AN EVALUATION OF THE INFLUENCE OF EXPOSURE OF TEENAGE TO VIOLENT MOVIES IN EDO STATE

CHAPTER ONE

INTRODUCTION

1.1          Background of the study

          The mainstream media are extraordinarily effective socializers. As a process in which people or groups that are linked to each other communicate through the media to exchange knowledge, experience, and culture. Radio, television, newspapers, the internet, cinema, and other forms of mass media are used to communicate information in a diverse and simultaneous manner. Young people, particularly teens, like media such as television programs, films, and video games. Merriam-Dictionary Webster's (2019) Teenagers are biologically defined as those who are between the ages of infancy and maturity and are between the ages of 13 and 19, since their number ends with teen. As a result, these stages are quickly impacted by what they encounter in the media and are easily led by excitement. Clearly, every sight an adolescent sees begs replication, whether pleasant or terrible, and they tend to actively respond to the ideology instilled by the movie characters. As a result of their constant exposure to these films, teens may develop numerous aggressive and violent habits, which they frequently express in their neighborhood, at school, and in other social contexts. When children see violent films, they are more likely to engage in criminal activities such as bullying, kicking, rapping, and other delinquent behaviors (Dill & Oslow, 2017). The evils of polygamy, extramarital affairs, elopement, various forms of rituals, cultism, betrayal, marriage, witchcraft, incest, clash of western and traditional cultures, landlords and tenants, widowhood, teenage pregnancy, drug trafficking, campus life, tribal conflicts, religious conflicts, and other topics are all covered in violent films (Akpabio, U. 2003).

          According to studies, observing violent activity causes a twelve percent rise in hostile behavior. According to Aimee Tompkins (2003), "every four-hour-a-day watcher puts in less effort at school, has weaker reading abilities, plays less with friends, has fewer interests and pastimes, and is more likely to be overweight." The American Psychology Associations' three key effects of watching violent media are highlighted by Coser, Lewis A., and Weinberg (2017). (films, television, etc.) "Adolescents grow less sensitive to others' pain and suffering, they may become more scared of the world around them, and they may be more prone to act aggressively or hurtfully against others." The media produces a subversive reality in the absence of parental affection and participation, which may only enhance kids' aggression and their danger of adopting repressive views. Violent media material may also suffocate a person's desire for creativity and imagination, as well as their ability to think of constructive problem-solving situations and peaceful ends.

          On the other hand, video game opponents argue that watching violent films is less harmful since teens are not physically involved in the violence. Those who create violent films continue to assert that aggressive youths are drawn to them. These individuals argue that the kids must have been exposed to more than just the programming in order to display actions similar to those portrayed in movies (Cesareone, 1994).

1.2          Statement of the problem

The Nigerian film industry has been chastised for emphasizing negative themes. The National Film and Video Censors Board (the industry's governing authority) advocated for depictions of violence, crimes, sex, pornography, vulgarity, obscenity, and other sensitive issues to be above board in its guidelines for motion picture makers (NFVCB, 2000).

        Violent movies have become an issue for youngsters since what they witness in these films is emulated by them. Their attitudes and actions appear to be more hostile and arrogant as a result of this. This is because the inability to choose what one exposes one's mind to might put one's capacity to separate truth from illusion and imagination in jeopardy. Teenagers' academic competence is also declining, which is typically attributed to the amount of time they spend watching television, while their conduct does not appear to fit to social moral standards.       

        Furthermore, Staub, E. Varese, and others (2019) believe that fictitious violence might help an adolescent restore power and self-esteem to some extent. The beneficial impacts arise when the media informs the public about violence in society and depicts the consequences of violent acts, hence assisting in the prevention of crime.           According to Rowell Huesmann (2017), media violence increases the chance of viewers responding violently, but this is simply one of several possible detrimental effects. Teenagers who are not properly cared for and supported by their parents may grow up to be oppressive, authoritarian adults who pass on their hostility and negativism to the next generation. Teenagers are able to relieve some of their real-life worries while learning about the mechanisms of violence and justice by reproducing imaginary violent patterns in their imaginations. Television violence and the video game business, on the other hand, do not help them develop their emotional and moral intelligence or their self-esteem. While this is debatable, the study seeks to present  an evaluation of the influence of exposure of teenage to violent movies in Edo State.

1.3          Objective of the study

The broad objective of this study is to present an  present  an evaluation of the influence of exposure of teenage to violent movies in Edo State. Specifically the study seeks:

1. To find out what motivate teenagers to watch violent films.

2. To find out how violent films can affects the behaviors of teenagers.

3. To find out the amount of time spent by teenagers on watching  violent movies.

4. To examine the influence of violent movies on teenagers.

1.4          Research Question

1. What motivate teenagers to watch violent movies?

2. How do teenagers behave after watching violent movie?

3. How often do teenagers sit to watch violent films?

4. What is the influence of violent movies on teenagers?

1.5     Significance of the study

The importance of this research may also be justified on the grounds that it will help to better understand the negative impacts of films or the malicious character of certain home videos on our current culture, which will encourage filmmakers to enhance the quality and substance of their films. Also, Nigerian filmmakers can profit from the information provided here as a yardstick to measure their shortcomings and compare them to their strengths, which may be used as a guide to rectifying their flaws for the betterment of their goods and society as a whole. Empirically, findings from the study will add to the body of existing  literature and serve as a reference material to both student and scholars who wishes to conduct further studies in related field.

1.6     Scope of the study

          The scope of this study is to present an  present  an evaluation of the influence of exposure of teenage to violent movies in Edo State.The will find out what motivate teenagers to watch violent films. The study will find out how violent films can affects the behaviors of teenagers. The study will find out the amount of time spent by teenagers on watching  violent movies and examine the influence of violent movies on teenagers. The study is however delimited to Oredo Local Government in Edo State.

1.7 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited  as few respondent were selected to answer the research instrument hence cannot be generalize to other corporate organizations. However, despite the constraint  encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

1.8       Definition of 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 Osisatech Boys Secondary School Enugu.
Attitude: The reactions, habit and practice of the adolescent to violent films

REFERENCE

 Akpabio, U. (2003)Effects of Watching Violence Movies on the Attitudes Concerning Aggression among Middle Schoolboys in  Ikot Ekpene, Akwaibom State. Unpublished Thesis , 59(7- B), 3769.

Coser, Lewis A,Weinberg (2018) "Some social functions of violence." Annals of the American Academy of Political violence and Social Science 364(March):8-18. 1967 Continuities in the Study of Social Conflict. New York: The Free Press.

Dill, & Oslow, (2017). Violent video game and trait aggression effects on aggressive behavior, thoughts and feelings, and world-view. Dissertation Abstracts International, 59(7- B), 3769.

Rowell Huesmann. 2017. The Impact of Electronic Media Violence: Scientific Theory and Research. Retrieved on Saturday, May 30, 2015 http://www.sciencedirect.com/science/article/pii/S1054139X07003916

 Staub, E, Varese, (2019). Cultural-societal roots on violence: the examples of genocidal violence and of violence contemporary youth in the United States. American Psychologist, 5i, 117-132

 Strasburger, V.C, & Donnerstein, E. (2018). Children, adolescents, and VIOLENDE media: issues and solutions. Pediatrics. 103(1). 129-140.

Thomas P. Crowell Co. 2017 The Violent Society. New Haven: College and University Press.

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