An Analysis of the Relationship between Victimization and Violent Behavior at School (original) (raw)
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School violence roles and sociometric status among Spanish students
2010
This study examines the relation between the social adjustment in the classroom and the role of aggressor or victim, in school violence situations. Participants were 1,635 students (aged 14-18 years old), from a representative sample, with different levels (compulsory secondary education, specific/initial training courses and vocational programs). Students filled out a questionnaire that included measures of types of violence (exclusion, verbal violence, physical violence), from the point of view of the three roles that are implicated (aggressors, victims and observants), and a sociometric questionnaire. The variables measured were: frequency of school violence (exclusion, psychological violence and physical violence) and the peer status (rejected, controversial, neglected, average or popular). The statistic analyses used were χ²and F-tests. From the results we can point out the importance of these variables in the school violence situations. The implications of these findings and the relevance for preventive programs are discussed.
Revista de Psicodidáctica (English ed.), 2019
The aim of the present study is to explore the relation among school victimisation and school violence, taking into account the motivations of revenge, avoidance, and benevolence. The sample includes 671 adolescents of both sexes, between 10 and 16 years old, attending primary and secondary school. The structural equation model, calculated with EQS software, show that victimisation is directly and indirectly related to school violence through revenge motivation. Victimisation is also related to avoidance and benevolence motivations, although these are not associated with school violence. Multigroup analysis indicates statistically significant differences between boys and girls in the relation between victimisation and benevolence. Finally, results and their implications are discussed in order to design interventions focused on aggressive victims.
Background From the social-ecological perspective, exposure to violence at the different developmental levels is fundamental to explain the dynamics of violence and victimization in educational centers. The following study aims at analyzing how these relationships are produced in the Peruvian context, where structural violence situations exist. Methods A multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD =0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers. In addition, it was also intended to determine whether these violent relationships predict depression through loneliness, and bullying through peer victimization. The existence of differences between early and late adolescence was also verified. Results Results confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school. Teacher violence is the most important predictor of depression through loneliness, and encourages peer victimization and the emergence of aggressive behavior. Exposure to violence exercised by support sourcesÐteachers and classmatesÐexplains more than 90% of the total variance explained in bullying behavior. Differences were found between early and late adolescence models.
School Violence Between Adolescents: Prevalence and Factors Associated to Victims and Aggressors
Reme Revista Mineira de Enfermagem, 2019
Objective: analyzing the prevalence of school violence among Brazilian adolescents, focusing on the factors associated with the behavior of victimization and aggression in school actors. Methods: cross-sectional study with 678 students from 10 to 19 years of age in public municipal schools of Campina Grande, Brazil. The following variables were analyzed: sex, age, school violence, physical, psychological, material, virtual, and symbolic violence; use of alcohol, melee weapons, and firearms at school. The Escala de Violência Escolar (EVE) was used. Data were organized using the statistical program SPSS, considering a significance level of 5% and a confidence interval of 95%. Results: school violence was reported by 86.3% of students. Female adolescents were victims of psychological violence (79.7%), while male adolescents were more victimized by physical violence (65.4%). An association was found between the variable "being an aggressor" and "use of alcohol" (p<0.001; RP=3.92 [2.01-7.65]), "carrying melee weapons at school" (p=0.03; RP=2. 17 [1.08-4.34]) and "carrying firearms" (RP=17.73; [2.32-135.02]). Conclusion: school violence is high and involves, predominantly male students, who show risk behavior both as victims and as aggressors.
Patterns of Aggressive Behaviour and Victimization in Adolescents
The Open Psychology Journal, 2015
The objective of the presented research was to find the family determinants for undertaking the aggressor or victim role. The obtained results enabled the description of environmental (family-related) and developmental factors that have a bearing on the formation of perpetrator or victim identity. For that purpose, two groups of variables were identified. The first group included child-independent variables shaping the socio-economic status of the family (parents’ education, material status, number of siblings), while the second group pertained to the patterns of attachment to each parent. The sample consisted of 120 adolescents aged 13 to 20. The research tools were Mini – DIA, the Inventory of Parent and Peer Attachment – IPPA, and Buss-Perry aggression questionnaire. The results revealed a number of determinants for persons involved in perpetration or victimization, such as the type of relationship with parents (secure or insecure pattern), personal experience of being in the vic...
A Cross-Cultural Study in Spain and Mexico on School Aggression in Adolescence
Cross-Cultural Research, 2016
The purpose of the present study was to examine the relationships between family and classroom environments and the development of particular individual characteristics, including level of empathy, attitude to institutional authority, and perceived social reputation, and the role these characteristics may in turn play in aggressive behavior. These factors and associations were analyzed by gender and in two different Latin contexts, Spain and Mexico, from a cross-cultural perspective. Participants in the study were 1,319 Spanish adolescents and 1,494 Mexican adolescents drawn from secondary schools. Structural equation models were calculated to test mediational effects among variables. Results obtained indicated, in general terms, that the level of empathy, the social reputation, and the attitude to authority partly mediated the relationship between the environment perceived by boys and girls at home and school, and their aggressive behavior, in both samples. Other similarities and d...
Journal of Educational Psychology, 2001
Aggressive Troublemaker (getting into physical fights, getting into trouble, being seen as a troublemaker, and being punished for getting into trouble) and Victim (being threatened with harm, not feeling safe) factors were related to 3 components of self-concept (General, Same Sex, and Opposite Sex) based on the large, nationally representative National Education Longitudinal Study of 1988 database. At 8th-, 10th-, and 12th-grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many students were both troublemakers and victims). The Victim factor was negatively correlated with self-concept and had negative effects on subsequent self-concept. Whereas the Troublemaker factor was also correlated somewhat negatively with self-concept, it had small positive effects on subsequent self-concept: Low self-concept may trigger troublemaking behavior in a possibly successful attempt to enhance subsequent self-concept. Although boys had higher Troublemaker and Victim scores than did girls, the effects of these constructs on subsequent self-concepts were similar for boys and girls. School aggression and acting out behaviors are a significant problem for schools around the world. School aggressive troublemaking (e.g., not following school rules, getting into physical fights, and being perceived as a troublemaker) may increase the likelihood of sanctions, risk of school failure (Wells & Rankin, 1983), and predispositions for criminal activity as adults (Babinski, Hartsought, & Lambert, 1999). Being a victim of school troublemakers and violence is associated with underachievement, psychological distress, depression, psychopathology, internalizing behaviors, and deteriorating physical health (Hawker & Boulton, 2000; Olweus, 1997). The causes of and solutions to school troublemaking and victimization have been under intense scrutiny over the past 20 years (Smith & Brain, 2000). Gender differences have been found. Boys are more likely than girls to be troublemakers as well as victims (Boulton & Smith, 1994; Rigby & Slee, 1993). Girls, however, tend to engage in more covert forms of indirect aggressive behaviors, such as rumors, social rejection, and exclusion (Crick, Bigbee, & Howes, 1996). Aggressive troublemaking behaviors are stable over time (Kumpulainen, Rasanen, & Henttonen, 1999; Salmivalli, Lappalainen, & Lagerspetz, 1998), although they are more frequent among younger than older students, and the same person can be both a perpetrator and a victim (Bosworth, Espelage,
Infancia y Aprendizaje, 2014
The distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims.
Multiple victimization of Spanish adolescents: A multilevel analysis
Multiple victimization in adolescence has been an issue that has received little research attention. Furthermore, adolescents are particularly vulnerable to victimization in different contexts. The aim of this study is to analyze correlates of multiple victimization in three contexts (home, school and street). The following forms of victimization were considered: stealing, hitting, insulting, threatening, blackmailing, and weapon intimidation. Multiple victimization correlates explored were: sex, age, public/private school, socioeconomic status, quality of family relationships, and antisocial behaviour. A probabilistic sample of 1908 adolescents (ages between 13 to 18 years old) was used. Multilevel analyses were conducted to separate correlates at the individual level from those operating at the contextual level. Results show that gender, quality of family relationships, and deviant behaviour were related to multiple victimization in adolescence.