Capper and Boulton(2004) aims to study the possible mechanism is the differing beliefs about aggression.

It is clear from this study that there is one correlation between one's belief and le el about agression. !his idea is supported by both theoretical and empirical e idence. "n the other hand# the purpose of this study was to e$amine gender difference in beliefs about agression among adolescent students. %owe er# the researcher conducted a hypothesis that male students would obtain a higer score on the instrumental scale of aggression than female. &oreo er# female students would obtain a higher score on the e$pressi e scale and stated that there is a positi e and negati e both insturmental and e$pressi e belief in aggression. !apper and Boulton(2004) present these study focuses on aggression towards adolescent stidents. Broc' (ni ersity(20))) in estigated the lin' between aggressi e beha ior and iolent ideo game. *esearcher stated that participants who sustained a higher play also had a steeper increases in aggression scores o er time than who reported less regardless of the participants gender. %owe er# fre+uency pf aggressi e beha iour did not significantly predict the higher le el of iolent or non iolent ideo game base on the thoery of ideo game iolence in aggressi eness of students. ,urthermore# playing non iolent ideo games predicted lower le el of aggression and compared to girls# boys reported greater fre+uency in playing ideo game. -ideo game may influence an indi idual's le el of aggressi enss by promoting aggressi e beliefs and attitude by creating schema#beha ioural scripts and aggressi e e$pectations said Broc' (ni ersity(20))). Claudio .ongobardi# !i/iana 0asta# 1rica 2cla o (2003) aims to describe the relationship between the primary school aggressi e tendencies and pro4social beha ior of both pupil and teach sur ey in a selected pro ince in !urin during the year 2003. !he conclusion is children with difficulties of social adaptation appear to maintain less positi e relationship. Claudio .ongobardi# !i/iana 0asta# 1rica 2cla o (2003) said that their lower pro4social beha ior matches lac' of closeness in relationships and the increase of affecti e distance within them# . 5oel 6. Card# Brian 7. 2tuc'# 8ita &. 2awalani# !odd 7. .ittle (2009) aims to describe the relationship between the direct and indirect aggression of children and adolescents during the year of 2009. !hrough in estigation# the conclusion is direct aggression is more strongly related to e$ternali/ing problems# poor relations# and low prosocial beha ior# and indirect aggression is to related to internali/ing problems and higher prosocial beha ior said 5oel 6. Card# Brian 7. 2tuc'# 8ita &. 2awalani# !odd 7. .ittle (2009). &iller :anice ;illiams (20)<) aims to study and e$amined the middle grades of students sociability self4concept and their perceptions about feeling safe at school and this study pro ides one step toward to easily understanding of the influence of sociability of self4concept on adolescents. 6s anticipated# e$posure and concern were related adolescents with higher le els of e$posure to aggression were inclined to report more concern about aggression occuring# and those with less e$posure reported less concern. 2ocial self4concept is a 'ey idea# as it influences to the middle grades students' interactions with teachers# peers# and others in the school en ironment and the students' approach to conflict resolution# concluded by &iller :anice ;illiams (20)<). Ba%ammam et al.(20)2) aims to study the relationship between the sleep=awa'e habits and academic performance of students in 2audi 6rabia. 6 self4administered +uestionaire was distributed to assess demographics#sleep=wa'e schedule#sleep habits and sleep duration. 7aytime sleepiness was e aluated

using the 1pworth 2leepiness 2cale (122). 6nd Ba%ammam et al.(20)2) concluded that decreased nocturnal sleep time and late bedtime during wee'end and wee'days are negati ely associated with academic performance of students. ,lorence et al.(2003) aims to study the academic performance of students in Canada. %owe er# students and their parents were sur eyed as part of the children's lifestyle and school performance study. 6cross arious indicators of diet +uality# an association with academic performance was obser ed. 2tudents with decreased o erall diet were significantly more li'ely to perform poorly on academic performance. ,lorence et al.(2003) concluded that these findings demonstrate an association between diet +uality and academic performance. 6dditionally.this research supports the broader implementation and in estment in effecti e school. .iu et al.(20)2) aims to study the impacts of science performance# self4concept and creati e tendency on the creati e science problem finding (C20,). 6cademic performance in the end of term e$amination in math and physics were collected as measures of science achie ement. 1ight grades students do not attend chemistry classes and ninth grade students do not attend biology classes. .iu et al.(20)2) stated that this study strongly support the idea that curiosity#imagination and specific 'nowledge are important. Cynthia !haler (20)2) aims to describe the lin's between young children's beha ior and achie ement in the role of social class and classroom composition of students using 1C.24> sur ey data in a selected school during 6.?. )9934)999. Cynthia !haler (20)2) concluded that e en though aggressi e beha ior among other children had minimal relation to gains in schools at the 'indergarten le el# in later grades being in classrooms with aggressi e and disrupti e children could ha e negati e influences on test scores. 6labama# Birmingham# (20)2) aims to describe the relationship between multitas'ing and academic performance of students in .oc' %a en (ni ersity. !he purpose of this study was to e$amine how college students multitas' with IC!s and to determine the impacts of this multitas'ing on their college grade point a erage (806). 6labama# Birmingham# and .oc' %a en(20)2) et al concluded that in using web sur ey data from a large sample of college students at one uni ersity# It was found that students reported spending a large amount of time using information and communication technologies (IC!s) on a daily basis. 2tudents reported fre+uently searching for content not related to courses# using ,aceboo'# emailing# tal'ing on their cell phones# and te$ting while doing schoolwor' 0almer (2003) aims to describe the relationship between the long4term effects of parents' education on children's educational and occupational success in mediation by family interactions# child aggression# and teenage aspirations of inter iewed parents in a semi4rural country in 5ew ?or' 2tate during the year of )9@0. !herefore# 0almer (2003) conclusion is that the low socioeconomic status could affect negati e family interaction patterns# which can influence child beha ior problems and in turn affect lowered academic and achie ement4oriented attitudes o er time. !imothy :. >elly (20)<) aims to describe the relationship between the cogniti e function and aggressi e beha ior of students in a selected uni ersity in small mid western during the year of 20)<. !hrough +uestionnaire and analysis data. !imothy :. >elly (20)<) stated that students with higher le els of e$ternali/ed aggresion such as physical and erbal aggression would ha e higher point a erages than students who ha e higher le els of internali/ed aggression such as anger and hostility. Chiang# ?u4!/u and .in 2unny (20)2) aims to study the effects of online discussion forum messages and internet cogniti e distortion on negati e aggression. 6s a students# aggressi eness messages are stimulate onlline aggression and negati e effect. !he results confirm that although aggressi e messages

are limited. (ser's psychological state and trait deser e farther in estagation# because they may ha e more effects on user's beha iors. It's indecated that the descripti e statistics of pretest negati e effect# post4test negati e affect scores and online aggression scores did not e$ceeded the midpoints of the scales. It seems that student user's negati e affect and online aggression were educe said Chiang# ?u4 !/u and .in 2unny (20)2). &adill# *ebecca 6. (20))) aims to study the aggressi eness of students supporti e relationship.!heirwith their classmate and teacher. !he researcher delineated that obser ed le els of emotional and instructional support are associated with the students perceptions of supporti e social relationships within the classrooms. !he aggressi eness of children in emotionally supporti e classrooms had higher le els of loneliness than aggressi e children in classrooms with poor emotional support. &adill# *ebecca 6. (20))) conclude that it may be that teachers who create emotionally supporti e classroom climates establish norms againts aggression# resulting in the marginali/ation of aggressi e children. Cherry .urae ,la'e :ohnson (2009) aims to determine whether a low academic performance or a specific learning disability is a better predictor of a student displaying aggression at school using a multiple regression analysis in a selected rural school district during school year 200@4200A. Cherry .urae ,la'e :ohnson (2009) concluded that an o erall low a erage was a better predictor for the li'elihood of a student displaying aggression at school than was a specific learning disability label. .o eland# .ounsbury# ;elsh# and Bubolt/ (20))) aim to describe the difference in the alidity of physical aggression in predicting adolescent academic performance between male and female students using personality in entory with the 806 information supplied by the school in a selected school in south4eastern (26 during 6.?. 200A42003. 6ggression accounts for significantly more ariance in the 806 of females than for males# e en when controlling for the Big ,i e personality factors. ,uture research should e$amine the differences in the e$pression of aggression in males and females# as well as how this is affecting interactions between peers and between students and their teachers concluded by .o eland# .ounsbury# ;elsh# and Bubolt/ (20))) . *isser's(20)2) study aims to describe the relationship between relational aggression and school performance of students in a selected elementary school by in estigating the participants# their missing data# teachers measures# and peer ictimi/ation . !he researcher concludes that the current study contributes to the literature in se eral ways. "ne no el contribution of this study is that relational aggression in grade school years is related to academic problems for girls# beyond the contributions of both o ert aggression and ictimi/ation. !hese findings add to the e$isting literature by demonstrating the many deleterious effects of engaging in relational aggression# especially for girls. !hese findings also compound the urgency to de elop and continually refine inter ention and pre ention programs for school4age relational aggressionB these beha iors are both hurtful and maladapti e# and cannot be ignored or marginali/ed. Cherry .urae ,la'e :ohnson(2009) aims to describe the relationship of low academic performance and specific .earning abilities of a student displaying aggression in a selected rural school district during academic year 200@4200A.!he researcher sought to determine whether an o erall low a erage or a specific learning disability is a better predictor of a student displaying aggression at school. ,urther# she in estigated for any interaction between an o erall low a erage and a specific learning disability. Cherry .urae ,la'e :ohnson(2009) et al# concluded that in using a multiple regression analysis# the researcher found a negati e correlation between o erall a erage and

suspensions for the number of aggressi e acts displayed at school. 6s o erall a erage decreased# the number of suspensions for acts of aggression increased. !he presence of a specific learning disability label did not significantly correlate with aggression. 6nn &arie Crapan/ano#0aul :. ,ric'# 6ndrew &. !errano a(20)0) aims to describe the difference of 0atterns of 0hysical and *elational 6ggression of student in a school. !he current study in estigated the patterns of aggressi e beha ior displayed in a sample of 232 students in the 4th through Ath grades (& ageCDC)).23B 27CDC).32). 6ccording to 6nn &arie Crapan/ano#0aul :. ,ric'# 6ndrew &. !errano a(20)0) et al concluded that by using cluster analyses# two distinct patterns of physical aggression emerged for both boys and girls with one aggressi e cluster showing mild le els of reacti e aggression and one group showing high le els of both reacti e and proacti e aggression. 42ynthesis4 Claudio .ongobardi# !i/iana 0asta# 1rica 2ela o (2003)#&adill# *ebecca 6..(20))) and 5oel 6. Cord# Brian 2tuc'(2009) said that students with low social bah iour intends to act e$tremely aggressi eness in schools amd 'cause low academic performance. In contradict# !imothy >elly(20)<) said that students with physical and erbal aggression would ha e higher grade point a erages.