Influence of School-Level Variables on Aggression and Associated Attitudes of Middle School Students

Autor/inn/en	Henry, David B.; Farrell, Albert D.; Schoeny, Michael E.; Tolan, Patrick H.; Dymnicki, Allison B.
Titel	Influence of School-Level Variables on Aggression and Associated Attitudes of Middle School Students
Quelle	In: Journal of School Psychology, 49 (2011) 5, S.481-503 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2011.04.007
Schlagwörter	Middle School Students; Violence; Aggression; School Safety; Self Efficacy; Prevention; Correlation; Predictor Variables; Teacher Student Relationship; Peer Relationship; Gender Differences; Intervention; Student Attitudes; Measures (Individuals) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gewalt; Self-efficacy; Selbstwirksamkeit; Prävention; Vorbeugung; Korrelation; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Geschlechterkonflikt; Schülerverhalten; Messdaten
Abstract	This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher relationships and positive student-student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of school-level factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10