CHAPTER ONE
INTRODUCTION
1.1. Background of the Study
In today’s contemporary world, violence is one of the major global concerns across all segments of societies. People frequently read or hear about gang battles, shootings, bombings or actually become victims of such actions (Berkowitz, 2011). These events are only the most extreme examples of the aggression that takes place on day to day basis. Studies showed that adolescents are the most victims of violent crime, often involving guns, and that they experience rape, robbery and assaults at two to three times the rate of adults (Finkelhor & DziubaLeafheiman, 2016). Violent attitudes in humans are recognized to be linked to a number of physiological, psychological (emotional), domestic, and cultural reasons. The learning environments which a child is exposed to are as well considered to contribute to the increase of antisocial attitudes and feelings (Berkowitz, 2011). Although, investigators and professors presented the thought that attitudes toward real life violence play a mediating role in the translation of aggressive feelings into aggressive behavior (Velicer, Huckel, & Hanson, 2013). Therefore, attitudes may have a significant influence on behavior, especially on violent actions (Kraus, 2010)
Movie is a story recorded as a set of moving pictures to be shown on the television or at the cinema. It is as well a roll on shut of flexible plastic that is sensitive to light for the use of in photography (Hagener, 2014). Movie also known as film or motion pictures is series of still moving image. It is produced by recording photographic images with cameras or by creating images using animation techniques or visual effects. It is perceived to be crucial for a source of popular entertainment, a power method for educating or indoctrinating people especially children (ibid).
Movies play a crucial role in adolescent’s lives, and open up windows on a better world, at least on a world that questions the status quo. Films provide adolescents an opportunity to experience various parts of the world they may never be able to experience in their own lives (Berkowitz, 2011). An adolescent living in a small town may have little or no interactions with different ethnicities, but through films, they are able to view a different part of the world. Besides, by viewing foreign situations in a film, adolescents are able to apply these situations to their own lives using their evolving formal operational thought (Fraser & Staub, 2017).
Despite these values, it is depressing to hear the conversation of today's typical adolescents. Yet the offensive behavior encouraged by the film isn’t confined to speech. For the sake of supposed humor, the media or TV frequently shows children acting naughty (Jose, 2010). Staged or cartoon-mediated disobedience, bullying, yelling, whining, rowdiness, hyperactivity, all set an example for children in the viewing audience (Fraser & Staub, 2017). It could then be postulated that the more an adolescent watches such films, the more likely he/she will bully his/her peers, attend to the norms and values of the land with jeopardy and unconcerned mind (Rosen, 2016). Worst of all are the many scenes showing adolescents out of control, in a tantrum. Unfortunately, a tantrum is contagious.
Adolescents learn civility; indeed, they learn kindness, consideration, and all the other virtues essential to good social relationships through interaction with loving adults and through adult supervised films (Cook, 2007). TV-viewing, by focusing an adolescent’s attention upon an impersonal screen, drastically reduces his interaction with other real people. One of the indictments that past study has brought against TV-viewing is that it produces adolescents who are handicapped by poor social skills (Austin, 2012). From the beginning, movies have labored mightily to convince viewers that they need to make themselves more attractive and align with dominant cultures as presented by the media. It has offered up a ceaseless stream of advertisement for hair care products, shaving blades and creams, body soaps, deodorants, and a host of other products designed to enhance the feel, the smell, or the look of the human body (Vernberg, Jacobs, & Hershberger, 2013). All these are sharp attack on the cultural values of the Nigerian society and this is consequently manifested by the general way of life of the Nigerian adolescents (Egbochuku, & Ekanem, 2014). In the last one decade and a half, the feelings and attitudes of the youth in general to conform to western cultures is on the increase on every day basis.
It is quite depression to note that since inception of violent films, there has been increased incident of violent behaviours in youths. For example, an adolescent after watching violent film is seen as imitating the models by using his fellow play mate for demonstration (Potts, Doppler, & Hernandez, 2015). This has led to a person injuring another in the process of imitating his ideal hero (Kandakai, Price, & Telljohann, 2014). A small number of movies found to be capable of injecting violence acts into adolescents are; heartless killer, beast from the east, dangerous game, etc. These movies all displayed horrible series, rape and illicit taking hard drugs. An adolescent learn from what they see, even if it is on big screen. A child spend a substantial amount of time in watching the television, he or she catch a glimpse of violent act which goes contrary to the ethics of the society (Huesman, & Guerra, 2013).
In Nigeria, there are audience member of home video films who are influenced in one way or another by the subjects treated in Nigerian films which involves subjects that are detrimental to the well being Nigerian society. They portray cases of virtual killings, armed robbery, prostitution, rapes, disease, and other immoral behaviours and it is shown in such a way that viewers are confused about whether they are right norms or not that is why Frank Aig Imoukhuede in Opubor (2010) confirms that, many Nigerians have complained of the poisonous content of films shown on the screen in Nigeria. A great number of people have criticized the nation’s television for featuring materials which contradicts erode the quality of life and undermine the peoples’ value and norms, saying that what is needed as films for self projection which present the facts and figures of life in Nigeria.
Based on the above background, this study will examine the influence of violent films viewership on adolescent social behaviour among undergraduates of Babcock University, Ogun State.
1.2. Statement of Problem
The mass media have great impact on people’s behaviour, shaping behaviours which include violent behaviours. Several studies have established that exposure to violence in television, movies, video games and the social media affect the masses most especially children and the youths. A number of studies showed that exposure to movie violence can enhance aggressive or violent behaviour among the youths and that such aggressiveness might be seen in the lives of the youths (Paik, & Comstock, 2010; Rule, & Ferguson, 2013). Video films are the mirror through which the society is viewed as it is the most popular medium of entertainment in Nigeria which is suitable to a large audience. With the production of lot of interesting Nigerian films in both vernacular and English language, there is a great constancy with which the audience always sticks to the front of the screen. The visuals concentrated on television, movies, and videos but today violence can be seen on the internet, people can watch YouTube; use their smart phones and even the social media to view violence (Potts, Doppler, & Hernandez, 2015). The effects of violence on the youths can be seen psychologically and emotionally in their behaviour.
Although much of the research has focused on exposure to media violence as a factor contributing to antisocial behavior (Groebel, 1998), some effects of media violence have been examined more extensively than others. Woodfield (2012), in her review of the literature, asserted that the major concern has been the causal relationship between TV violence and aggressive attitudes, and there were fewer studies that focused on the cognitive and affective outcomes of exposure to media violence.
Despite the fact that there is little research evidence to confirm attitudinal changes as a result of exposure to violent films, it is a pervasive theme throughout the empirical literature that heavy exposure to violent messages conveyed in the movies or films influences and shapes individual behaviour toward violence in the real world. For instance, it is often encountered that heavy viewers of TV/video violence tend to accept violence as a solution to conflicts and perceive it as an effective means of settling disputes (Potter, 2005), that viewers might believe that it is fairly common for people to fight, and that aggression is proper and acceptable in many different real-life situations (Berkowitz, 2011). Thus, more research is needed to test the empirical evidence.
Since the majority of research presented above was experimental, and it is clear that the results could be different in the natural environment. In addition, most of the studies were carried out in developed countries, and as a result, there exists a gap.
Therefore, the central problem to be investigated in this study is to what extent have violent films influenced the adolescent social behaviour among undergraduates of Babcock University, Ogun State?
1.3. Research Objectives
The primary objective of this study is to investigate the influence of violent films viewership on adolescent social behaviour among undergraduates of Babcock University, Ogun State. However, the specific objectives are to:
- assess the influence of violent films on the emotions of adolescent
- examine the effect of violent films on adolescent morals in the society
- find out the impact of violent films on the belief of adolescent
1.4. Research Questions
Based on the above research objectives, the following research questions would be addressed:
- How likely are violent films to impact the emotions of adolescent?
- To what extent is the influence of violent films on adolescent morals in the society?
- What is the impact of violent films on the belief of adolescent?
1.5. Research Hypotheses
From the foregoing, the following research hypotheses will be formulated in their null form.
Ho1: Violent films has no significant impact on the emotions of adolescent
Ho2: Violent films has no significant influence on adolescent morals in the society
Ho3: Violent films has no significant impact on the belief of adolescent
Ho4: Violent films has no significant effect on adolescent ethics in the society
1.6. Significance of the Study
Home films present youths a great deal of what they want to see and hear, their appeal to curiosity and their convincing realism is very powerful. The findings of this study will help instruct parents or guidance to be mindful of the type of films their children watch at home. Similarly, the results will be very useful in identifying the extent to which films flooding the market despoil the fabrics of Nigerian culture.
Furthermore, it is believed that the findings will as well keep government alert to the need to censor the different types of films that are produced in the country. In addition, the findings will help instruct producers to be conscious of the negative influences on younger generations and offer solution to better ways of presentation of the cultural content of Nigerian film.
Lastly, the findings of this study will be a reference material to students and other researchers who would intend to carry out studies, related to the present study.
1.7. Scope of the Study
This study is limited to adolescents of Babcock University undergraduates but since the characteristics of adolescents are generally similar in many ways, the findings of the study therefore would be generalized to include all youths. The reason for the choice of undergraduates is that they are more open to watching movies on several platforms on the internet, and this will enable the researcher gather first-hand information, with accuracy, on the subject matter.
1.8. Definition of Operational Terms
Influence: This is the character a person portrays as a result of what he or she watches from violent films.
Violence: It is the action of adolescent as a reason of exposure to violent films, which causes damage to their life.
Films: It is played and viewed by people with the aid of a television set which is connected to video machines such films include documentary films, horror films etc.
Adolescent: They are the audience member used or the study who receive the message transmitted.
Social behaviour: It is the behaviour directed towards adolescents of Babcock University undergraduates, Ogun State.
Attitude: The reactions, habit and practice of the adolescent to violent films
1.9. Literature Review
The necessity of the review of relevant literature is to determine the extent of works done on the area of study, as well as what the present study can benefit and the loopholes. Research work is not complete without having an insight and understanding of related knowledge or information in literature relevant to the study. An understanding of extant related works will give the researcher a better insight into the problem area, as the researcher will not only be equipped with information on what has been done but as well on what is yet to examined. It is on the above statement that one can consider the content and nature of related publications on the influence of violent films viewership on adolescent social behaviour among undergraduates of Babcock University, Ogun State.
Talabi (2006) carried out a study on the viewing behaviour of families in Kwara State Nigeria. A total of 600 households heads, dispersed over the 12 local government areas were surveyed. Questionnaire with items designed to measure the social and spatial television view behaviour of each household were used. The result showed that opinions of respondents tends towards a consensus that television viewing affects the educational planning, moral reformation, policy making and the dissemination, adoption and diffusion of innovations in society
Similarly, Okoye (2010) carried out a study on the video in the lives of Nigerian children with its main focus in Lagos State. He concluded that an analysis of some of the favourite video films in vogue shows that they are foreign, mostly American. Popular two-hour films with little to offer for the proper development of the Nigerian child. Heavy viewership of video may create a Nigerian child who may be more individualistic and more ignorant about Nigeria than his father, and who may have low moral standards and acquire elevated taste which his resources cannot support. In other words, a more frustrated and alienated citizen.
In addition, Mastronardi (2013) claimed that adolescents who are heavy consumers of mass media are more likely to report that they engage in risky behaviour. A study conducted by Klein, Brown, Childers, Oliveri, Porter and Dykers (2015) found that children who have engaged in risky behaviour such as sexual intercourse, consuming alcohol, drug use and smoking, watch more music videos, movies, cartoons, and soap operas on television than adolescents who report fewer risk behaviour.
The American Academy of Paediatrics (APP) (2001) claimed that, the context in which violence is portrayed determines the difference between “learning about violence and learning to be violent. Unfortunately, most violent movies are used for pleasure without portraying any consequences to human behaviour. Studies shows that the more realistically violence is depicted the more believable and appealing it will seem and the greater the likelihood that it will be tolerated and learned. Comic violence is considered particularly dangerous as it associates positive feelings with hurting others (Liebert & Sprafkin, 2016).
Palomba et al. (2000) investigated the physiological reactions in people to negative film viewing; in particular, a video that involved ‘threat’ and one that involved ‘surgery.’ During these videos electrophysiological data recordings were taken in the form of: Electrocardiographic (ECG) recordings in order to watch the rate and accuracy of the heartbeats along with how electrical activity spreads across the muscles of the heart; T-Wave Amplitude (TWA); Respiratory Sinus Arrhythmia (RSA); Skin Conductance Levels (SCL); and vertical electrooculograms (EOG). The ‘threat’ film produced consistent sympathetic responses of cardiac acceleration, decreased TWA and increased SCL. During the ‘surgery’ film however, TWA increased, SCL raised even higher than in the ‘threat’ film, and heart rate increased very quickly.
A similar study looked at physiological reactions (SCL and HR variability) based on fear inducing clips, in children (Gilissen et al., 2007). Their results showed that during the fear stimuli, the children’s SCL increased, while they experienced a drop in heart rate variability. In addition, there were correlations between the level of reactivity and the child’s relationship with at least one of their parents. The closer bond the child experienced at home, the more attenuated the fear reaction (Gilissen et al., 2007).
On the contrary to the above, Jones (2012) even goes as far as defending it, claiming that violent entertainment is good for children. He believes that by “demonizing” it, it can be detrimental to children’s emotional well-being. He fervently argues that, violent videos, music and comics provide a safe fantasy world within which children learn to push back against a modern culture that cultivates fear and teaches dependency. Furthermore, Singer and Singer (2011) believe that media violence is a healthy outlet for releasing hostility in the safety of virtual reality.
Furthermore, Jones (2012) discredits studies linking violent movies or games with violence in society and argues that children are able to appreciate the difference between pretend and reality. He stated that, caregivers need to learn to distinguish between what violent games mean to children and what they mean to adults, and to stop imposing their understanding of them on children. He believes that although adults may be horrified by the literal meaning of a video game, children are far more interested in its emotional meaning; and by identifying with a rebellious, even destructive hero/fantasy figure help children feel more in control of these forces. However, Jones (2012) feels that to lessen the impact, adults should "model nonaggression, empathy, respect, a clear distinction between fantasy and reality, and the integration of aggression and other scary feelings”.
Following the above review, it can be seen that exposure to violent movies poses a large risk on the health and well-being of children and youth. Despite the negative effects of violent movies in portraying aggressive behaviour among children and youths, little study has been carried out in this area, and majority of studies are carried out in developed countries, and as a result, there exist a gap, which this study will shed more light by examining the influence of violent films viewership on adolescent social behaviour among undergraduates of Babcock University, Ogun State.
