Strains and Maladaptive Behaviors among High School Students in Qatar: An Empirical Test of the General Strain Theory

Diab M.  Al-Badayneh; Mohamed M.  Shahin; Anis  Ben Brik

doi:10.35516/hum.v51i4.4474

Authors

Diab M. Al-Badayneh Department of Security Studies, Graduate College, Police Academy. Doha, Qatar https://orcid.org/0000-0001-7416-6722
Mohamed M. Shahin High Institute of Social Work, Amal Hospital Street, Benha, Egypt https://orcid.org/0009-0005-2074-4300
Anis Ben Brik College of Public Policy, Hamad Bin Khalifa University, Qatar https://orcid.org/0000-0002-5409-4693

DOI:

https://doi.org/10.35516/hum.v51i4.4474

Keywords:

General strain theory, strains, maladaptive behaviors, Qatar

Abstract

Objectives: This study aims to test the core assumption of Agnew’s general strain theory(GST) in maladaptive behavior (substance use, suicidality, and school truancy). Testing the effects of strain variables (negative life events) on negative emotions that lead to maladaptive behaviors or criminal coping. The present study tests the validity and applicability of a widely known criminological (GST) theory in a non-Western culture. Moreover, one significant contribution of this study is its applicability and generalizability in an Arabian heterogeneous society and culture.

Methods: A survey was used, and a questionnaire was developed to measure the GST major assumptions and maladaptive behavior (substance use, suicidality, and school truancy). The survey was distributed among students by trained teams in public schools. A sample of 4096 high school students was randomly selected from seven public schools in Qatar.

Results:. Findings showed that some negative life events variables had the highest significant unique contribution (when holding other variables constant) on the maladaptive behaviors more than other variables. These variables are: Depression had the highest significant unique contribution to suicidality, followed by violent victimization and negative feelings. Assaults had the highest significant unique contribution to substance use, followed by delinquency and sexual harassment. Assaults had the most significant unique contribution to school truancy, followed by delinquency.

Conclusions: Findings suggest limiting maladaptive behaviors and crimes by equipping students with crime-preventive traits, increasing social support, enhancing social control, and reducing exposure to crime-prone situations. Schools should educate students on managing negative emotions and stress, implement low-abiding coping methods, and conduct awareness campaigns on illegal coping methods to prevent criminal behavior.

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