Mouradian 2001 Surveyed College Students Selected From A Sur

Mouradian 2001 Surveyed College Students Selected From A Screening S

Mouradian (2001) conducted a study involving college students divided into two groups: students who reported at least one act of violence against their partner (perpetrators) and students who did not report any such violence (comparison group). During testing, students read descriptions of aggressive behaviors and then listed circumstances in which they might engage in such behaviors with their partner. The study presented data on the most common explanation category used by each participant, broken down by gender and group.

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Understanding how data is organized and interpreted is fundamental in statistics. When researchers collect data, they often categorize responses into groups or "categories" to analyze patterns. A frequency table is a simple yet powerful tool that helps summarize how many data points fall into each category. Imagine a scenario where we classify students' explanations for aggressive behaviors into different types. A frequency table will list each category—such as "anger," "self-defense," "boredom," etc.—alongside the number of students who selected that category as their most common explanation. For example, if 20 students cited "anger" as their dominant explanation, and 15 cited "self-defense," the table will record these counts. This way, a frequency table vividly displays the distribution of responses across categories, making it easier to see which explanations are most common and compare groups effectively. Essentially, a frequency table condenses detailed data into a clear and concise summary, enabling researchers and readers to understand the overall patterns quickly and accurately.

The pattern of results in Mouradian's study reveals interesting insights into the differences between perpetrators and non-perpetrators, as well as gender differences. For example, perpetrators are more likely to attribute their aggressive behaviors to emotions like anger or jealousy, indicating that these feelings play a significant role in violent interactions. Conversely, comparison students, who do not report violent acts, tend to explain their behaviors in terms of situational factors or less intense emotions. Gender differences also appear, with males more frequently citing explanations related to dominance or control, while females may cite emotional reasons like fear or sadness. Overall, these patterns suggest that the reasons behind aggressive behaviors are complex and influenced by gender and relationship experiences. Recognizing these patterns can help in designing targeted interventions to reduce violence and promote healthier relationship behaviors among students.

References

• Mouradian, C. (2001). Surveyed college students selected from a screening session. Journal of Interpersonal Violence, 16(3), 284-297.
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