Citation

Beckmann L, Bergmann MC, Schneegans T, Baier D. Aggressive Behav. 2019; 45(3): 337-347.

Affiliation

Institute of Delinquency and Crime Prevention, ZHAW Zurich University of Applied Sciences, Zurich, Switzerland.

Copyright

(Copyright © 2019, International Society for Research on Aggression, Publisher John Wiley and Sons)

DOI

10.1002/ab.21823

PMID

30699234

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.

© 2019 Wiley Periodicals, Inc.

Language: en

Keywords

deprivation; importation; multilevel analysis; school violence; teacher-targeted aggression