السلوك العدواني وعلاقته بقوة الأنا لدى الطلاب المتأخرين دراسيا
Study Problem: There are a number of repercussions on the aggressive behavior of students in particular, as it results in practices that directly affect the academic level negatively, leading to academic delay, which in turn affects the strength of their ego, and as the strength of the ego helps a person to deal with environmental pressures in a positive and effective way away from Anxiety and tension, and thus it represents the main pillar in mental health. Therefore, the study problem centers on answering the main question, which is the relationship between aggressive behavior and ego strength among first-grade students who are late in the school. Study methodology: The researcher used the descriptive comparative correlational approach. Population and sampling: The population of the current study consists of first-grade secondary students in public schools in the east of the city of Riyadh - while the study sample consists of a random sample of 104 students from the first grade of secondary school. Study tool: The questionnaire was used as a tool for collecting information, and the study sample consisted of (104) secondary school students. Main results: 1) It was found that the tendency to aggression was the highest prevalence factor, followed by the outright aggression factor, and the last factor spread was implicit aggression. 2) It turns out that the arithmetic mean (60.21), the standard deviation (7.29) and a relative weight (78.19), and from them it appears that the first-grade secondary students have high I-strength. 3) It is evident that there is a positive (negative) and statistically significant correlation at the level of significance (0.01), between explicit aggression and the total degree of ego strength among the first-grade students who are late in the education. 4) Likewise, there is a positive (negative) and statistically significant correlation relationship at the level of significance (0.01), between implicit aggression and the overall degree of ego strength among students of the first grade of secondary school who are late in studies. 5) When studying the results of aggressive behavior as a whole with ego strength, we find that these results indicate that the higher the degree of aggression of the individual, this is an indication of the possibility of a decrease in his ego strength. Recommendations: 1) The need for the attention of both the family and those in charge of the educational process to the necessity of working to consolidate and enhance the strength of the ego because it has a positive effect in reducing aggressive behavior in addition to explaining the risk of children being exposed to witnessing aggressive patterns, whether inside or outside the family. 2) The need to pay attention to any aggressive behavior against the teenager as soon as it appears, and in a sound educational manner. 3) The necessity to train adolescents and direct them to how to dispose of emotional and aggressive charges in a proper and acceptable manner in various issues and the tendency to the language of moderation in different life situations. (Author’s abstract)