression in on-campus residences included students’ suggestions for residence students to
address aggression in on-campus residences as well as for the university to address aggression
at on-campus residences. In addition, some suggestions were provided for future residents
who may experience aggression in on-campus residences in order to enhance their well-being.
The findings highlight that aggression is a reality and exists in on-campus residences which has
a negative impact on students. If aggressive behaviour continues to be present in on-campus
residences without being dealt with, this would lead to students leaving the residences,
depression, self-harm and in severe cases, suicidal ideation.
Key concepts: aggression; campus; experience; residence; students; university; well-being.
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TABLE OF CONTENTS

CHAPTER ONE
INTRODUCTION AND SCOPE OF THE RESEARCH STUDY

1.1. INTRODUCTION…………………………………………………………………………... 1
1.2. PROBLEM STATEMENT……………………………………………………………….... 1
1.3. REVIEW OF RELEVANT LITERATURE………………………………………………... 4
1.4. PURPOSE OF THE RESEARCH STUDY………………………………………………. 9
1.5. RESEARCH QUESTIONS AND AIMS OF THE RESEARCH STUDY……………… 10
1.6. CLARIFICATION OF CONCEPTS………………………………………………………. 11
1.6.1. Residence………………………………………………………………….……… 11
1.6.2. Student…………………………………………………………………………….. 11
1.6.3. Experience………………………………………………………………………… 12
1.6.4. Aggression……………………………………………………………………...… 12
1.6.5. University as a Higher Education Institution (HEI)………………………… 13
1.6.6. Well-being…………………………………………………………………………. 13
1.7. RESEARCH DESIGN AND METHOD…………………………………………………... 14
1.7.1. Research design…………………………………………………………………. 15
1.7.2. Research methodology.………………………………………………………… 16
1.7.3. Site, sample and sampling ………………..…………………………………… 16
1.7.4. Data generation…………………………………………………………………... 18
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1.7.4.1. Semi-structured individual interviews…..……………………… 18
1.7.4.1.1. Data generation process………………………………………… 19
1.7.4.2. Field notes………………………………………………………… 20
1.7.5. Data analysis……………………………………………………………………… 20
1.7.5.1. Interpretative Phenomenological Analysis (IPA)……………… 20
1.7.5.1.1. Data analysis process…………………………………………… 20
1.8. ETHICAL CONSIDERATIONS…………………………………………………………… 21
1.9. TRUSTWORTHINESS…………………….………………………………………………. 21
1.10. CHAPTER DIVISION……………………………………………………………………… 22
1.11. SUMMARY………………………………………………………………………................ 23

CHAPTER TWO
CONCEPTUAL AND THEORETICAL FRAMEWORK

2.1. INTRODUCTION……………………………………………………………………………. 24
2.2. CONCEPTUAL FRAMEWORK…………………………………………………………… 24
2.2.1. Nature of aggression……………………………………………………………. 24
2.2.1.1. Defining aggression……………………………………………… 24
2.2.1.2. Aggression as human behaviour……………………………….. 26
2.2.1.3. Aggression and self-esteem……………………………………. 26
2.2.1.4. Aggression and gender………………………………………….. 27
2.2.1.5. Aggression and locus of control………………………………... 27
2.2.2. Forms of aggression…………………………………………………………….. 28
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2.2.3. Factors contributing to aggressive behaviour……………………………... 30
2.2.4. Misconceptions regarding the terms aggression, anger and conflict…. 31
2.2.5. Aggression, violence and bullying……………………………..…………….. 32
2.3. THEORETICAL FRAMEWORK………………………………………………………….. 33
2.3.1. Social Learning Theory…………………………………………………………. 34
2.3.2. Cognitive neo-association Theory……………………………………………. 35
2.3.3. Social Cognitive Theory………………………………………………………… 35
2.3.4. Frustration-aggression hypothesis…………………………………………... 38
2.3.5. Social Interaction Theory………………………………………………………. 38
2.3.6. Social Norms Theory……………………………………………………………. 39
2.3.7. Complexity Theory………………………………………………………………. 40
2.3.8. Intersubjectivity Theory………………………………………………………… 40
2.3.9. Hedonic or subjective perspective of well-being…………………………... 41
2.3.10. Eudaimonic or psychological perspective of well-being…………………. 42
2.4. SUMMARY………………………………………………………………………………….. 43

CHAPTER THREE
RSEARCH DESIGN AND METHODOLOGY
3.1. INTRODUCTION………………………………………………………………………………. 44
3.2. RESEARCH DESIGN……………………………………………………………………… 44
3.2.1. Qualitative research……………………………………………………………... 44
3.2.2. Research paradigm……………………………………………………………… 46
3.2.3. Phenomenological approach………………………………………………….. 47
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3.2.4. Nature of the research study…………………………………………………... 47
3.2.4.1. Exploratory………………………………………………………………… 48
3.2.4.2. Descriptive………………………………………………………………… 48
3.2.4.3. Explanatory………………………………………………………………... 48
3.2.4.4. Contextual…………………………………………………………………. 49
3.3. RESEARCH METHODOLOGY…………………………………………………………... 49
3.3.1. Gaining access…………………………………………………………………… 49
3.3.2. Site, sample and sampling………..……………………………………………. 49
3.3.3. Data generation…………………………………………………………………... 50
3.3.3.1. Semi-structured individual interviews…………………………………... 50
3.3.3.1.1. Facilitation of semi-structured individual interviews…………………... 51
3.3.3.1.2. Interview process………….……………………………………………… 52
3.3.3.2. Field notes…………………………………………………………………. 54
3.3.4. Data analysis……………………………………………………………………… 54
3.3.4.1. Interpretative Phenomenological Analysis (IPA)…………………….... 55
3.3.4.1.1. Data analysis process……………………………………………………. 56
3.4. ETHICAL CONSIDERATIONS…………………………………………………………… 57
3.4.1. Honesty, integrity and objectivity…………………………………………….. 57
3.4.2. Trust, security of data and competence……………………………………... 58

3.4.3. Informed consent, protection of participants’ human rights and the
free will to withdraw from the research study……………………………... 58
3.4.4. Confidentiality…………..………………………………………………………... 59
3.5. MEASURES TO ENSURE TRUSTWORTHINESS…………………………………….. 60
3.5.1 Truth value (Credibility) ……….……………………………………………… 61
3.5.2 Applicability (Transferability)………………………………………………… 61
3.5.3 Consistency (Dependability)…………………………………………............ 62
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3.5.4 Neutrality (Confirmability)…………………………………………………….. 62
3.6. RESEARCHER’S ROLE………………………………………………………………….. 62
3.7. SUMMARY…………………………………………………………………………………. 63

CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF THE FINDINGS ON HOW ON-CAMPUS RESIDENCE
STUDENTS EXPERIENCE AGGRESSION AT A UNIVERSITY

4.1. INTRODUCTION…………………………………………………………………………… 64
4.2. PARTICIPANTS’ BIOGRAPHICAL INFORMATION………………………………….. 64
4.3. DATA ANALYSIS…………………………………………………………………………. 64
4.4. DISCUSSION OF RESULTS……………………………………………………………... 65

5.4.1 Theme 1: Students’ lived experiences of aggression in on-campus
university residences…………………………………………... 66
5.4.1.1 Category 1: Students’ experiences of aggression in on-
campus university residences reflect various
forms of aggression….…………………………….. 67

5.4.1.2 Category 2: Students experience aggression in on-campus
residences as a reaction to a diverse range of
biological, psychological and socio-cultural
76
factors………..………………………………………

5.4.2 Theme 2: Suggestions to manage aggression in on-campus
residences …………………………………..…………………… 84
5.4.2.1 Category 1: Students' suggestions for residence students to
address aggression in on-campus residences
…………..…………………………………………… 85
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5.4.2.2 Category 2: Students' suggestions for the university to
address aggression in on-campus residences
…………………..…………………………………… 88
5.4.2.3 Category 3: Students' suggestions for future residents who
may experience aggression in on-campus

residences in order to enhance their well-
being…………………………………………………
91
4.5. FIELD NOTES………………………………………………………………………………
94
4.5.1. Observational notes…………………………………………………………….
94
4.5.2. Theoretical notes………………………………………………………………...
94
4.5.3. Methodological notes…………………………………………………………...
95
4.5.4. Personal notes……………………………………………………………………
95
4.6. SUMMARY…………………………………………………………………………………..
96

CHAPTER FIVE
DATA ANALYSIS AND DISCUSSION OF THE FINDINGS ON HOW ON-CAMPUS RESIDENCE
STUDENTS EXPERIENCE AGGRESSION AT A UNIVERSITY

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