Psychological, behavioral, and relational characteristics of school violence: Comparative analysis of victims, bullies, non-participants of aggression.

초록

This study examines how life-experiences, group dynamics, and environmental factors affect psychological and behavioral patterns, including school violence. Both victimization and perpetration of school violence are examined. School violence is further divided into problems behaviors and violent behaviors. A total of 677 students participated in the study (248 junior high school students, 99 senior high school students, and 330 students who were under institutional supervision). The present researchers based on open-ended questionnaires and focus group interviews developed instruments for the experience of school violence. Reliability of the scales proved to be fairly stable, ranging from .79 to .94 (Cronbach alpha) for scales on school violence, self-efficacy, moral disengagement, delinquent behavior, and warmth and hostility of human relation. Results indicated that compared to high school students, adolescents under institutional supervision were more likely to be both the aggressor and victim of school violence. They were more likely to engage in delinquent behavior and had lower academic grades. They were more likely to come from a family of lower socio-economic status and perceived their parents to be hostile and less warm. They perceived their teachers to be hostile and experienced being alienated from their friends. Furthermore, they scored lower of self-efficacy for self-regulated learning and resilience, while they scored high on efficacy for coping school violence and on moral disengagement. Compared to girls, boys were more likely to be both the perpetrator and victim of school violence. Those students who had greater perpetration of school violence were more engaged in delinquent behavior, experienced more suspension from school, had higher scores on moral disengagement, and perceived their parents and teachers to be hostile. On the other hand, those students who had higher academic grades had higher self-efficacy scores and perceived their parents, tea