Frustration & Agression

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In order to understand the frustration and aggression hypothesis, we must first define frustration and aggression. What does being frustrated really mean? According to Weiten, frustration is the feeling that people experience in any situation in which their pursuit of some goal is thwarted. The definition of aggression is defined as a forceful action or procedure (unprovoked attack) especially when intended to dominate or master and it is also a feeling of tension that occurs when ones goals or efforts are blocked or stopped. In the 1993 studies of Baron & Richardson, aggression was defined as “any form of behavior directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment”(Eysenck, 1996). With both definitions of frustration and aggression, scientist coined to what is called frustration and aggression hypothesis. Frustration and aggression hypothesis mainly focuses on the interplay of cognitive and motivational processes in aggressive behavior. To understand this concept, one must first know what and why this is hypothesized. Frustration can create a state of being uncomfortable or being unhappy. From discomfort and negative emotions can lead to aggression. When feelings of anger are produced, those feelings of anger can generate to feelings of aggression then can lead to aggressive behavior. Frustration and aggression hypothesis has been utilized to develop an explanation of violent behavior throughout the years. When this occurs, it can produce feelings of anger, which in turn can generate feelings of aggression and aggressive behavior. This theory has been utilized to explain a lot of violent

Frustration and Aggression Hypothesis3
behavior over time. For instance, at a school setting students are taught and encouraged to get good scores on their exams. Good scores on their exams means earning a passing grade A, B, and sometimes C. A student might turn out depressive if getting a C- or below on the exam. The anxiety that student could be facing with can turn into something more negative because he or she might have studied many hours for that difficult exam. He or she could have sworn an excellent score and having that idea with the unwanted score can lead to having a lower grade. The student starts to feel frustrated knowing that the report card will be getting home soon and the worries that he or she will be facing about having the parents ground him or her. The frustration starts to turn into aggression and from aggression to violent at home with siblings since he or she can’t take out their aggressions at school but can act aggressively towards others. A second example is when at school, students are given procedures like an essay and the deadline of the essay is a short notice can be frustrating. The frustrated students won’t act aggressively to the teacher who has given the students that procedure; as they get home they can now act aggressive and have a bad mood, like kicking the pet dog.

In Zimbardo’s Stanford prison experiment, Eysenck described, “the mock warders became increasingly aggressive. In war, soldiers behave aggressively towards the enemy because they are under the orders to do so rather than because they are frustrated” (Eysenck, 1996). With that being stated, frustration produces aggression and many have learned to respond aggressively to frustration. Aggressive behavior does not always come from frustration. Since the frustration and aggression has been revised, it has modified that aversive or unpleasant event causes negative feelings and these negative feelings activate tendencies towards flight and aggression. An example to this explanation is when someone walks into you and usually the Frustration and Aggression Hypothesis4

response it causes negative feelings these feelings would turn out to be aggressive and produce violence. If there was another case scenario when a person walks into you then u turn around...
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