Constructing culturally appropriate childhood aggression theory in early childhood through situational analysis in Turkish context: A grounded theory

Date

2025-4

Author

Eryiğit, Sümeyra

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Aggression is a persistent behavioral problem with long-term negative consequences and strong resistance to change. Culture plays a significant role in shaping aggressive behavior, and although prior research has offered general insights into childhood aggression across cultures, much of the literature originates from Western contexts, particularly the United States and Europe. Given Türkiye’s distinct cultural structure, there is a pressing need to develop culturally grounded theories that reflect local perspectives. This study aims to construct a comprehensive and culturally appropriate theory of childhood aggression through a grounded theory design. The research was conducted in two phases. Study 1 focused on defining aggression and identifying its key characteristics to inform the sampling and design of the main study. In this phase, data were collected from 18 experts, including psychologists, psychiatrists, child development specialists, early childhood educators, and guidance counselors. Study 2 explored childhood aggression from the perspectives of parents, teachers, and through observation of children in Ankara. Theoretical sampling was employed, and participants included 12 fathers, 12 mothers, 17 preschool teachers, and five children aged 60 to 72 months. Data collection tools included semi- structured interview, observation forms, and field notes.To ensure trustworthiness, strategies such as audit trails, thick description, reflective journals, memo writing, triangulation, peer review, and member checking were employed. As a result, the study developed a culturally appropriate theory of childhood aggression consisting of nine themes: behavioral antecedents, aggressive behaviors, behavioral consequences, intervention strategies, functions of aggression, patterns and manifestations, influencing factors, background determinants, and behavioral challenges and outcomes.

Subject Keywords

Aggression, Childhood aggression, Culture, Grounded theory

URI

https://hdl.handle.net/11511/114515

Collections

Graduate School of Social Sciences, Thesis