RT Article
T1 Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany: a multilevel analysis
JF Aggressive behavior
VO 45
IS 3
SP 337
OP 347
A1 Beckmann, Laura 1991-
A1 Bergmann, Marie Christine
A1 Schneegans, Tim
A1 Baier, Dirk 1976-
A2 Bergmann, Marie Christine
A2 Schneegans, Tim
A2 Baier, Dirk 1976-
LA English
YR 2019
UL https://krimdok.uni-tuebingen.de/Record/1839415169
AB Relying on an importation and deprivation framework, the study assessed a variety of risk factors associated with self-reported teacher-targeted aggression among ninth grade students (n = 5,673). Using a cross-sectional school survey conducted in one German federal state, two forms of teacher-targeted aggression were assessed: verbal (insulting, threatening, and mocking) and physical (beating and pushing) aggression. Every ninth student reported verbal aggression, while 0.5% of students reported physical aggression against teachers. Multilevel probability models showed that individual importation factors (low self-control, male gender, and exposure to severe parental violence), together with individual deprivation factors (repeated victimization by teachers and low school achievement) play a role in explaining teacher-targeted aggression. The school-level deprivation factor of negative teacher–student relationships was also relevant, whereas low teacher control and attending lower-level schools were unrelated to the perpetration of teacher-targeted aggression. The present study stresses the need to acknowledge the multilevel etiology of teacher-targeted aggression.
NO Literaturverzeichnis: Seite 345-347
K1 Lehrer
K1 Schule
K1 Schüler
K1 Aggression
K1 Aggressivität
K1 Gewalttätigkeit
K1 Deprivation
K1 Importation
K1 Multilevel Analysis
K1 School violence
K1 teacher‐targeted aggression
DO 10.1002/ab.21823