Perceptions Of School Violence Research Articles

학생들이 인식하는 학교폭력의 정의와 원인: 개념적 모호함과 학생 간 역학관계를 중심으로

This study conducted allocation sampling and inductive thematic analysis of interview data from 20 middle and high school students in Seoul to understand their perceptions of school violence that students experience in their daily lives. The main research results are as follows. First, students explained school violence similarly to what was defined in the law, but they responded that it was difficult to clearly distinguish between teasing and harassment in real life because students’ perception of psychological damage was subjective and relative. Second, students described school violence as a process in which the perpetrators sought superiority and expressed disgust with the victims within the group. However, it seemed that this dynamic could change when the number of other students around them increased. Based on the results of the interview, in this study, it was confirmed that students were consciously or unconsciously experiencing the phenomenon of school violence according to their status and power. This is because the criterion for distinguishing between teasing and harassment, which causes the conceptual ambiguity of school violence, depends on the gap of status and power between students, and the pursuit of superiority and expression of disgust could also be explained in the dynamics between students who want to acquire status and power. Based on the result, the study suggests considering status and power dynamics in school violence prevention education and response policies, strengthening citizenship education for coexistence in various educational fields, and efforts to change the power structure within schools by fostering a school atmosphere where students other than the perpetrators and victims have more agency.

Validation of the questionnaire to measure Chilean teachers' perception of school violence and coexistence management (VI+GEC).

In this article, we present the development and validation of a psychometric scale that measures the teacher's perception in the Chilean school system with respect to elements of school violence and coexistence management. The novelty lies in the incorporation of factors that address violence from teachers to students, from students to teachers and coexistence management. A total of 1072 teachers from the Northern, Central, Southern and Metropolitan macro-zones of Chile participated, with ages between 22 and 76 years (M=44.56; SD=10.52) and from 1 to 54 years of work (M=17.14; SD=10.38). 76.3% identify with the female gender and 23.7% with the male gender. Of the teachers, 78.4% worked mainly in the classroom and the rest performed managerial or administrative functions outside the classroom in the school. The school violence and coexistence management questionnaire for teachers (VI+GEC) was used. The validity of the scale was demonstrated by means of Confirmatory Factor Analysis, convergent validity analysis and discriminant validity. Reliability was demonstrated by means of McDonald's omega coefficient in all the factors of the scale. An analysis with Structural Equation Modeling (SEM) found a mean, and statistically significant influence of the perception of coexistence management on the perception of school violence. The findings are discussed in terms of previous research on school violence and coexistence management.

La responsabilidad como predictor del clima y la violencia escolar a través de la motivación autónoma en las clases de Educación Física: diferencias en función del sexo y la etapa educativa

The purpose of this study was to analyse the predictive power of responsibility on the index of psychological mediators, this on the autonomous motivation, and this on the school climate and the perception of school violence through the Self-Determination Theory. A second objective was to verify the possible differences that may exist according to gender and educational stage. To this end, data were collected by means of self-reported questionnaires in different Secondary and Primary Education centres in Physical Education classes, with a sample of 1007 students from Primary (n=294), Secondary (n=601) and Baccalaureate and training cycles (n=112), with a mean age of M=13.30 (SD=2.86). Of the participants, 53.6% were girls (n=540) and 46.4% boys (n=467). The data were analysed with IBM SPSS 25.0 and AMOS 23.0 software, using structural equation analysis. The results verified the predictive ability of accountability on the index of psychological mediators, autonomous motivation and on school climate and perception of school violence. The analysis of factorial invariance of the model confirmed its robustness to gender, but not to educational stage. According to educational stage, the analysis of variance showed significant differences between Primary School and Secondary School and Baccalaureate/Training, with younger students showing higher values for all variables except violence. It is concluded that responsibility has a relevant role in the educational environment, due to its predictive power on the school climate and school violence, as well as on the satisfaction of basic psychological needs and autonomous motivation, following the Self-Determination Theory. At the same time, students in higher educational stages presented lower values of responsibility, making it necessary to work on it in the classroom. It is recommended that future research should investigate, on the one hand, interventions where the central core is the promotion of responsibility, in addition to conducting longitudinal analyses with samples of students in different contexts, checking whether the model of this study is corroborated and allows creating a line of work for the improvement of school climate and the reduction of the perception of violence.

Responsibility as a predictor of climate and school violence through autonomous motivation in Physical Education classes: Differences based on sex and educational stage

The purpose of this study was to analyse the predictive power of responsibility on the index of psychological mediators, this on the autonomous motivation, and this on the school climate and the perception of school violence through the Self-Determination Theory. A second objective was to verify the possible differences that may exist according to gender and educational stage. To this end, data were collected by means of self-reported questionnaires in different Secondary and Primary Education centres in Physical Education classes, with a sample of 1007 students from Primary (n = 294), Secondary (n = 601) and Baccalaureate and training cycles (n = 112), with a mean age of M = 13.30 (SD = 2.86). Of the participants, 53.6% were girls (n = 540) and 46.4% boys (n = 467). The data were analysed with IBM SPSS 25.0 and AMOS 23.0 software, using structural equation analysis. The results verified the predictive ability of accountability on the index of psychological mediators, autonomous motivation and on school climate and perception of school violence. The analysis of factorial invariance of the model confirmed its robustness to gender, but not to educational stage. According to educational stage, the analysis of variance showed significant differences between Primary School and Secondary School and Baccalaureate/Training, with younger students showing higher values for all variables except violence. It is concluded that responsibility has a relevant role in the educational environment, due to its predictive power on the school climate and school violence, as well as on the satisfaction of basic psychological needs and autonomous motivation, following the Self-Determination Theory. At the same time, students in higher educational stages presented lower values of responsibility, making it necessary to work on it in the classroom. It is recommended that future research should investigate, on the one hand, interventions where the central core is the promotion of responsibility, in addition to conducting longitudinal analyses with samples of students in different contexts, checking whether the model of this study is corroborated and allows creating a line of work for the improvement of school climate and the reduction of the perception of violence.

유아교육에서 학교폭력 바라보기

The purpose of this study is to explore kindergarten teachers' understanding and perceptions of school violence in order to establish the use of ‘school violence’ in early childhood education and the direction of the perceptions about school violence that kindergarten teachers should have. Data were collected and analyzed through in-depth group interviews. As a result, first, there were 8 characteristics of school violence as perceived by kindergarten teachers. Second, considering the characteristics of children, there were difficulties in labeling violent problems that occur in relationships between children with ‘school violence’. Third, the violent problems that exist in relationships between children, which cannot be labeled as school violence, were thought to have a negative impact on all children. Fourth, it was found that violent problems between children are dealt with at the level of behavior guidance. This study suggests that school violence needs to be addressed in early childhood education, and that it is important to identify the level of kindergarten teachers’ perceptions and direction on school violence.

해외사례를 통한 국내 학교폭력 예방대책 탐색 : 노르웨이, 캐나다, 핀란드를 중심으로

The purpose of this study was to explore ways to prevent school violence through oversea cases. This study examined and compared school violence preventive programs in Norway, Canada, and Finland to provide good insight to use in Korea. Data analysis was performed by dividing into three parts: a)legal aspects, b)representative prevention programs, and c)application plans to Korea. The results are as follows. First, school violence is considered as a national problem, and school violence in overseas has been reduced due to active preventive activities. Second, overseas countries are using long-term prevention programs that have shown the effect of reducing school violence. Third, Korea should try to change its perception of school violence in the long run. Then, it becomes easier to use overseas school violence prevention programs.

교육대학원생들의 인식을 토대로 한 학교폭력 예방대책 탐색

The purpose of this study is to examine what measures to prevent school violence through the perception of school violence among graduate school students of education. For this study, an in-depth interview was conducted with 8 students who took the course titled Prevention and Understanding of School Violence in the 1st semester of 2022 among graduate students of ○○ University located in Gyeonggi-do. The results of this study are as follows.BR first. The study participants were aware that school violence was being referred to as a social problem and that many incidents were occurring at a serious level.BR second. The study participants had a change in their perception of chool violence through the course. The results were a more serious social problem than the previous perception, and it was clearly found that prevention and countermeasures were urgently needed.BR third. A realistic and direct preventive education will be more effective than an abstract and formal preventive education.BR As a preservice teacher, it is judged that the change of thinking and opinions on school violence will be helpful in preventing school violence.

Perception of School Violence: Indicators of Normalization in Mapuche and Non-Mapuche Students.

The current social and political scenario in Chile has opened up the debate on two centuries of usurpation and discrimination towards the Mapuche people. Educational centers are not oblivious to the social exclusion faced by indigenous children and young people, and this forms part of the phenomenon of school violence. This study explores the differences in perception between Mapuche and non-Mapuche students regarding school violence. The issue is the lack of knowledge regarding cultural variations in the perception of school violence in spaces of social and cultural diversity in the Mapuche context. This study describes the characteristics of school violence perceived by students in relation to differences based on ancestry and characterizes the variations in perception. A total of 1404 students participated from urban schools in the city of Temuco, Chile, aged 10 to 13 (M = 11.4; SD = 1.1) who completed the CENVI questionnaire. The confirmatory factor analysis (CFA) of the total sample and categories provides indexes that fit the proposed model. The omega coefficients provide internal reliability guarantees. This study tests configural, metric and scalar invariance for all the categories explored, and statistically significant differences are found between Mapuche and non-Mapuche students in the perception of physical and verbal violence, where the Mapuche student perceives more violence. Results are discussed based on existing research on education in spaces of social and cultural diversity in the Mapuche context, with research into elements that can help explain the findings.

Perception of TIC conflicts among secondary school students in a private school. School mediation as a response

For some time now, there has been an increase in research on conflict in school contexts, which in turn broadens the field of conflict prevention in schools, suggesting proactive strategies for action. Therefore, the aim of this paper is to analyse how compulsory secondary education (ESO) students perceive one of the most latent conflicts of today, the violence produced with information and communication technologies (ICT). The research methodology used is quantitative with a non-experimental design based on a validated Likert questionnaire on the perception of school violence. The analyses carried out involved descriptive and inferential statistics. The population consisted of 220 ESO students from a private school in Malaga (Spain). The results indicate the existence of a significant level of ICT violence among students in the classroom and, to a lesser extent, student violence towards teachers, in both cases from the students' perspective. It is concluded that ICT violence among students and towards teachers can be addressed with the implementation of school peer mediation, a tool that is proposed as an appropriate formula for positive conflict management.

An Analysis of Factors Influencing Middle School Students' Perception of School Violence

An Analysis of Factors Influencing Middle School Students' Perception of School Violence

Parents’ Perception of School Violence, Awareness of Risk Factors, and School Safety: An Ecological Perspective

Parents’ Perception of School Violence, Awareness of Risk Factors, and School Safety: An Ecological Perspective

The Effect of the School Violence Prevention Sociodrama on the Perceptions of School Violence in Middle School Students

The Effect of the School Violence Prevention Sociodrama on the Perceptions of School Violence in Middle School Students

Effects of a Class-Based School Violence Prevention Program for Elementary School Students.

Objectives:This study was conducted to investigate the effectiveness of a class-based school violence prevention program for elementary school student.Methods:29 students were assigned to the school violence prevention program of 8 sessions, 28 students have been assigned to the control group. We assessed participants at baseline and post-intervention, through their self-report questionnaires such as Children’s Depression Inventory (CDI), Strengths and Difficulties Questionnaire and school violence experience, awareness about school violence, and coping ability to school violence. We compared the baseline and post-intervention result of each group and compared the posttest scores between the intervention group and the control group.Results:Comparing the intervention group and the control group, the post-intervention CDI total score and the awareness about school violence showed significant improvement in the intervention group. When compared according to gender, male students’ perception of school violence was improved, and female students showed significant differences in CDI scores.Conclusion:The CDI total scores and the perception of school violence were improved in the intervention group compared to the control group. And there are differential pattern of intervention effects according to gender. These findings have important implications to develop effective violence prevention programs.

중학생의 학교폭력 예방교육에 대한 인식 연구

중학생의 학교폭력 예방교육에 대한 인식 연구

Victimization, perception of violence, and social behaviour / Victimización, percepción de la violencia y conducta social

This study had three goals: to analyze gender differences in victimization, perception of school violence, and social behaviour; to study the relations between these variables; and to identify variables predicting victimization. A correlational methodology was employed, and three assessment instruments were administered. The sample was made up of 178 participants aged between 13 and 15 years. The results yielded no gender differences in victimization; however, females perceived more verbal abuse and performed more behaviours of help-collaboration, whereas males scored higher in negative social behaviours (aggressiveness-stubbornness, dominance, apathy-withdrawal). The bullying victims of both sexes had a high perception of school violence; moreover, victimized males performed few behaviours of help-collaboration and assurance-firmness, whereas victimized females displayed many behaviours of social anxiety. Six variables predicted victimization: high perception of violence through information and communication technologies, high social anxiety, lower age, little aggressive behaviour, high perception of verbal abuse, and few behaviours of help-collaboration.

Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy

This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized tests were submitted to measure students' performance in mathematics. Background questionnaires were used to assess students' perception of school violence in relation to some bullying episodes occurring in the last month. Students' perception of school violence, which tends to decrease from Grade 6 to 8, can be considered a valid predictor of their math performance, also controlling for both individual and family background, school context, and geographical characteristics.

Percepción de Violencia Escolar en Estudiantes de Enseñanza Media

This is an exploratory study that describes high school students’ perception of school violence. A questionnaire was administered to 584 students from all high school grade levels in Santiago, showing a great number of violent events and situations perceived by a large number of students. Differences were found in perceptions of school violence by grade level and gender, showing less violence among older students, and more violence in males than females. No relationship was observed between the perception of violence and the perception of alcohol and drug use, on the one hand, or academic achievement and discipline, on the other.

Teachers' perception of school violence in a sample from three european countries

The objective of the present study was to explore, in three European countries (Spain, Hungary and the Czech Republic), teachers' perception of the prevalence of different problematic aspects related to coexistence in schools, and of how they are personally affected by these aspects. The results reveal a high prevalence of fights, insults and demotivation/boredom in pupils, according to teachers in these three countries, and they also report pupils' demotivation/boredom as the aspect that most affects them personally. By countries, Spain and the Czech Republic present the highest rates of school violence, with Hungary showing significantly lower rates. Also, there are differences between the three countries analyzed as regards the prevalence and repercussions of a range of coexistence problems studied.

School Administrators’ Perceptions of School Violence

Across America, waves of violence within the school system have shocked and horrified Americansociety. A generation of young people whose main focus should have been on hanging out with friends,getting homework done, not being late to class, going to the mall, or who their date to the prom was tobe, instead, are engaged in a sometimes life and death struggle to survive the school day. The tragedyof Columbine High School, where two high school-aged gunmen took the lives of 13 students andteachers and wounded 23 others (Klein and Chancer 2000), while never to be forgotten, should noteclipse the smaller outbreaks of violence that happen in America’s schools on a daily basis.

Teaching and Learning Guide for: Research in School Shootings

Teaching and Learning Guide for: Research in School Shootings