%0 Journal Article
%T Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany: a multilevel analysis
%J Aggressive behavior
%D 2019
%A Beckmann, Laura
%A Bergmann, Marie Christine
%A Schneegans, Tim
%A Baier, Dirk
%V 45
%N 3
%P 337-347
%X 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.<br><br>© 2019 Wiley Periodicals, Inc.<p /> <p>Language: en</p>
%G en
%I John Wiley and Sons
%@ 0096-140X
%U http://dx.doi.org/10.1002/ab.21823