Instrument - Family Parenting Scale ECF - 29

CESAR VALLEJO UNIVERSITY
FACULTY OF HEALTH SCIENCES
PROFESSIONAL SCHOOL OF PSYCHOLOGY
Aggression and parenting styles in adolescents from 13 to

17
years in the San Luis district, 2020
THESIS TO OBTAIN THE PROFESSIONAL TITLE OF:
Degree in psychology
AUTHORS:
Mendoza Lazo, Marycarmen Yael (ORCID: 0000-0001-7836-3037)
Ruesta Rodriguez, Kiara Regina (ORCID: 0000-0002-6923-4302)
ADVISER:
Mg. Mendoza Chávez, Guisella Vanessa (ORCID: 0000-0001-5883-9712)
LINE OF RESEARCH:
Violence
LIMA PERU
202
1
DEDICATION
To our parents, in honor of their efforts

throughout our professional training, as they
are our motivation and encouragement to
continue developing professionally in the
Psychology career.
To our family and friends who were there as

emotional support during difficult moments
during the development of the thesis and
encouraged us to move forward to achieve
our goals .
THANKS
First of all, we thank God for keeping us

healthy in the face of the situation we are
going through.
To the people who participated in the

research, making the completion of the study
possible.
To our advisor for being our guide and

support, thus achieving satisfactory results.
INDEX OF CONTENTS
p.
Cesar Vallejo University 1

FACULTY OF HEALTH SCIENCES 1
PROFESSIONAL SCHOOL OF PSYCHOLOGY 1
Aggression and parenting styles in adolescents from 13 to 17 years in the San Luis
district, 2020 1
INDEX OF CONTENTS 4
A
- = Z 2*N*p*q 13
e A 2 *(N-1) + (Z A 2 * p * q) 13
6 UCV 6
"P awwuM 6
□ or ■ G0C D• 6
TABLE INDEX
p.
Cesar Vallejo University..........................................................................................................1
FACULTY OF HEALTH SCIENCES................................................................................1
PROFESSIONAL SCHOOL OF PSYCHOLOGY..........................................................1
Aggression and parenting styles in adolescents from 13 to 17 years in the San Luis
district, 2020.................................................................................................................1
INDEX OF CONTENTS..............................................................................................4
- = Z A 2 * N * p * q..........................................................................................13
e A 2 *(N-1) + (Z A 2 * p * q)..................................................................................13
6 UCV...............................................................................................................................6
"P awwuM........................................................................................................................6
□ or ■ G0C D•..............................................................................................................6
4
SUMMARY
The purpose of the study was to determine the relationship between

aggressiveness and parenting styles in adolescents between 13 and 17 years old
in the district of San Luis. The sample was made up of 306 adolescents from the
district of San Luis, the type of research used was descriptive correlational and
non-experimental cross-sectional design.
The instruments used in the research were; the Family Parenting Styles Scale
(EECF-29) and the Aggression Questionnaire (AQ). As a result, it was evident that
there is a highly significant relationship between aggressiveness and the
authoritarian, permissive and negligent parenting style, however, in the democratic
parenting style, an inverse significant relationship was obtained. The sample size
was small in all dimensions.
Keywords : aggression, parenting styles, adolescents
5
ABSTRACT
The purpose of the study was to determine the relationship between

aggressiveness and parenting styles in adolescents aged 13 to 17 years from the
San Luis district. The sample consisted of 306 adolescents from the district of San
Luis; the type of research used was descriptive, correlational and non experimental,
cross-sectional design.
The instruments used in the investigation were; the Family Parenting Styles Scale
(EECF-29) and the Aggression Questionnaire (AQ). As a result, it was evidenced
that there is a highly significant relationship between aggressiveness and the
authoritarian, permissive and negligent parenting style, however in the democratic
parenting style a significant inverse relationship was obtained. The sample size was
small in all dimensions.
Keywords : aggression, parenting styles, adolescents
6
YO. INTRODUCTION
We have observed that one of the greatest incidences in adolescents is that they
tend to interact with aggression in their environment, this being a behavior learned
at home where parenting styles will be the source of influence in the learning and
maintenance of this behavior. conduct. According to Bandura and Ribes (1975) and
Bandura (1976), behaviors can be learned through imitation, more precisely
because those observed behaviors have been rewarded or reinforced (p.3).
According to the World Health Organization (WHO, 2020), there are 200,000
homicides worldwide per year among young people between 10 and 29 years of
age, which is why homicide is the fourth cause of death in adolescents and
although These death rates can vary from one country to another, it is observed
that 83% of young people and the majority of murderers are males, thus leaving
women with a lower death rate.
In Peru, according to the National Institute of Statistics and Informatics (INEI,

2016), there is a percentage of 38.9% of young people between 12 and 17 years of
age who have presented some case of aggression, whether psychological or
physical, which They are mostly caused by the people they live with. It appears that
there are 33.3% of victims of psychological violence, 20.2% of physical violence
and 14.6% of physical and psychological violence carried out at the same time.
Currently we observe that parenting styles can influence the appearance of

aggressive behaviors of various levels in adolescents and these behaviors can be
reflected when expressing their emotions and feelings with the people around them,
thus affecting development. of his personality.
The INEI (2016) states that, statistically, physically and psychologically violent
behavior against boys and girls by their classmates occurs with a greater incidence
in a classroom (75.7%), in the playground. school (39.2%), during class hours and
outside of school (15.1%), in the bathroom (6.1%), on the stairs and hallways
(7.9%), among others.
Therefore; With this research we try to know what is the relationship between
aggression and parenting styles in adolescents aged 13 to 17 in the district of San
1
Luis, 2020?
The justification for the research is that it will allow us to generate knowledge for
further research regarding aggressiveness in adolescents and parenting styles. In
this research we will try to better understand this problem and thus be able to look
for alternatives to control and improve behaviors through talks for parents, social
skills workshops, communication styles, etc. that allow them to recognize and
improve aggressive behaviors. It will allow us to determine the percentage of
influence of aggressive behaviors on the parenting styles of adolescents.
Based on the above, our general objective is to determine the relationship between
aggressiveness and parenting styles in adolescents from 13 to 17 years old in the
district of San Luis.
And for this, the specific objectives are :
Determine the relationship between the dimensions of aggressiveness (verbal,

physical, anger and hostility) and the authoritative style in adolescents from 13 to
17 years old in the district of San Luis. 2) Determine the relationship between the
dimensions of aggressiveness (verbal, physical, anger and hostility) and the
democratic style in adolescents from 13 to 17 years old in the district of San Luis. 3)
Determine the relationship between the dimensions of aggressiveness (verbal,
physical, anger and hostility) and the overprotective style in adolescents from 13 to
17 years old in the district of San Luis. 4) Determine the relationship between the
negligent style in adolescents from 13 to 17 years old in the district of San Luis. 5)
Describe the levels of aggressiveness in adolescents from 13 to 17 years old in the
district of San Luis. 6) Identify the parenting style that predominates in adolescents
from 13 to 17 years old in the district of San Luis.
We propose the following as a general hypothesis: there is a significant relationship

between aggressiveness and parenting styles in adolescents from 13 to 17 years
old in the district of San Luis.
Within the specific hypotheses are detailed:
2
The relationship is significant between the dimensions of aggressiveness (verbal,
physical, anger and hostility) and the authoritative style in adolescents from 13 to
17 years old in the district of San Luis. 2) The relationship is significant between the
overprotective style in adolescents from 13 to 17 years old in the district of San
Luis. 3) The relationship is significant between the dimensions of aggressiveness
(verbal, physical, anger and hostility) and the democratic style in adolescents from
13 to 17 years old in the district of San Luis. 4) The relationship is significant
between the dimensions of aggressiveness (verbal, physical, anger and hostility)
and the negligent style in adolescents from 13 to 17 years old in the district of San
Luis.
3
II THEORETICAL FRAMEWORK
To better understand the study on aggressiveness and parenting styles in

adolescents, we will present some international studies.
Alberto (2017) seeks to discover the influence between parenting styles and
antisocial behaviors, for which he carried out a narrative study with a qualitative
approach in a population made up of 6 adolescents, 7 parents and a focus group of
3 people. in Honduras. The instruments used were: interview, focus group and
autobiography validated by expert judgment. The result is that authoritarian
parenting styles are related to a greater trait of antisocial behavior in adolescents,
such as aggressiveness, defiance of norms, among others. Finally, it is proven that
there is a relationship between parenting styles and antisocial behavior.
Aguirre and Villavicencio (2017) carried out a mixed study with a narrative and
biographical design of descriptive-interpretive scope where they analyzed the
relationship between parenting styles in adolescents who presented aggressive
behaviors. The population studied was made up of families whose children had
behavioral problems characterized by aggressiveness; the adolescents belonged to
the city of Machala. As instruments they used the ESPA-29 Parental Socialization
Scale, the Eysenck Personality Questionnaire EPQ-J, the Buss and Perry AQ
Aggression Questionnaire, the interview and the Genogram. The result showed that
the authoritarian parenting style is perceived by the adolescent as the cause of
manifesting aggressive behaviors.
Caicedo (2017) carried out the research that aimed to analyze the relationship
between parental upbringing styles and dissocial behaviors. It was qualitative in
design and the sample was made up of 20 adolescent students at the high school
level from an educational institution in Quevedo. of the province of Los Ríos, which
used as instruments the clinical interview, the Dissocial Behavior Scale (ECODI 27)
and the Parent – ChildRelationship Inventory (PCRI), obtaining as a result the
relationship between dissocial behaviors with poor communication and disability of
parents to impose discipline.
In the United Kingdom, Fakhr, Z et al (2019), carried out a descriptive study, based
4
on previous studies, using a population of adolescents and children, where their
objective was to analyze how parenting styles are related to aggressiveness. ,
resulting in authoritarian and permissive parenting styles resulting in aggressive
behaviors in adolescents and children.
At the national level, research from different cities in the country's departments was
used, such as the work carried out by:
Sánchez (2017), for his study on parenting styles and aggressiveness, used a
population of 540 students from secondary state schools in the Bernal and
Rinconada Llícuar district. This was a correlational type of research and the
instruments used were: the Aggressiveness by Buss and Perry and Parenting
Styles by Darling and Steinberg, resulting in a relationship between the two
variables.
Dávila (2019) used a mixed correlational descriptive research on parenting styles

and aggressiveness for which his population was made up of 4th and 5th grade
secondary school students from an educational center in the town of Chicama, the
instruments used were the Steinberg Parenting Styles Questionnaire and the Buss
and Perry Aggression Questionnaire, in their results the permissive parenting style
predominated, followed by the authoritarian style. Regarding the aggressiveness
variable, low and medium levels predominated among the students, and it
demonstrated that there is a relationship between the two variables.
In Lima, Zegarra (2019) carried out a study that aimed to analyze family
functionality, parenting styles and antisocial behaviors with a population made up of
191 adolescents between 12 and 15 years old from an educational institution. The
type of research was not correlational experimental, for which the Antisocial
Behavior Questionnaires in childhood and adolescence, the Steinberg Parenting
Styles Scale and the family APGAR Questionnaire were used as instruments. The
results were that between antisocial behavior and family functionality there is a
significant relationship, which tells us that while there is greater family functionality,
there will be less involvement of antisocial behaviors in adolescents and vice versa.
Gonzales and Zúñiga (2019) carried out a substantive correlational investigation to
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discover how dysfunctional parenting styles are related to aggressiveness. Their
population was made up of 352 adolescents residing in the Huanchaco district. To
measure the variables, the following were used: the Styles Scale. Dysfunctional
Parenting (MOPS) and the Aggression Questionnaire (AQ) by Buss and Perry, the
results demonstrate that there is a correlation between indifference, abuse and
overprotection with aggressiveness.
In the province of San Martín, Cubas (2019), carried out a study to relate the
variables family social climate and aggressiveness, it had a non-experimental,
correlational, quantitative design in a census population of 33 2nd and 3rd year
secondary school students from an IE of the Saposoa district, Huallaga province.
The tools used were the BussDurkee Aggression Questionnaire and the Family
Climate Scale. The results showed that there is a relationship between the
dimension of family social climate and aggressiveness in adolescents.
Tarrillo (2019), his purpose was to discover the relationship between parenting
styles and disruptive behaviors, for which he carried out a cross-sectional
correlational study in 324 adolescents between 12 and 18 years old from the
Province of Rodríguez de Mendoza, Amazonas; using the Buss and Perry
Aggression Questionnaire and the Steinberg Parenting Styles Questionnaire as
tools. The results show a relationship between the authoritarian style and verbal
aggressive behavior and anger.
In Cajamarca, Gálvez and Vargas (2020), they carried out a descriptive and
correlational, cross-sectional research on the relationship between parenting styles
and aggressiveness in a population of 826 adolescents between 12 and 17 years
old in the city of Cajamarca, the tools to use They were: Steinberg Parenting Styles
Scale and the Buss and Perry Aggression Questionnaire. The results indicate the
significant correlation between parenting styles and aggressiveness; where those
adolescents with high aggressiveness scores perceive an authoritarian style.
To explain about the variables, we consider taking as a starting point a theory that
encompasses our two variables and then defining them individually, which will allow
us to learn more about the problems of this study.
6
In Albert Bandura's theory of imitation, observational learning is defined as an
important means of transmitting behavior, since it considers that human beings
have a natural instinct to imitate the acts of others; Therefore, we take this theory
as a starting point to say that aggressiveness would be an imitation behavior
learned from a very early age that will be established through the observation of the
main models that could be the parents and/or guardians who with Their parenting
styles expose infants to aggressive stimuli; such as confrontations between
parents, abuse, shouting, hitting, etc. Rice (1997).
Next, we will start by defining the variables individually:
The word aggressiveness comes from the Latin “agredí”; which has a connotation
of addressing someone with the sole purpose of exerting some harm, referring to
any type of event or reaction where the degree or intensity of the person does not
matter, involving provocation and/or attack, and may be physical, verbal. or even
non-verbal. (Van Rillaer, 1978).
Freud's Psychoanalytic Approach considered that all human conflicts derived from
the sexual drive, placing mental pathologies as the source. During the 1910s,
aggression, sadism, and power took on greater importance in Freudian clinical
phenomenology, however; They still theoretically considered that aggression and
sadism were elements of the sexual drive (Mitchell and Black, 2004).
In Lorenz's ethological theory, he shows us through animal behavior the primary

and positive character of "aggressiveness" as a behavior of living beings for their
conservation, which includes man. According to ethology, aggressiveness is an
important factor for maintaining ecological balance, in the selective process of
mating of the fittest, etc. Lorenz and Freud had the idea that human beings can
discharge and express aggressiveness in different ways, such as for example,
practicing various contact sports, adventure, strength, among others; In turn, Freud
asserts that aggressive instincts that are not approved by society can be expressed
in religion, art, political ideas or other acts accepted by society. Catharsis is the
human being's way of getting rid of feelings of guilt and emotional conflicts,
because they are taken to a more conscious level and provide a way of expression.
7
Dollard and Miller, although they relied on Freud's theories, produced a work called
Frustration and Aggression (Dollard and Miller, 1939) in which they reproach the
hypothesis of the aggressive instinct and the death drive, replacing it with the
relationship between frustration and aggressiveness: which mentions that
frustration will cause aggression, this being the result of the former.
For Karli, brain mechanisms cannot be neglected because they support emotions,
since emotional responses are not “epiphenomena” therefore causal relationships
of a neurobiological nature that generate emotion must be found; which is the “first
motor” of aggressiveness and the departure of biological, psychological and
sociological phenomena directly linked to the field of behavioral neurobiology,
according to Karli the group “biology, psychology and sociology” is the origin and
consequence of aggressiveness .
There are authors who explain that aggressiveness, being a behavior, can be
learned.
In the work Social learning of deviant behavior. Bandura and Walters (1963).
Behaviorist approach to socialization and the nature of human aggression.
Montagu (1976) point out that aggressiveness is a response learned by society and
put it as a basis for the construction of psychosocial theories of aggressiveness
learned by imitation, without excluding the existence of aggressive potentialities
based on their biological factors such as the “Function”. of the hypothalamus in
aggression.” These studies demonstrated that the main person in charge of
regulating the neuroendocrine functions that are related to aggression is the
hypothalamus, and according to this it would be organized topographically in three
regions which, when electrically stimulated, will generate different types of
aggression such as: predatory attacks, affective and flight responses, these three
are part of agonistic behavior, which encompasses fight, fear and flight, however;
The behavior of human beings will not depend solely on them; because the human
being will be culturally molded since it has plasticity as a natural characteristic,
therefore; Aggressiveness will refer to an action or reaction that involves a
provocation and/or attack, not basically limited to physical acts, but can be verbal
and non-verbal in nature.
8
Later we will go on to define the second variable, which would be parenting styles:
Darling and Steinberg (as cited in Merino, 2004) maintain that parenting styles are
the attitudes of the parents that contribute to the formation of the family emotional
climate, where the behaviors of the parents become evident” (p. 12).
In Steinberg's theory of parenting styles (1993), he states that there are three
dimensions in parenting styles:
The first is Commitment. The father is interested and concerned about providing
emotional support to his son. It is followed by Psychological Autonomy, in which
parents serve as a guide for the adolescent and manage to use democratic tactics,
seeking personality and independence in their children. And finally, it tells us about
Behavioral Control, where the adolescent perceives the father's control and
supervision over his behavior. In this circumstance of behavior regulation in the
parental upbringing style, the demands and demands of maturity, supervision and
disciplinary efforts of the parents will allow the child who disobeys to be controlled,
thus ensuring that the child is able to integrate into family activities. (Darling &
Steinberg, 1993). Behavioral control is different from psychological control, because
in the former, parents handle information based on their children's behaviors, and in
addition to the way they regulate behaviors through constant monitoring and setting
limits and Psychological control is based on withdrawing affection, generates guilt
and does not allow verbal expression (Barber, 2002, as cited in González, Valdés,
Domínguez, Palomar, & González, 2008).
In the book Indigenous peoples and education, Kuper (2006) defines parenting
styles as a complicated event that is influenced by factors according to the
personality of the parents, family difficulties and types of family, which can be
nuclear, extensive and/or composed. It also defines parenting style as more than
just discipline, that is; Parents establish guidelines or necessary measures for the
education of their children, which allow them to guide behavior and achieve impulse
control in boys and girls.
The different parenting styles proposed by (Kuper, 2006) will be detailed:
Permissive style: it is characterized by parents who are extremely careful not to

9
physically or emotionally hurt their sons and daughters. They show a moderate or
high level of tenderness and do not show parental control. They tend to show little
demand for compliance with family rules and regulations, in the application of
discipline they are not constant, that is to say; There are no firm or stable norms
because they are less likely to pay attention to the behaviors of their sons and
daughters, acceding to the children's demands.
Democratic style: usually found in families where parents are emotionally healthy,
and have the ability to put the basic needs of their children before their own, they
must have the ability to generate empathy based on the emotions and sensations
that the children they experience from birth; therefore; This parenting style is based
on compliance with rules, respect, personal limits and encourages self-control
through family situations, promoting an adequate expression of emotions. Parents
demonstrate rational attitudes towards the request for compliance with norms and
rules, provide explanations for decision-making and will allow the child to express
his or her point of view. In addition, physical or psychological punishment is not
present, quite the contrary; They use negotiation as the key to reaching agreements
without losing or giving up control. In conclusion, parents practice what they preach
by seeking to stimulate critical thinking and analysis.
Authoritarian style: uses a drastic, rigid and inflexible discipline, in which it is

considered that the most important thing will be to comply with the rules, regulations
and order, preserving authority above all things. When establishing behavioral
norms, they show demanding attitudes that do not allow their children to question or
negotiate, generating forced discipline that will require immediate obedience, using
persuasive and unloving methods, therefore, these parents encourage aggressive
attitudes towards conflict resolution and thus make it clear who is in charge,
therefore; With this parenting style, children learn to hide and lie to avoid beatings
and seeking parental approval.
Negligent style: Parents are usually absent in monitoring the development of their
children; although they are physically present, they show little or no interest in
education, emotional and physical well-being. The behavior of the parents is
characterized by the absence of guidance, communication, counseling, advice,
1
0
expression of affection, lack of criticism and questioning of the children's
inappropriate behavior, there are no caresses or gestures of affection towards their
children, no attention , disinterest in the child's education, lack of support in
schoolwork, does not attend school meetings, disinterest in basic nutrition, do not
worry about feeding their children.
For Cantón, not taking care of the physical and emotional well-being of children is
considered abandonment, and not necessarily the physical absence of parents,
since they may be present, but without paying due attention.
111. METHODOLOGY
111.1. Research type and design
Guy
The research model to be carried out is descriptive correlational. According to

Salkind (1999), descriptive research explains the characteristics of an already
existing phenomenon, correlational study provides signals of the relationship
that exists between two or more objects or also one or more circumstances that
could predict a specific result.
. Design
According to Hernández and Mendoza (2018), it has a non-experimental cross-

sectional design, since it identifies a problem and a precise description is made
of how the population is without any intervention or modification at a specific
time, in which the instrument used is applied. .
111.2. Variables and Operationalization
Next, we will show the Operationalization of the variables, dimensions and

indicators of aggressiveness and parenting styles.
Variable 1 Aggression
Conceptual definition : Buss (1961) conceptualizes aggressive behavior as a
response that produces harmful stimuli to a subject.
Operational definition : To measure aggressiveness, the Aggression
Questionnaire (AQ) created by Buss and Perry in 1992 was used. It was
1
1
adapted to Peru by Matalinares et al., (2012), which consists of 29 items
grouped into 4 dimensions, which are : physical aggression consisting of 9
items, verbal aggressiveness consisting of 5 items, anger consisting of 7 items
and hostility of 8 items, the Likert scale is used.
Measurement scale : Ordinal.
Variable 2 Parenting Styles
Conceptual definition : Estrada, et. Al (2017), points to parenting styles as the
attitudes expressed by parents with their children in order to generate an
emotional climate in which the parents' behavior will be observed.
Operational definition : The instrument used to measure parenting styles was
the Family Parenting Styles Scale, which was created by Estrada, et al., in
2017, and consists of 29 items grouped into 4 dimensions that define the main
aspects. of upbringing and are the authoritarian style that consists of 7 items,
the democratic one with 9 items, the overprotective one with 7 items and the
negligent one with 6 items. It will be detailed in annex 2.
Measurement Scale : Ordinal
111.3. Population, sample, sampling, unit of analysis Population
Population
It is made up of 52,082 inhabitants, with adolescents aged 13, 14, 15, 16 and
17 years of age, according to the municipality of the district of San Luis.
Inclusion criteria
- Adolescents from 13 to 17 years old.
- Belonging to 2nd, 3rd, 4th and 5th secondary school .
- Who reside in the district of San Luis.
Exclusion criteria:
- Adolescents under 13 years of age.
- Adolescents who do not reside in the San Luis District.

1
2
- Adolescents who do not complete the tests satisfactorily.
Sample
A sample is considered to be a part of the population in which the phenomenon

to be studied is found and from there the generalized conclusions for the
population will be drawn. A sample is considered large when it is greater than
or equal to 30 individuals to be studied and small when it is less than 30
(Tomas, 2009, p. 22). The sample was determined through the formula for finite
sample with a CI of 95% and a margin of error of 5%.
CALCULATION FORMULA
- = ________________Z A 2 * N * p * q_______________
e A 2 *(N-1) + (Z A 2 * p * q)
Where:
Z= confidence level.
p = percentage of the population with the desired attribute.
q = percentage of the population without the desired attribute = 1 -p.
N = size of the universe (it is known since it is finite).
e = maximum accepted estimation error.
n = sample size.
Sampling
The non-probabilistic method is characterized by the non-random selection of a

sample which must have similar characteristics to the target population. It may
also be that the researcher can also directly and intentionally select individuals
from the target population. So this method can be very useful whenever you
intend to explore a population phenomenon or when you do not have a defined
1
3
sample size. (Arias et al, 2016 p205).
111.4. Data collection techniques and instruments
The method used for the study was the survey because the instruments that
will be used are a scale and a questionnaire that have indicators that are aimed
at the selected population. This questionnaire is fundamental to the study, since
the first will correspond to the evaluation of a population of adolescents to
measure their aggressive behaviors and the second is related to a scale of
adolescent parenting styles. These instruments will be detailed below.
Technical sheet of the Parenting Styles Variable Instrument
Name of the instrument: Family Parenting Styles Scale (EECF-29)
Authors : Erika Estrada, Miguel Misare (2017)
Scope of application: individually and collectively.
Place of Origin: Peru – Lima
Year : 2017
Purpose : identify the adolescent's perception of the

parenting style of their parents.
Addressed to : adolescents from 12 to 18 years old.
Application time: 20-25 minutes.
Evaluation aspects: evaluates the perception of adolescents' parenting styles.
Scale Description :
The scale is made up of 29 items, with four dimensions, the authoritarian

dimension is made up of 7 items, democratic 9 items, negligent 6 items and
permissive 7 items. The values 1 “never”, 2 “sometimes”, 3 “many times” and 4
“always” are assigned according to the Likert scale. The scores are
independent, that is; It does not have a total score.
1
4
Historical review:
The scale was developed based on studies by Baumrind and Maccoby with a
quantitative and psychometric approach, with a non-experimental and cross-
sectional design. In which 609 adolescents of both sexes between 12 and 18
years old participated.
Application instructions:
Next, you will be presented with some statements with situations that you could
encounter in your daily life, for which you must respond by marking with an “X”
as you see fit. The alternatives you will find will range from: N = never, AV =
sometimes, AM = often and S = always. There are no good or bad answers, we
only seek to know your way of perceiving, acting and feeling in each of the
situations presented Estrada et al. (2017).
Instrument rating
The instrument will be scored through scores according to the items of each
dimension and which will yield a direct score. The parenting style that will
predominate is the one that has a higher score.
Psychometric properties of the original instrument
Estrada et al. (2017) achieved in the invention of their family parenting styles
scale according to the V coefficient. Aiken's content validation of .970. The
creators obtained a reliability carried out through Cronbach's alpha, with results
of .670 for the authoritarian; .650 for the lenient; .840 the democratic one
and .650 the protective envelope.
Psychometric properties of the pilot
A pilot test was administered to 50 adolescents in which their subscales

obtained scores of .525, .825, .468 and .702 in the Crombach's Alpha
coefficient, being for Cervantes (2005) a moderate reliability. According to the
item-test validity Kline (1982; as cited in Tapia and Luna 2010), showing data
obtained with a score greater than .20 represents an acceptable correlation,
with 18 items as exceptions. See annex 7
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5
Technical sheet of the instrument of the Aggressiveness variable
Instrument name : Aggression Questionnaire (AQ)
Authors : Arnold Buss and Mark Perry
Year : 1992
Peruvian adaptation : Matalinares et al., (2012).
Area of application : It can be individually and collectively.
Purpose : identify the level of aggressiveness of the

subject evaluated.
Addressed to : Adolescents and adults.
Application time : 20 minutes.

Evaluate the aggression in the subject under the
Evaluation aspects
four dimensions.
Historical review:
Buss and Perry constructed the aggression questionnaire as they tried to

correct some difficulties that had arisen in the hostility inventory which was
previously created by Buss and Durkee. Due to this, they carried out a first
aggression questionnaire in which they defended their perspective on what The
emotion of anger releases aggressive behaviors. In the first questionnaire they
carried out, 52 Likert-type response items were formulated, however, in their
factor analysis it was revealed that there are four interpretable factors, which
are; physical aggressiveness, verbal aggressiveness, hostility and anger, which
yielded a total of 29 items.
Questionnaire description:
The questionnaire is made up of 29 items, 9 of which measure physical

aggression, 5 verbal aggression, 7 anger and 8 hostility and with the sum of
them the total score will be obtained, considering the two inverse items (15 and
24). The Likert scale is used, assigning values of 1 “completely false for me”, 2
1
6
“quite false for me”, 3 “neither true nor false for me”, 4 “quite true for me” and 5
“completely true for me”. .
Application instructions
Below, you will find a series of statements with situations that could happen to
you at any time of the day. You are asked to respond by marking with an “X”
according to the alternative that you think is most convenient based on your
actions Buss and Perry (1992).
Instrument rating
The instrument consists of 5 alternatives, which to be qualified must be added

and these give a total score.
It is fully qualified at a very low level if the score achieved is less than 51, from
52 to 55 a low level, from 68 to 82 a medium level, from 83 to 98 a high level
and from 99 to a very high level. The rating by dimensions is scored as follows:
in physical aggressiveness if the score is less than or equal to 11 very low, if
the score is 12 to 17 low, if the score is 18 to 23 medium, if the score is from 24
to 29 high and if the score is greater than or equal to 30 very high. In verbal
aggressiveness, if the score is less than or equal to 6, very low, if the score is 7
to 10 low, if the score is 11 to 13 medium, if the score is 14 to 17 high, and
above 18 it is considered very high. In the anger dimension, if the score is less
than or equal to 12 very low, if the score is 13 to 17 low, if the score is 18 to 21
medium, if the score is 22 to 26 high and from 27 is considered very high. In the
hostility dimension, if the score is less than or equal to 14, very low, if the score
is 15 to 20, low, if the score is 21 to 25, medium, if the score is 26 to 31, high,
and if it is greater than or equal to 14. equal to 32 is considered very high.
Psychometric properties of the original instrument
The questionnaire was analyzed using exploratory factor analysis, achieving

values of .52, however, 23 items had to be eliminated since they did not meet
the desired values, thus leaving a scale of 29 items. For reliability, Cronbach's
alpha was used, giving a high reliability of 0.89.
1
7
Peruvian psychometric properties
The validity in Peru was carried out by Matalinares et al., (2012) for which they
used a population of 3,632 adolescents between the ages of 10 and 19 years,
performing the factor analysis which resulted in the extraction of the aggression
component. Which resulted according to the model proposed by ArnoldBuss,
confirming the hypothesis of the Spanish version (Matalinares et al., 2012).
Regarding reliability, it was analyzed with Cronbach's alpha coefficient,
achieving high reliability (.836) for the following values in its dimensions,
physical aggression with .683, verbal aggression .565, anger .552 and hostility
0.650.
Psychometric properties of the pilot
The aggressiveness questionnaire was applied in a pilot of 50 adolescents from

the San Luis district, a result of the general scale of .895 was obtained and for
the subscales .781, .716, .761 and .813 were obtained, which It shows us that
there is strong reliability. In the item-test validity, a high correlation is observed
and they managed to obtain values greater than .20; However, lower values are
shown in 2 items. See annex7.
3.5 Procedures
To carry out the study, we began by searching for suitable scales and
questionnaires for the evaluation of our variables, with priority given to
authorization of use through an email request for the chosen scales to the
corresponding people. A pilot study was carried out consisting of 50
adolescents and the scales were applied through a virtual form. A data
extraction is carried out for which the interpretation and analysis of the results
will be done.
3.6 Data analysis method
It began by performing content validity with Aiken's V test and reliability was
corroborated with Cronbach's Alpha coefficient to predict failures and biases
(Monje, 2011). Excel 2018 was used to calculate and empty the sample, where
1
8
direct scores could be obtained. Likewise, the Shapiro-Wilk normality test was
run, and then Spearman's Rho coefficient for statistical correlation because the
data did not fit a normal distribution. For this procedure, the SPSS 22 statistical
program was used. Finally, the analysis of descriptive statistics was carried out,
the levels of aggressiveness and the predominance of the parenting style in
adolescents from 13 to 17 years old in the district of San Luis were established,
organized in frequencies and percentages.
3.7 . Ethical aspects
The College of Psychologists of Peru (2017) provides that professional ethics

be reflected in the research in such a way that the participants are not affected,
which is why informed consent and assent was used according to the Helsinki
convention in order to achieve absolve the unknowns of the participants.
According to the Belmont report, it mentions that the principles of Respect,
beneficence and Justice must be taken into account, which will allow the well-
being and safety of the people involved in the investigation. The principle of
respect requires the anonymity and confidentiality of the participants since the
data obtained must be fully secured, the principle of beneficence requires
keeping the people involved in the research safe and the principle of Justice
requires maintaining objectivity and partiality when interpreting the results
obtained and being quantitative and verifiable data. Government of Mexico
(2017). Finally, according to the principles of Bioethics, the autonomy of the
members, the principle of beneficence, non-maleficence and the principle of
justice were considered, Santiago (2008).
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IV RESULTS
Table 1
Shapiro-Wilk normality tests, aggression and parenting styles
Variables/scales n Shapiro-Wilk p
Aggressiveness 306 .991 .057
Physical 306 .975 .000
Verbal 306 .978 .000

Gonna 306 .987 .006
Hostility 306 .981 .000
Parenting Styles
Authoritarian 306 .981 .001

Democratic 306 .981 .000
Permissive 306 .970 .000
Negligent 306 .951 .000
Table 1 shows the results of the Shapiro-Wilk normality test in which both
aggressiveness and parenting styles do not fit a normal distribution, since the level
of significance is p <.05. This is why non-parametric statistics were used for the
analyses; i.e. Rho Spearman ( r s ) for correlations.
2
0
Table
3
Correlation between aggressiveness and parenting styles
n=306 Authoritari Democratic Permissive Negligent
an
,492** -,147* ,223** ,352**
rs
p .000 .010 .000 .000
TE Aggression 0.242 0.0’21 0.049 0.123
In Table 2, it could be noted that the correlation between aggressiveness and the
authoritarian parenting styles was highly significant, direct and weak .492, between
aggressiveness and the permissive parenting style there is a highly significant,
direct and very low correlation .223 , likewise between aggressiveness and the
negligent parenting style there is a highly significant, direct and low correlation .352,
finally in the correlation between aggressiveness and the democratic style it was
significant, inverse and very low. Therefore, the greater the presence of
aggressiveness, the less presence of the democratic parenting style. Regarding the
size of the effect, it is small since r s is less than .20. (Domínguez, 2018).
2
1
Table
3
Correlation between the dimensions of aggressiveness and the authoritarian style.
n=306 Authoritarian style
D1: Verbal aggression rs .438**
Q .000
TEA .1918
D2: Physical aggression rs .326**
Q .000
TEA .1062
D3: Anger rs .375**
Q .000
.1406
TEA
D4: Hostility rs .395**
Q .000
TEA .1560
In table 3, it can be seen that there is a direct, highly significant and low relationship
between the dimensions of aggressiveness and the authoritarian style where in the
verbal aggressiveness dimension it had a value of (Rho=.438), in physical
aggressiveness a value of (Rho=.326), in anger a value of (Rho=.375) and hostility a
value of (Rho=.395). It is observed that the effect size is small since it is less
than .20 (Domínguez. 2018).
2
2
Table
3
Correlation between the dimensions of aggressiveness and the democratic style.
n=306 democratic style
D1: Verbal aggression r s -.098
Q .087
TEA .0096
D2: Physical aggression r s -.046
Q .422
TEA .0021
D3: Anger -.098

rs
Q .088
TEA .077
D4: Hostility -.160**

rs
Q .005
TEA .0256
In table 4, it can be seen that there is only a weak, inverse and significant
relationship between hostility and democratic style (Rho=-.160). On the other hand,
there was no evidence of a relationship with the other dimensions of aggressiveness
because the significance was greater than .05. It is observed that the effect size is
small, since it is less than the established minimum which is .20 (Domínguez , 2018)
2
3
Table
3
Correlation between the dimensions of aggressiveness and the Overprotective
style
n=306 Overprotective Style
D1: Verbal aggression r s .157**
Q .006
TEA .0246
D2: Physical aggression r s .182**
Q .001
TEA .0331
D3: Anger .244**

rs
Q .000
TEA .0595
D4: Hostility .184**

rs
Q .001
TEA .0338
In table 5, it can be seen that there is a direct, highly significant low relationship
between the overprotective style and the dimensions of aggressiveness, where in
the verbal aggressiveness dimension it had a value of (Rho=.157), in physical
value of (Rho=.184). It is observed that the effect size is small, since it is lower than
the established minimum, which is .20 (Domínguez 2018).
2
4
Table
3
Correlation between the dimensions of aggressiveness and the negligent style
n=306 Negligent style
D1: Verbal aggression r s .280**
Q .000
TEA .0784
D2: Physical aggression r s .225**
Q .000
TEA .0506
D3: Anger .282**

rs
Q .000
TEA .0795
D4: Hostility .312**

rs
Q .000
TEA .0973
In table 6, it can be seen that there is a direct, highly significant and low relationship
between the negligent style and the dimensions of aggressiveness, where in the
verbal aggressiveness dimension it had a value of (Rho=.280), in physical
value of (Rho=.312). It is observed that the effect size is small, since it is less than
the established minimum, which is .20. (Dominguez 2018).
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5
Table
3
Aggression levels in adolescents
Level F %
Low 98 32,0%
Half 87 28,4%
High 121 39,5%

Total 306 100.0%
In table 7, it can be seen that there is a high level of aggressiveness with 39.5%,
followed by the low level with 32.0% and the medium level with 28.4%.
Table 8
Parenting styles with greater relevance in adolescents
Style Style Style Negligent style
authoritative democratic overprotective
F % F % F % F %
Low 101 33.0% 100 32.7% 96 31.4% 119 38.9%
half 90 29.4% 93 30.4% 123 40.2% 99 32.4%
High 115 37.6% 113 36.9% 87 28.4% 88 28.8%
Total 306 100.0% 306 100.0% 306 100.0% 306 100.0%
In table 8, the result is that the parenting styles that present high levels are the
authoritative style with 37.6%, followed by the democratic parenting style 36.9%, at
medium levels is the permissive parenting style with 40.2%. and at low levels is the
negligent parenting style with 38.9%.
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V DISCUSSION
The present investigation began when it was observed how problematic it was that
adolescents presented higher incidences of aggression in educational centers. In a
survey carried out on adolescents between 13 and 17 years old, it was found that
aggression is one of the causes of death in adolescents (INEI, 2016), which is why
our research proposes as a general objective to determine the relationship between
aggressiveness and parenting styles, for which the results showed that the
correlation between aggressiveness and authoritarian parenting styles was highly
significant, direct and weak .492, in the same way between aggressiveness and the
permissive parenting style there is a highly significant, direct and very low .223,
likewise between aggressiveness and the negligent parenting style there is a highly
significant, direct and low correlation .352, on the other hand in the correlation
between aggressiveness and the democratic style it was significant, inverse and
very low. Therefore, it is observed that the greater the presence of the
aggressiveness variable, the greater the presence of Authoritarian, permissive and
negligent parenting styles, however; The greater the presence of aggressiveness,
the less presence of the democratic parenting style. These data contrast the
information mentioned by Gálvez and Vargas (2020), where they tell us that there
are some parenting styles that are related to the appearance of aggressive
behaviors in adolescents. . Similarly, Dávila (2018) finds that there is a direct
relationship between parenting styles and aggressiveness in 4th and 5th grade
secondary school students. In turn, Cubas (2019) found a significant relevance
between the family social climate and aggressiveness, where it was found that
adolescents, not being at an adequate family level, can generate more aggressive
behaviors, from verbal to physical. It can be observed in Bandura's theory of
imitation, which defines that learning occurs by observation through our natural
instinct to imitate the acts of others, with parents being the main models in raising
children. Rice (1997).
In the first specific objective, the relationship between the dimensions of

aggressiveness and the authoritarian style was determined, resulting in a highly
significant direct relationship, which indicates that adolescents with aggressive
characteristics of physical, verbal, anger and hostility, present an authoritarian
2
7
parenting style, that is, they maintain an inflexible parenting, with demanding
attitudes and low emotional affection. These data are contrasted with what was
mentioned by Sánchez (2017) who mentions in his research that high levels of
aggressiveness are related to the authoritarian parenting style since there is a
significance of .016 <.05, on the other hand Gálvez and Vargas ( 2020) mention in
their study that adolescents with a higher level of aggressiveness are those who
have perceived an authoritarian parenting style, in the same way Tarrillo (2019)
mentions that adolescents show greater aggressive and inappropriate behaviors
because they perceive a Authoritarian parenting style on the part of their parents. In
this regard, the authoritarian parenting style, being drastic, rigid and inflexible and
with demanding attitudes, turns out to be the main cause of the promotion of
aggressive behavior in adolescents to resolve their conflicts. Kuper (2006). Studies
on the relationships between parenting styles in children have obtained the
following results: that excessive rigidity in authoritarian parenting styles is related to
behavioral problems in children, increasing the possibility that the adolescent will
end up involved in criminal behaviors Estévez et al. (2011).
Regarding the second specific objective, the relationship between the dimensions
of aggressiveness and the democratic style was determined, where it can be seen
that there is only a weak inverse and significant relationship between hostility and
the democratic style. This means that the less presence of aggressive behavior in
adolescents, the greater the presence of the democratic parenting style, since in
this type of parenting active listening and communication are practiced, there is
affection from parents to their children and they create an environment of harmony
and trust. On the other hand, it was not proven to have a relationship with the other
dimensions of aggressiveness; this could be because the democratic style is based
on respect, dialogue and negotiation to resolve conflicts. This can be corroborated
in the research carried out by Zegarra (2019), who found that there is a negative
and significant relationship between antisocial behaviors and the parenting style of
commitment and autonomy, which means that the greater the commitment and
autonomy of the parents there will be less implication in disruptive behaviors in
adolescents, which is related to what was established by Gálvez and Vargas
(2020), who show that there is an inverse correlation between aggressiveness and
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8
the committed parenting style. This is related to Steinberg's theory of parenting
styles, who indicates the existence of three dimensions: commitment, which is
characterized by providing emotional support and showing interest in their children,
psychological autonomy, where parents use democratic strategies, and behavioral
control, which regulates the behavior of children so that they can integrate into the
family Steinberg (1993).
For the third specific objective, the relationship between aggressiveness and the
permissive style was determined, where it can be seen that there is a high
significant direct relationship between the permissive style and the dimensions of
aggressiveness, this means that the more aggressive behaviors in adolescents, the
greater the presence of the permissive parenting style because parents give in to
non-compliance with the rules, limits are not established, they please their children
in all their demands and there is little control of the adolescent's behavior, which
can be corroborated in the research of Gonzales and Zúñiga (2019), who found that
there is a correlation between the overprotective parenting style and
aggressiveness, which is characterized by not providing rules or exercising
firmness towards adolescents. According to this, in the research carried out by
Sánchez (2017), there is a significant relationship between aggressiveness and the
permissive parenting style, where parents do not usually assign rules about the
behavior of adolescents since they consider that all the actions they perform They
are part of their maturity, these parents do not realize the behavioral and academic
problems that adolescents usually have since they cannot have control over them.
Therefore, the permissive style generates aggressive behaviors as a consequence
of the lack of discipline and control on the part of the parents, plus the use of
physical punishment as part of trying to achieve discipline. (Valdes, 2007).
Adolescents who are under a permissive parenting style usually do not understand
social norms or rules, presenting behavioral problems and school difficulties since
they are not able to handle stressful situations Estévez et al. (2011).
For our fourth specific objective, the relationship between aggressiveness and the
negligent style was determined, in which it can be seen that there is a high
significant direct relationship, that is, the greater the presence of aggressive
2
9
behaviors, the greater the presence of the negligent parenting style. , that means
that parents do not usually show affection, there is little involvement in
communication, education, control and obligations towards their children. In the
same way, Gonzales and Zúñiga (2019) found in their research a direct correlation
between aggressiveness and the dysfunctional parental style of indifference, that is;
that the absence of demands, the lack of control and the lack of support from
parents towards adolescents generate manifestations of aggressiveness in them, in
conclusion a negligent and indifferent parenting style has a greater association with
aggressive behaviors in adolescents due to the lack of dedication and involvement
on the part of parents. Mingote and Requena (2008), on the other hand, the
negligent style is characterized by the little or no involvement and interest of
parents in the development of their children, lacks of affection and gestures of
affection are evident, thus demonstrating the lack of attention. , since there is no
guidance or questioning of inappropriate behavior. (Kuper 2006).
For the fifth specific objective, we sought to describe the levels of aggressiveness in
adolescents where it was found that 121 of 306 adolescents showed a high level,
this indicates that the study sample is generally characterized by manifesting violent
behaviors that generate physical harm, lack of control of behavior, insults, hurtful
words, anger, resentment, etc. These results coincide with the studies of Sánchez
(2017), who identified in his sample that students obtained a high level of
aggressiveness.
For the sixth specific objective, we sought to identify the parenting style that
predominates in adolescents, this being the overprotective style, this means that
adolescents perceive that their parents have an overprotective parenting style
where there are no limits, there is no control of behavior, There are no rules and
lack of development of autonomy in adolescents, in the same way Dávila (2018)
obtains as a result that the behavioral style that most predominates in adolescents
is the permissive level, on the contrary for Aguirre and Villavicencio (2017) , find
that the predominant style is the authoritarian one, in the same way for Vargas and
Gálvez (2018) they find that the predominant parenting style is the authoritarian
style.
3
0
Finally, this research seeks to be a viable reference for new research and at the
same time be a theoretical contribution to the development of psychology. On the
other hand, we find studies that show that there is a relationship between both
variables, aggressiveness and parenting styles, where the This research is a clear
example of this, which invites us to reflect on the implication of parenting towards
children oriented towards behavioral manifestations, as well as the need to carry
out psychoeducational interventions in families seeking to promote styles of healthy
upbringing in adolescents to achieve optimal development in society.
The present study was carried out despite being in a time of social confinement,
however we used technological tools to analyze our sample. Due to the current
situation, we chose to carry out the application of psychological tests virtually, which
is why the sample size had to be reduced, therefore the data obtained in this
research cannot be generalized.
3
1
VI CONCLUSIONS
FIRST: in general, the relationship between aggressiveness and the authoritarian

parenting style was highly significant, direct and weak, with aggressiveness and the
permissive parenting style it is highly significant, and between aggressiveness and
the negligent parenting style it is highly significant. direct and between
aggressiveness and the democratic style was significant and inverse.
SECOND: specifically, between the dimensions of physical and verbal aggression,

anger and hostility and the authoritarian parenting style, there is a direct and highly
significant correlation in adolescents aged 13 to 17 in the district of San Luis.
THIRD: specifically, between the hostility dimension of aggressiveness and the

democratic parenting style there is a weak inverse and significant relationship.
While with the other dimensions, a relationship was not evident in adolescents
between 13 and 17 years old in the San Luis district.
FOURTH: specifically between the dimensions of physical, verbal aggression,

anger and hostility and the overprotective parenting style, there is a highly
significant direct relationship in adolescents from 13 to 17 years of age in the
FIFTH: between the dimensions of physical and verbal aggression, anger and
hostility and the negligent parenting style, there is a highly significant direct
relationship in adolescents from 13 to 17 years of age in the district of San Luis.
SIXTH: Regarding the levels of aggressiveness, there is a high level of

aggressiveness with 39.5%, followed by the low level with 32.0% and the medium
level with 28.4% in adolescents from 13 to 17 years of the San Luis district.
SEVENTH: based on the parenting styles, it was found that the parenting style that
has the greatest predominance in adolescents from 13 to 17 years old in the district
of San Luis is the permissive style 40.2%.
3
2
VII RECOMMENDATIONS
First: Based on the results found, it is recommended to design, plan and execute
psychoeducational workshops on the management of aggressive behaviors for
adolescents from 13 to 17 years of age in the San Luis district.
Second: Promote information through talks, programs and/or action plans about the
risks to which adolescents are exposed due to the authoritarian parenting style.
Third: Propose to the Municipality of San Luis talks that allow information to be
disseminated about parenting styles, especially the overprotective style and how it
can influence the aggressive behaviors of adolescents in order to reduce these
behaviors and generate emotional bonds.
Fourth: Promote new correlative research with these two variables, since there are
few similar investigations both internationally and nationally, which will provide
greater scientific contributions.
Fifth:Disseminate the use of the instruments applied in research in order to expand

validity and reliability in different sociodemographic environments.
Sixth: Acquire more information on studies with these two study variables, since it
will allow us to be used in the theoretical framework of talks and workshops on
prevention and promotion on aggressiveness and parenting styles.
3
3
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Perez, K., Romero, K., Robles J., Flores, M. (2019). Parenting practices and their
relationship with prosocial and aggressive behaviors in boys, girls and
adolescents in educational institutions. Spaces. 40
.http://www.revistaespacios.com/a19v40n31/a19v40n31p08.pdf
Rice, P., Ortiz, M. (1997). Bandura Scocial Learning Theory. Cardone, C., Jansow,
P. (Ed), Human Development: life cycle study (pp. 37-38). In person
Education.
https://books.google.com.pe/books/about/Desarrollo_humano.html?id=ZnHb
CKUCtSUC&printsec=frontcover&source=kp_read_button&redir_esc=y#v=o
nepage&q&f=false
Rodriguez, A. (2017). Behavior problems in Colombian adolescents: Role of

conflicts between parents, parenting practices and family structure. [Doctoral
thesis, University of Granada]. Digital file
3
7
.https://digibug.ugr.es/bitstream/handle/10481/48598/28039233.pdf?s
equence=1&isAllowd=y
Sanchez, K. (2017). Parenting styles and aggressiveness in adolescents in state

educational institutions in the districts of Bernal and Rinconada Llícuar.
[Master's Thesis, César Vallejo University].
Repositorio.http://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/107
16/sanchez_nk.pdf?sequence=1
Tarrillo, M. (2019). Parenting style and its impact on adolescents with disruptive
behaviors at Educational Institution 18207, San Nicolás, Rodríguez de
Mendoza – Amazonas. [Master's thesis, César Vallejo University).
Repositorio.http://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/364
95/Tarrillo_MM.pdf?sequence=1&isAllowed=y
Teodoro, M. (2019). Parenting styles and psychological well-being in adolescents

with family violence in public EI in the district of Puente Piedra. [Bachelor
Thesis, University Cease Vallejo].
Repositori ohttp://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/371
90/Teodor_JML.pdf?seqnce=1&isAllowed=y
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Editorial
Bellaterr ahttp://www.conductitlan.org.mx/04_Investigacion/Materiales/L_To
mas-Sabado_muestreoparaenfermeria.pdf
Valdes, A. (2007). Parenting styles. In Rodriguez, L. (Ed). Parenting Styles. (129-

131). Manual
Modern .https://books.google.com.pe/books?id=kzvHCQAAQBAJ&pg=PA1
30&dq=estilo+de+crianza+permissivo+y+aggresibilidad&hl=es419&sa=X&ve
d=
2ahUKEwiaw_K475zuAhUNHbkGHc3HBXAQ6AEwAnoECAYQAg#v=onep
age&q=estilo%2 0% 20parenting%20permissive%20y
%20aggressiveness&f=false
Zegarra, V. (2018). Family functioning, parenting styles and antisocial behavior in

3
8
adolescents at the secondary level of an educational institution in Lima.
[Master's thesis, Federico Villareal National University].
Repository.http://repositorio.unfv.edu.pe/bitstream/handle/UNFV/3932/ZEG
ARRA%20MARTINEZ%20VILMA%20BARTOLA%20- %20MAESTRIA.pdf?
sequence=1&isAllowed=y
3
9
Annex
es
Appendix 1
Consistency matrix
TITLE : “Aggression and parenting styles in adolescents aged 13 to 17 in the district of San Luis, 2020”
PROBLEM FORMULATION VARIABLES AND INDICATORS

GOALS HYPOTHESIS
Variable 1: Aggression
General Objective Determine the General Hypothesis
What is the relationship between relationship There is a significant relationship
between
between aggressiveness and Dimensions Scale of
aggressiveness and parenting aggressiveness and parenting Items
measurement
styles in adolescents aged 13 to 17 styles in adolescents aged 13 to 17 parenting styles in adolescents (1, 5, 9,13, 17, 21, 24,
in the district of San Luis, 2020? aged 13 to 17 in the district of San Physical
in the district of San Luis, 2020. 27, 29)
Luis, 2020. aggression Ordinal
Specific Objectives: OE1:
Specific Hypotheses
Determine the relationship
Verbal aggression
H1: The relationship is significant
between the dimensions of
between the dimensions of (2, 6, 10, 14, 18)
aggressiveness (verbal, physical, Gonna
aggressiveness (verbal, physical,
anger and hostility) and the
anger and hostility) and the (3, 7, 11, 15, 19, 22,
authoritative style in adolescents Hostility
authoritative style in adolescents 25)
from 13 to 17 years old in the
aged 13 to 17 in the district of San (4, 8, 12, 16, 20, 23,
district of San Luis. SO2:
Luis, 2020. 26, 28)
Determine the relationship
H2: The relationship is significant Variable 2 Parenting styles
anger and hostility) and the Dimensions
anger and hostility) and the Items
democratic style in adolescents
overprotective style in adolescents Authoritarian
aged 13 to 17 in the district of San (1,4,8,12,15,22,26)
Luis, 2020.
SO3: Determine the relationship
between the dimensions of the
aggressiveness (verbal, physical, H3: The relationship is significant
anger and hostility) and between the dimensions of Democratic (2,6,9,14,18,21,2
overprotective style in adolescents aggressiveness (verbal, physical, 5,27,29)
from 13 to 17 years old in the anger and hostility) and the
district of San Luis. democratic style in adolescents
(3,5,10,13,16,20,2 4)
OE4: Determine the relationship aged 13 to 17. overprotective
between the dimensions of years in the San Luis district,
Indulgent
(7,11,17,19,23,28)
aggressiveness (verbal, physical, 2020.
anger and hostility) and the H4: The relationship is significant
negligent style in adolescents from between the dimensions of
13 to 17 years old in the district of aggressiveness (verbal, physical,
San Luis. anger and hostility) and the
SO5: Describe the levels of negligent style in adolescents from
aggressiveness in adolescents 13 to 17 years old in the district of
from 13 to 17 years old in the San Luis, 2020.
OE6 Identify the parenting style
that predominates in adolescents
Exhibit
2
Variable Operationalization Table
VARIABLES CONCEPTUAL DEFINITION DEFINITION DIMENSIONS INDICATORS MEASUREMENT
STUDY OPERATIONAL SCALE
Buss conceptualizes the The instrument consists scale of 1, 5, 9, 13, 17, 21, The scale of
aggressive behavior like of 29 items physical aggression 24, 27, 29. measurement
AGGRESSI a response that produces
grouped in 4 scale of used in this
VE
DAD harmful stimuli to a dimensions, verbal aggression 2,6, 10, 14,18. proof is that of
subject. (Buss, 1961). aggressiveness anger scale 3, 7, 11, 15, 19, 22, Likert where
verbal aggression, 25. HE score
anger
and hostility. scale of 4, 8, 12, 16, 20, 23, from
hostility 26, 28.
completely
false (1) until
Estrada, et. The total instrument Authoritarian 1, 4, 8, 12, 15, 22, completely
It consists of 29 items 26. true (5).
al., (2017), points out to the
and
It is grouped into 4 Democratic 2, 6, 9, 14, 18, 21, The scale of
parenting styles such as
STYLES dimensions that 25, 27, 29. measurement
attitudes that parents
OF 3, 5, 10, 13, 16, 20, used in this
manifest towards their define the aspects Permissive
BREEDING main of the 24. proof is that of
children to generate a
emotional climate where breeding: 7, 11, 17, 19, 23, Likert where
Negligent
score
HE they observe the democratic, 28
parental behaviors. permissive and from never (1) to

negligent
always 4
Exhibit3
:
Evaluation instruments
AQ QUESTIONNAIRE
Buss & Perry (1992) Adapted by: Matalinares et al., (2012).
INSTRUCTIONS:
INSTRUCTIONS Below are a series of statements regarding situations that could

occur to you. To which you must answer by writing an “X” according to the alternative
that best describes your opinion.
CF = Completely false for me

BF = Pretty fake for me
VF= Neither true nor false for me
BV = True enough for me
CV = Completely true for me
ITEM C.F. B.F. V.F. B.V. CV

1 Every once in a while I can't control the urge to hit 1 2 3 4 5
another person.
2 When I disagree with my friends, I argue openly with 1 2 3 4 5
them.
3 I get angry quickly, but it goes away quickly. 1 2 3 4 5
4 Sometimes I'm quite envious. 1 2 3 4 5
5 If provoked enough, I can hit another person. 1 2 3 4 5
6 I often disagree with people. 1 2 3 4 5

7 When I am frustrated, I show the anger I have. 1 2 3 4 5
8 Sometimes I feel like life has treated me unfairly. 1 2 3 4 5
9 If someone hits me, I respond by hitting them. 1 2 3 4 5

also.
10 When people bother me, I argue with them. 1 2 3 4 5
11 Sometimes I feel so angry like I'm about to explode. 1 2 3 4 5
12 It seems that it is always others who get the 1 2 3 4 5

opportunities
13 I tend to get involved in fights a little more than normal. 1 2 3 4 5
14 When people disagree with me, I can't help but argue 1 2 3 4 5

with them.
15 *I am a peaceful person (calm). 1 2 3 4 5
16 I wonder why I sometimes feel so resentful about 1 2 3 4 5
things.
17 If I have to resort to violence to protect my rights, I do 1 2 3 4 5
it.
18 My friends say that I argue a lot. 1 2 3 4 5
19 Some of my friends think that I am an impulsive 1 2 3 4 5
person.
20 I know that my "friends" criticize me behind my back. 1 2 3 4 5
21 There are people who provoke me to the point that we 1 2 3 4 5
hit each other.
22 Sometimes I lose control for no reason. 1 2 3 4 5
23 I distrust overly friendly strangers. 1 2 3 4 5
24 *I can't find any good reason to hit a person. 1 2 3 4 5
25 I have difficulty controlling my temper. 1 2 3 4 5

26 Sometimes I feel like people are laughing at me behind 1 2 3 4 5
my back.
27 I have threatened people I know. 1 2 3 4 5
28 When people show themselves especially 1 2 3 4 5
friendly, I wonder what they want.
29 I became so angry that I broke things. 1 2 3 4 5
Family Parenting Scale ECF- 29
Estrada et al. (2017).
Names Surnames:
Age: ______Sex F cM District of Origin:
Educational institution: _______________________________ Grade and

Section:___________
INSTRUCTIONS:
Below are a series of statements regarding situations that could happen to you. To
which you must answer by writing an “X” according to the alternative that best
describes your opinion.
N = Never AV = Sometimes AM=Often S=

Always
Remember that there are no good or bad answers, it is only interesting to know how
you perceive, feel and act in those situations.
ITEMS N av A.M Yes

1. My father and/or my mother demand that I do things without
errors and in a short time.
2. I feel that my family is united and we support each other
3. I think that my parents exaggerate in their expressions of
affection and/or concern.
4. My parents believe that it is not necessary to give children a
rewarded or praised for their achievements.
5. My parents prevent me from having unpleasant experiences
or making mistakes at all costs.
6. I feel confident telling my problems to my parents.
7. I feel alone and without the support of anyone at home.

8. In my home my parents get upset when I disobey them and
they punish me.
9. In my family I have the security to express my opinion and
feelings because I will be heard.
10. If I contradict my parents in their decisions, they get upset
and stop talking to me.
11. In my house everyone comes and goes when they want.
12. In my family my parents have the final say in solving
problems.
13. I think my parents take too much care of me and if I
express my disagreement they don't listen to me.
14. In my family there is dialogue.
15. My family members are afraid to say what they think, feel or
want.
16. In my family there are norms that focus on excessive care.
of the children.
17. My parents don't care whether I bring bad or good grades.
18.My parents like to teach us new things, without pressuring

us and trusting us.
19. I avoid expressing my opinions and feelings because I feel
that no one will listen to them at home.
20. My parents get nervous when I want to do something
Without your help.
21 My parents express their affection to us physically and
verbally.
22. My father and/or mother compare my academic
performance with that of my classmates or family members.
23. My parents think that life is the best school and advice is
unnecessary.
24. If I behave badly, my parents call me out and say, “Keep
this up and I won't love you anymore.”
25. If I make a mistake, my parents make me reflect on them.
26. In my family they believe that children mature and become

responsible when they are punished for their bad behavior.
27. At home there are rules that we all respect because they
are flexible.
28. If I bring a visitor home, "they don't care" whether they are
good or bad friends.
29. My parents like that I take initiative to do things.
Make sure you have answered all the questions…thank you

Virtual Form Capture
docs.google.eom/forms/d/e/1FAIpQLSe-F8OftRn5dDhBha8BHKNaH2DLxbF9aRVfqqLg191Pu_sQ2A/form Response
AGGRESSIVENESS AND PARENTING

STYLES IN ADOLESCENTS AGED 13 TO 17
IN THE DISTRICT OF SAN LUIS, 2020 with
*Mandatory
INFORMED CONSENT FOR PARENTS
Mr
With due respect, we introduce ourselves to you, our names are Marycarmen Yael Mendoza Lazo and Kiara Regina Ruesta
Rodriguez, students of Psychological Sciences at the César Vallejo University - Lima Norte. We are currently conducting a
research on "Aggression and parenting styles in adolescents aged 13 to 17 in the district of San Luis, 2020" and for this we would
like to have your authorization for your youngest child. The process consists of the application of two tests : Family Parenting
Styles Scale (EEC F-29) and AggressionQue estion na i re | [AQ} If you accept participation , you will be informed of all the
research procedures.
Thank you for your cooperation.
Art. Marycarmen Yael Mendoza Lazo and Kiara Regina. Ruesta Rodríguez
STUDENTS OF THE PSYCHOLOGY COURSE
If you have been informed and agree, please fill out the following part.
URL:https://docs.google.com/forms/d/
1aYvZEHoJ3aQO1Wvd0KlAprVMGyt9lc_amh t-_DE85Rg/edit
Exhibit
4:
Sociodemographic Sheet
SOCIODEMOGRAPHIC DATA SHEET
Complete the following questions:
Genre MF
Age 13 14 15 16 17
2nd Degree of Study 3° 4° 5°
Who do you live with?:
1. Only with my mother
2. Alone with my Father
3. With Dad and Mom
4. With my grandparents
5. With my uncles
6. With other family members
You live in the San Luis District
Y No
e
Exhibit
5:
Authorization of the use of the instruments by the authors
Authorization of Variable 2
- My Gmail Cesar Vallejo University...................................................................................................1

FACULTY OF HEALTH SCIENCES..........................................................................1
- Write
PROFESSIONAL SCHOOL OF PSYCHOLOGY...................................................1
J Received 89
Featured
Aggression and parenting styles in adolescents from 13 to 17 years in the San
B Postponed Luis district, 2020...................................................................................................1
> Sent INDEX OF CONTENTS.......................................................................................4
D Drafts
• Further
-.................................................................................................... = Z A 2 * N * p * q
..........................................................................................................................13
eet
• New meeting e A 2 *(N-1) + (Z A 2 * p * q)............................................................................13

3 My meetings
6 UCV........................................................................................................................6
"P awwuM..................................................................................................................6
language
• KIARA REGINA +
□ or ■ G0C D•........................................................................................................6
for mmatalinaresc »
Dear: Dr. María Luisa Matalinares Calvet
Please receive our greetings and at the same time allow us to explain the following: Our names are Marycarmen Yael Mendoza Lazo with DNI 46702052 and Kiara Regina Ruesta Rodríguez with DNI
47174586, students of the professional career of Psychology at the César Vallejo University ; We are currently carrying out the thesis on "Aggression and parenting styles in adolescents aged 13 to 17
in the district of San Luis, 2020" for which I request your authorization for the application of its adaptation to the Peruvian reality of the Buss Aggression Questionnaire. and Perry. This study is for
academic purposes without any financial benefit. We will be waiting for your prompt response and from now on we are grateful to you.
Kind regards .
Exhibit
6:
M ARIA LUISA MATALINARES CALVET <mmatalinaresc@unmsm.edu.pe- Fri, Nov 27, 2020 1 6:05 A 4 •
for me ▼
Good afternoon Kiara, you can use the Scale. Make the appropriate appointments.
Blessings
No recent chats
Authorization of Variable 2
Consent and Informed Assent
INFORMED CONSENT FOR PARENTS

Mr:
With all due respect, we introduce ourselves to you, our names are MarycarmenYael
Mendoza Lazo and Kiara Regina Ruesta Rodríguez , students of the psychology
degree at the Cesar Vallejo University -Lima Norte. We are currently conducting a
research on “Aggression and parenting styles in adolescents aged 13 to 17 in the
district of San Luis, 2020” and for this we would like to have your authorization for your
youngest child. The process consists of the application of two tests: Family Parenting
Styles Scale (EECF-29) and AggressionQuestionnaire (AQ). If you accept
Gm Q Search email 6
ail UCV
□ or ■ G0C D• 7 of 36
Fwd: Authorization to Use the Parenting Family

□ Received 2!
Styles
Received x Scale (ECCF-29)
★ Featured
0 Postponed
KIARA REGINA RUESTA RODRIGUEZ Mon,Dec 7 202020:01 A
skiruestar@ucwvirtusl.edu.pe for errikha, me»
> Sent
1 Drafts 2
Further
me Dear: Graduate Erika Roxana Estrada Alomia

et Please receive our greetings and at the same time allow us to explain the following: Our names are Marycarmen Yael Mendoza Lazo with DNI 46702052 and Kiara Regina Ruesta
■ New meeting Rodríguez with DNI 47174586, students of the professional career of Psychology at the César Vallejo University; We are currently carrying out the thesis on "Aggression and
parenting styles in adolescents aged 13 to 17 in the district of San Luis, 2020" for which I request your authorization to apply the Family Parenting Styles Scale (ECCF- 29). . This
0 my meetings study is for academic purposes without any financial benefit. We will be waiting for your prompt response and from now on we are grateful to you.
Hangouts Kind regards.

Exhibit
7:
participation, you will be informed of all the research procedures.
Thank you for your cooperation.
Atte. MarycarmenYael Mendoza Lazo and Kiara Regina Ruesta Rodríguez
STUDENTS OF THE PSYCHOLOGY COURSE
If you have been informed and agree, please fill out the following part.
I accept the participation of my youngest son in the research on “Aggression and
parenting styles in adolescents aged 13 to 17 in the district of San Luis, 2020” by
the ladies MarycarmenYael Mendoza Lazo and Kiara Regina Ruesta Rodríguez ,
having accepted voluntary.
Day: ______/______/_______
Signature _______________
Informed Assent
INFORMED ASSENT FOR RESEARCH PARTICIPANTS
Dear student:
We are currently carrying out research on the topic: “Aggression and parenting
styles in adolescents aged 13 to 17 in the district of San Luis, 2020” which is
why we would like to have your valuable collaboration. The process consists of the
application of two questionnaires that must be completed with a duration of
approximately 20 minutes each. The data collected will be treated confidentially and
used only for the purposes of this study.
If you agree to participate in the research, you must sign this document as evidence
of having been informed about the research procedures.
Thank you for your kind investigation.
I agree to voluntarily participate in the research.
Place: ____________________________Date: _______/____/____

Annex 7: Pilot Result
Table 9
Analysis of Item-Test Validity of the Aggression Scale
Correlation Correlation Correlation

Item – test Predictors Item - test Predictors Item - test
Predictors
item 1 ,690** item 11 ,664** item 21 ,601**
item 2 ,521** item 12 ,625** item 22 ,749**

item 3 ,308* item 13 ,495** item 23 ,362**
item 4 ,394** item 14 ,660** item 24 -.206
item 5 ,409** item 15 -.017 item 25 ,749**
item 6 ,468** item 16 ,608** item 26 ,480**
item 7 ,565** item 17 ,610** item 27 ,304*
item 8 ,726** item 18 ,653** item 28 ,435**
item 9 ,576** item 19 ,805** item 29 ,565**
item 10 ,538** item 20 ,388**
Board
10
Internal consistency through Crombach's Alpha coefficient of the

Aggression Scale
Reliability statistics
Alpha of
Crombach
Sub scales No. of Predictors
9 .781
Physical Aggression
.716
Verbal Aggression
5
.761
Gonna
7
Hostility
.813
8
Total score 29 .895

Board
11
Analysis of Item-Test Validity of the Family Parenting Styles Scale
Predictor Correlation Correlation Correlation

is Item – test Predictors Item - test Predictors Item – test
item 1 item 11 .009 item 21 -.076
item 2 .021 item 12 -.051 item 22 -.247

item 3 -.202 item 13 -.203 item 23 ,311*
item 4 ,286* item 14 -.154 item 24 -.262
item 5 -.191 item 15 -.080 item 25 -.053
item 6 -.231 item 16 .032 item 26 ,289*
item 7 ,283* item 17 .083 item 27 -.063
item 8 ,286* item 18 -.106 item 28 .112
item 9 .078 item 19 .101 item 29 -.062
item 10 .064 item 20 -,349*
Board
12
Internal consistency through the coefficient

Crombach's Alpha of the Styles Scale
Family Parenting
Reliability statistics
Alpha of
Sub scales No. of Predictors Crombach
Authoritarian
7 .525
Democratic 9 .825
Permissive 7 .468
Negligent 6 .702

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CESAR VALLEJO UNIVERSITY

FACULTY OF HEALTH SCIENCES

PROFESSIONAL SCHOOL OF PSYCHOLOGY

Aggression and parenting styles in adolescents from 13 to

THESIS TO OBTAIN THE PROFESSIONAL TITLE OF:

Mendoza Lazo, Marycarmen Yael (ORCID: 0000-0001-7836-3037)

Ruesta Rodriguez, Kiara Regina (ORCID: 0000-0002-6923-4302)

Mg. Mendoza Chávez, Guisella Vanessa (ORCID: 0000-0001-5883-9712)

To our parents, in honor of their efforts

To our family and friends who were there as

First of all, we thank God for keeping us

To the people who participated in the

To our advisor for being our guide and

Cesar Vallejo University 1

The purpose of the study was to determine the relationship between

Keywords : aggression, parenting styles, adolescents

The purpose of the study was to determine the relationship between

Keywords : aggression, parenting styles, adolescents

In Peru, according to the National Institute of Statistics and Informatics (INEI,

Currently we observe that parenting styles can influence the appearance of

And for this, the specific objectives are :

Determine the relationship between the dimensions of aggressiveness (verbal,

We propose the following as a general hypothesis: there is a significant relationship

Within the specific hypotheses are detailed:

To better understand the study on aggressiveness and parenting styles in

Dávila (2019) used a mixed correlational descriptive research on parenting styles

Gonzales and Zúñiga (2019) carried out a substantive correlational investigation to

Next, we will start by defining the variables individually:

In Lorenz's ethological theory, he shows us through animal behavior the primary

The different parenting styles proposed by (Kuper, 2006) will be detailed:

Permissive style: it is characterized by parents who are extremely careful not to

Authoritarian style: uses a drastic, rigid and inflexible discipline, in which it is

111.1. Research type and design

The research model to be carried out is descriptive correlational. According to

According to Hernández and Mendoza (2018), it has a non-experimental cross-

111.2. Variables and Operationalization

Next, we will show the Operationalization of the variables, dimensions and

111.3. Population, sample, sampling, unit of analysis Population

- Adolescents from 13 to 17 years old.

- Belonging to 2nd, 3rd, 4th and 5th secondary school .

- Who reside in the district of San Luis.

- Adolescents under 13 years of age.

- Adolescents who do not reside in the San Luis District.

A sample is considered to be a part of the population in which the phenomenon

p = percentage of the population with the desired attribute.

q = percentage of the population without the desired attribute = 1 -p.

N = size of the universe (it is known since it is finite).

e = maximum accepted estimation error.

The non-probabilistic method is characterized by the non-random selection of a

111.4. Data collection techniques and instruments

Technical sheet of the Parenting Styles Variable Instrument

Name of the instrument: Family Parenting Styles Scale (EECF-29)

Authors : Erika Estrada, Miguel Misare (2017)

Scope of application: individually and collectively.

Place of Origin: Peru – Lima

Purpose : identify the adolescent's perception of the

Addressed to : adolescents from 12 to 18 years old.

Application time: 20-25 minutes.