Relationship between Behavior Aggressive and the of Accented Character of Adolescent

General Hypothesis of Research

We assume the existence of a significant correlation between aggressive behaviour and the type of accented character in adolescents.

Methodology of Research

Research sample: It consists of 50 teenagers from the 10th grade in the Chisinau municipality. The research group consists of 27 girls and 23 boys. The average age is 16.6 years. Two measuring instruments were used to carry out this study: a) K. Leongard's accented personality questionnaire. b) Questionnaire for determining the level and forms of Bass-Darki aggressiveness. c) The Pearson Correlation statistic-marematic method.

The Genesis of Aggressive Behaviour

Aggressive behaviour may be different. It extends from menacing gestures to murder, using the force the aggressor has got. Aggressive antisocial deeds are the ones that most often get attention because of their spectacular character and of the dangerous potential they have. Most researches that studied aggressive behaviour (K. Lorenz, E. Eibesfeldt, Z. Freud, R. Baron, D. Richardson, A. Buss, V. Mokanson) addressed the problem differently, so that the different opinions tend to reach to a common denominator. The following points of view can be distinguished. Thus, aggressive behaviour might be: a. a natural and instinctive behaviour of each person; b. a social phenomenon generated by the constraints and the difficulties of life in common; c. a frustration reaction; d. a behaviour learned as a consequence of education. The view that aggressiveness is innate is promoted by Z. Freud and Konrad Lorenz. In Freud's view, aggressiveness is an instinct. People are born with the instinct of being aggressive towards others and being violent. John Dollard and his associates assert that "aggression is a response to frustration," being convinced that aggressiveness is determined by extreme conditions. A. Bandura argues that aggressiveness is a socially learned behaviour that formulates the theory of social learning of aggressiveness [1]. Under the influence of education and by respecting socio-moral norms a certain type of character is formed. The formation of character meansto a large extent, the internalization of the submitted commitments and the compliance to the norms that the collective formulates towards individuals. In the broad sense of the word, character means all the essential and qualitative features that are expressed in the interpersonal relationships and in the human activity in a stable and permanent way. In a slightly narrower sense, character can be defined as a set of essential and stable features derived from human orientation and will [2]. Under the influence of education and by respecting social-moral norms a certain type of character is formed. In his studies (1968), Karl Leonhard concludes that more than 50% of the population is distinguished through prominent features that reach a certain intensity, imprint upon human personality, disrupt the personality structure going to the limit of normality. He characterized these attributes of personality, "which tend to slip into abnormality" as "accented personality" [3, 4, 5]. Karl Leonhard speaks of the existence of four fundamental features of personality, "the demonstrative nature, its essence lies in the abnormal discharge capacity which becomes a hysterical nature when it reaches higher degrees; the hyper-exact nature is the opposite of the demonstrative nature and it is distinguished through the lack of discharge ability, in case of strong accentuation it leads to psychopathy; The hyper-perseverant nature, its essence is the abnormal persistence of the effect; the unmanaged nature characterized by abnormal dominance of the behaviour by impulses. The knowledge of the accented characters, in Karl Leonhard's conception, is intended to substantiate the differences in the achievement of a continuation between normal and abnormal. Each type of personality, depending on the dominant nature, manifests a certain behaviour style: some people are irritable, aggressive, others are depressive. By highlighting the tendency toward an accented nature at an earlier age, we could prevent the abnormal, antisocial and aggressive behaviour by developing types of intelligence such as emotional and spiritual, which would self-regulate both the person's behaviour and emotional sphere. The educating of some character features such as empathy, self-repression, could manage the behaviour and emotions in different life situations, it could prevent anger explosions, verbal aggressiveness, etc.

Interpretation of the Obtained Meanings

According to the scores obtained from the correlation of the results, we determined the existence of a x significant correlation between the hostility test scales and the accented types of personality according to Leonhard in the pre-adolescents.

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Figure 3: Correlation of the results from the hostility test and the accented personalities questionnaire. Significant correlations were determined between the following scales (Figure 3):

• General hostility, with the following sub-scales: o Irrepressible (r = 0.56); p = 0.01; directly proportional relation; o Exalted (r = 0.35); p = 0.05; directly proportional relation.
• Indirect hostility, with the Irrepressible Scale (r =

0.43); p = 0.01; directly proportional relation.

• Attempt, with the following sub-scales: o Demonstrative (r = -0,29); p = 0.05; inversely proportional relation; o Irrepressible (r = 0.44); p = 0.01; directly proportional relation; o Anxiety (r = -0.36); p = 0.05; inversely proportional relation.
• Suspicion and Exaltation (r = 0.36); p = 0.05; directly proportional relation.
• Irritability with the following scales o Irrepressible (r = 0.37); p = 0.01; directly proportional relation; o Exalted (r = 0.34); p = 0.05; directly proportional relation.
• Verbal and Irrepressible Hostility (r = 0.40); p = 0.01;

directly proportional relation. Thus, the direct proportional relations obtained between the variables indicate that the increase of the level of a variable determines the increase of the level of the one it is in relation with and respectively the decrease of one level produces a decrease of the level of another, where p = 0,05 and p = 0,01, it indicates the threshold of significance. The inversely proportional relations indicate the fact that the decrease of the level of the variable produces the increase of the level of the one it is in relation with and vice versa, the increase of one leads to the decrease of the other. For a better visualization of the correlation of the indices of character accentuation and aggressiveness at the tested pre-adolescents, we follow Figure 3. From Figure 3, we notice a significant correlation at five hostility test scales and two accented types of personality: exalted and irrepressible. From the analysis of the data, it was found that the initially elaborated hypothesis was confirmed and thus we notice a significant correlation in eight scales of the hostility test and the accented personalities at pre- adolescents. In the light of the facts mentioned above, we can emphasize the fact that the predominance of a certain pattern of hostile behaviour at the 50 pre-adolescents is directly proportional to two accented types of personality - irrepressible, exalted.