Understanding of Self-Control in Aggressive Behavior: A Cross-Paradigm Study in Elementary School Students

Abstract

This study aims to explore students' understanding of self-control in the context of aggressive behavior. Using a qualitative approach with a phenomenological design, this study involves direct experiences from the subjects. The findings of the study indicate that students' self-control, especially in dealing with aggressive behavior, is understood as the inability to manage three main aspects: behavioral control, cognitive control, and decision-making. This lack of self-control is caused by an inappropriate perspective, which makes it difficult for students to avoid aggressive behavior, as well as a lack of empathy for victims of bullying. Another influencing factor is the ecological environment, which plays a role in students' personal and social development. Overall, these two factors reflect a shift from a psychological paradigm to a systemic relational paradigm, which leads to a cross-paradigm approach. Bandura explains that behavioral approaches in therapy now increasingly pay attention to the social aspects of thoughts and actions. Lack of self-control in students is seen in the pattern of reciprocal interactions between behavior, cognition, and environmental factors that influence each other. Based on these findings, it is recommended to conduct further research entitled Exploring the Role of Self-Control in Managing Aggressive Behavior: A Longitudinal Study in Elementary School Students. The study aimed to explore factors that influence the development of self-control in aggressive behavior in elementary school students over a longer period of time, as well as to observe how self-control interventions can influence changes in aggressive behavior over time.