|Publication type:||Article in scientific journal|
|Type of review:||Peer review (publication)|
|Title:||Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany : a multilevel analysis|
Bergmann, Marie Christine
|Published in:||Aggressive Behavior|
|Publisher / Ed. Institution:||Wiley|
|Subjects:||Deprivation; Importation; Multilevel analysis; School violence; Teacher-targeted aggression|
|Subject (DDC):||370: Education|
|Abstract:||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.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Delinquency and Crime Prevention (IDK)|
|Appears in collections:||Publikationen Soziale Arbeit|
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