RELATIONSHIP BETWEEN FRUSTRATION AND AGGRESSIVE BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN MINNA METROPOLIS: IMPLICATIONS FOR COUNSELLING

This study investigates the relationship between frustration and aggressive behaviour among secondary school students in Minna Metropolis, Niger State, Nigeria, with a view to deriving counselling implications. The study is guided by the frustration–aggression hypothesis originally propounded by Dollard and colleagues and later reformulated by Berkowitz. A descriptive survey research design is adopted. The population comprises all senior secondary school students in public secondary schools within Minna Metropolis. A multi-stage sampling procedure is used to select 400 respondents from four secondary schools. Two validated instruments—the Frustration Scale and the Aggressive Behaviour Questionnaire—are used for data collection. Data are analysed using descriptive statistics (frequency counts, percentages, means, and standard deviations) and inferential statistics (Pearson Product Moment Correlation and t-test) at a 0.05 level of significance. Findings reveal a significant positive relationship between frustration and aggressive behaviour among Secondary school students in Minna Metropolis. Furthermore, significant differences are found in aggressive behaviour based on gender and age. The study concludes that frustration is a major predictor of aggressive behaviour among secondary school students in the study area. Based on the findings, it is recommended, among others, that school counsellors should design and implement frustration-management and anger-regulation programmes to mitigate aggressive tendencies among students.