| Public schools are constantly searching for intervention strategies that can increase academic performance and decrease aggressive behavior in students. Recently, programs include rigid punitive policies of "zero tolerance" (Kajs, 2006) with no regard to how adolescents come to select aggressive behavior responses. The multi-dimensional social problem solving theory examines the cognitive processing used to determine behavior responses. Orientation of problems and problem solving style assist individuals in behavior selection and implementation. Under the problem solving style, D'Zurilla and Nezu (1982) suggested that having rational problem solving skills improve the behavior of individuals. This study evaluated the relationship between rational problem solving skills and aggressive behavior responses during early adolescence. The study also examined this relationship by gender, ethnicity, academic achievement and school climate. In a bivariate correlation study, 218 participants from two different middle school campuses self-reported on their rational problem solving skills and their aggressive behavior responses. Results indicated that having rational problem solving skills alone does not improve behavior. The participants in this study reported strong rational problem solving skills and high aggressive behavior responses. The ability to define problems and make decisions was positively related to total aggression. The cognitive developmental transition of adolescents was also observed in this study. Comparing the results by campus revealed school climate is highly related to behavior selection. Recommendations for further research were suggested from the results of this study. |
