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Importation and deprivation factors influencing teacher‐targeted aggression among secondary school students in Germany: A multilevel analysis
Author(s) -
Beckmann Laura,
Bergmann Marie Christine,
Schneegans Tim,
Baier Dirk
Publication year - 2019
Publication title -
aggressive behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.223
H-Index - 92
eISSN - 1098-2337
pISSN - 0096-140X
DOI - 10.1002/ab.21823
Subject(s) - aggression , multilevel model , psychology , developmental psychology , poison control , human factors and ergonomics , ninth , injury prevention , suicide prevention , clinical psychology , german , medicine , environmental health , physics , archaeology , machine learning , computer science , acoustics , history
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.