بررسی فرضیه رفتار ضد اجتماعی آیزنک در دانش آموزان آموزش و پرورش عمومی و دانش آموزان با اختلالات رفتاری

Abstract This study evaluated Eysenck's antisocial behavior (ASB) hypothesis. Eysenck's ASB hypothesis predicts that individuals high on P, E, and N with poor socialization are at the greatest risk for the development of serious conduct problems. The participants were students receiving services in Emotional and Behavior Disorders (EBD) (n=75) and general education (GED) students (n=75) matched for age, ethnicity, and sex. Participants were enrolled in middle and high schools in five counties in a large Southeastern state in the United States. Participants were administered three questionnaires; the Junior Eysenck Personality Questionnaire, the Basic Adlerian Scales for Interpersonal Success-Adult (BASIS-A), and the externalizing scale of the Youth Self-Report (YSR). Participants were compared by educational placement and by the seriousness of self-reported behavior problems. Students with EBD were significantly higher on the N scale and lower on the E scale in comparison to their GED peers indicating greater risk for emotional disorders. Their assessment also suggested greater socialization difficulties than the GED participants. Elevated P and N scores were found in students reporting serious levels of conduct problems on the YSR in comparison to those reporting average difficulties. Students reporting serious levels of conduct problems also reported poor early socialization experiences as assessed by the BASIS-A.

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Conclusion The results of this study indicate that both temperament-based personality traits and socialization are related to the risk for developing both emotional and behavior problems. In addition to exhibiting high P and N scores, students reporting higher levels of antisocial behavior also indicated more chaotic childhood experiences, a lack of positive recognition, and a need to dominate others both of which are consistent with the ASB hypothesis. This study also found that students with EBD are more likely to have a personality profile associated with the risks for developing emotional problems. According to Eysenck's theory, low E and high N are the best predictors for the development of emotional problems and the EBD sample exhibited this profile. The lower socialization scores on the BASIS-A in the participants with EBD also indicate a poor adaptation to the social environment by these students, which may be exacerbated by their temperament characteristics. Future research on the ASB hypothesis should address the component of general intelligence and school achievement in relation to the difficult temperament profile and poor socialization. The current study also needs to be replicated with a larger sample to further substantiate the findings. The findings suggest possibilities for additional research on risk assessment and preventive programming based on temperament-based personality profiles. Further, information about temperament-based personality traits may be useful for better individualizing interventions for students already identified with emotional or behavior disorders (Center & Kemp, 2003 and Wakefield, 1979).