A Sociological Explanation of the Relationship Between Watching Films and Aggression among Adolescents
محورهای موضوعی : مجله بین المللی علوم اجتماعی
1 - Assistant Professor of Sociology, West Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Adolescents, Films, Aggression, Social Learning Theory, Cultivation Theory,
چکیده مقاله :
This study undertakes a comprehensive sociological examination of the intricate relationship between adolescents' exposure to cinematic films and subsequent aggressive behaviors. While media effects research has long explored this nexus, this paper seeks to integrate sociological perspectives—such as social learning theory, cultivation theory, and critical media theories—to offer a nuanced understanding beyond simple stimulus-response models. The pervasive nature of violent imagery in contemporary cinema necessitates a deeper look into how these mediated representations intersect with adolescents' developmental stages, social contexts, and cultural environments. Specifically, this research hypothesizes that the frequency and context of viewing violent cinema, mediated by pre-existing social factors grounded in a socio-cognitive framework. Key findings are anticipated to underscore the role of identification with aggressive protagonists and the normalization of conflict resolution through violence as significant sociological mechanisms. Furthermore, the study addresses the cultural specificity of these effects, contrasting findings from Iranian (Persian) contexts with broader international literature. The implications suggest a need for enhanced media literacy programs integrated within familial and educational social structures, focusing not just on content restriction but on critical engagement with narrative framing and ideological messages embedded within cinematic discourse. Ultimately, this paper contributes to sociological media effects literature by mapping the pathways through which symbolic violence in film translates into tangible adolescent social behavior, emphasizing the mediating role of the social self.
This study undertakes a comprehensive sociological examination of the intricate relationship between adolescents' exposure to cinematic films and subsequent aggressive behaviors. While media effects research has long explored this nexus, this paper seeks to integrate sociological perspectives—such as social learning theory, cultivation theory, and critical media theories—to offer a nuanced understanding beyond simple stimulus-response models. The pervasive nature of violent imagery in contemporary cinema necessitates a deeper look into how these mediated representations intersect with adolescents' developmental stages, social contexts, and cultural environments. Specifically, this research hypothesizes that the frequency and context of viewing violent cinema, mediated by pre-existing social factors grounded in a socio-cognitive framework. Key findings are anticipated to underscore the role of identification with aggressive protagonists and the normalization of conflict resolution through violence as significant sociological mechanisms. Furthermore, the study addresses the cultural specificity of these effects, contrasting findings from Iranian (Persian) contexts with broader international literature. The implications suggest a need for enhanced media literacy programs integrated within familial and educational social structures, focusing not just on content restriction but on critical engagement with narrative framing and ideological messages embedded within cinematic discourse. Ultimately, this paper contributes to sociological media effects literature by mapping the pathways through which symbolic violence in film translates into tangible adolescent social behavior, emphasizing the mediating role of the social self.
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