The Role of Peer and Family Environments in the Formation of Verbal Aggressiveness in Elementary School Students

Tiaradiba Afriani Saniya; Devi Alya Nazhiifah; Defriana Lelin; Taufik Kurohman; Ubay Dillah

doi:10.33751/jeei.v1i1.5

Authors

Tiaradiba Afriani Saniya Universitas Pelita Bangsa, Bekasi, Indonesia
Devi Alya Nazhiifah Universitas Pelita Bangsa, Bekasi, Indonesia
Defriana Lelin Universitas Pelita Bangsa, Bekasi, Indonesia
Taufik Kurohman Universitas Pelita Bangsa, Bekasi, Indonesia
Ubay Dillah Universitas Pelita Bangsa, Bekasi, Indonesia

DOI:

https://doi.org/10.33751/jeei.v1i1.5

Keywords:

Verbal Aggression, Family Environment, Elementary Students, Peer Group, Systematic Literature Review

Abstract

Verbal aggressiveness in primary school students has developed into an indicator of serious social-emotional deficits, which are influenced by the child's social ecosystem. This study aims to synthesize the latest literature to analyze the mechanism of influence of peer and family environment on the formation of these behaviors. This study uses a Systematic Literature Review (SLR) design with the PRISMA protocol. Data was obtained from searching the Google Scholar, Garuda, and ERIC databases. A total of 20 selected empirical articles, published in the range of 2018–2025, were analyzed using thematic analysis techniques. Findings: The synthesis revealed three main determinant patterns: (1) The peer environment works through the mechanism of imitation and conformity pressure, in which verbal aggressiveness is used by students as a strategy to gain social status or group recognition; (2) The family environment plays a fundamental role in the formation of emotion regulation, where authoritarian parenting and dysfunctional parental communication are the main predictors of aggressive behavior; and (3) There is a moderation interaction, where a harmonious family functions as a protective factor that mitigates the negative impact of peer pressure. Implications: This study concluded that the treatment of verbal aggressiveness could not be done partially. It is recommended that there be a collaborative intervention that integrates parenting programs at home with the development of a positive school climate.

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