Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany: a multilevel analysis

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-target...

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Bibliographische Detailangaben
VerfasserInnen: Beckmann, Laura 1991- (VerfasserIn) ; Bergmann, Marie Christine (VerfasserIn) ; Schneegans, Tim (VerfasserIn) ; Baier, Dirk 1976- (VerfasserIn)
Medienart: Elektronisch Aufsatz
Sprache:Englisch
Veröffentlicht: 2019
In: Aggressive behavior
Jahr: 2019, Band: 45, Heft: 3, Seiten: 337-347
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Schlagwörter:
Lehrer
Schule
Schüler
Aggression
Aggressivität
Gewalttätigkeit
Deprivation
Importation
Multilevel Analysis
School violence
teacher‐targeted aggression
Beschreibung
Zusammenfassung: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.
Beschreibung:Literaturverzeichnis: Seite 345-347
ISSN:1098-2337
DOI:10.1002/ab.21823