Anger, Violence, and Academic Performance

Abstract

Nineteen troubled teens who participated in a nontraditional intervention to teach peaceful negotiation were recruited for a pilot study of anger management, violent behavior, and academic performance. The results showed that (a) anger mismanagement was unrelated to violent behavior, but was negatively related to control over time and concentration; (b) verbal assault was associated with an inability to communicate, whereas physical violence was associated with a lack of goal direction; and (c) academic performance was negatively related to self-esteem and teacher support, but positive performance change was associated with mother contact and better time management.