The role discriminate aggression, difficulty in emotion regulation and distress tolerance male students on vandalism behaviors

The present study aims to done investigate role discriminate aggression, difficulty in emotion regulation and distress tolerance male students on vandalism behaviors. The study was a causal-comparative research.

The statistical population consists of all the male students of high school Arak city in year academic 2021-2022. For that 30 male students with vandalism behaviors and 30 male students without vandalism behaviors were picked through subjective sampling and aggression questionnaire of Buss and Perry (1992), difficulties in emotion regulation scale of Gratz and Roemer (2004) and distress tolerance scale Simons and Gaher (2005) were administered to them. Data were analyzed by SPSS-24 software, using discriminant analysis method. The obtained data were analyzed by the discriminant analysis method.

The results of the discriminant analysis showed that variable aggression, difficulty in emotion regulation and distress tolerance male students can help to prediction vandalism behaviors. The function discriminant analysis assigned 88/3 percent of the male students with and without of vandalism behaviors.

The findings clarified the importance of aggression, difficulty in emotion regulation and distress tolerance in distinguishing male students with and without vandalism behaviors; hence these factors can be used in prevention of vandalism behaviors by management.