Comparative analysis of the perception of school violence in teachers, pupils, and families

The main aim of the present study is to analyze the opinion of pupils, families and teachers in four European countries (Spain, Hungary, Austria and the Czech Republic) on the prevalence of violent behavior and other problematic aspects related to coexistence in schools, and on the way in which individuals are personally affected by them. For this purpose, a single instrument was used. From the results obtained it emerges, first of all, that there are significant differences depending on who is analyzing the school problems. Generally, families perceive the problems analyzed as less common and feel less affected by them personally. Hungary was considered to be the country with the lowest levels of school violence. Pupils indicate their concern about the high levels of lack of motivation or boredom, whilst teachers are more preoccupied about the serious problems of coexistence, due in particular to the presence or use of weapons and drugs and to intercultural conflicts.     

Guidance program for a ghetto school

High school students from the ghetto have special problems that often need more attention than mere talk. Many students lose all sense of personal motivation and worth, for example, due to overcrowded conditions or teacher conflicts in the school, or lack of money or parental guidance outside of school. To help students find concrete solutions to their problems, a new guidance program is suggested for the ghetto school, and the Center for Personal Advancement, now in effect at a Philadelphia high school, is offered as one example.     

2010~2020中国内地小学生心理健康问题检出率的元分析

我国小学生心理健康问题的检出率莫衷一是, 为整合调查结果并分析其原因, 对2010~2020年来检索到的相关研究进行了元分析。结果显示：(1)小学生心理健康问题的检出率由高到低依次是睡眠问题(25.2%, 95% CI = [0.16, 0.37])、抑郁(14.6%, 95% CI = [0.12, 0.18])、焦虑(12.3%, 95% CI = [0.06, 0.23])、攻击行为(4.1%, 95% CI = [0.02, 0.10])、退缩(3.8%, 95% CI = [0.02, 0.06])、违纪行为(3.7%, 95% CI = [0.02, 0.07])、躯体化(3.6%, 95% CI = [0.02, 0.07])。(2)测量工具、检出标准、检出时间是导致小学生心理健康问题检出率不一致的关键因素。总体而言, 我国小学生除了睡眠问题、抑郁和焦虑检出率偏高外, 整体心理健康状况尚可。未来应开发适合中国小学生的心理健康状况测评工具及检出标准, 为心理健康问题的预防和精准干预提供支持。     

校园氛围与青少年问题行为的关系:同伴侵害的中介作用

许多研究表明,青少年感知的校园氛围对其问题行为有重要影响。但是,校园氛围起作用的中介机制仍有待进一步探讨。本研究旨在考察青少年感知的校园氛围与其问题行为(行为不良、抑郁)的关系,以及同伴侵害在其中的中介作用。采用分层整群抽样的方法,选取广东省10所学校2758名初中生作为被试,匿名填写社会经济地位问卷、家庭功能问卷、校园氛围感知问卷、青少年同伴侵害问卷、儿童抑郁调查表、青少年行为不良指数问卷。结果表明:(1)在控制了性别、年龄、社会经济地位和家庭功能后,积极的校园氛围显著负向预测青少年的行为不良和抑郁。(2)同伴侵害在校园氛围与青少年行为不良和抑郁之间具有中介作用。     

Narratives of effort among Chinese,Hungarian and Chinese immigrant students in Hungary

The present study aimed to reveal the effect of migration processes on the conceptualisation of effort involving two cultures with different approaches towards effort: China with an effort‐promoting mindset and Hungary with an effort‐repressing mindset. In the study, narrative approach was used in cross‐sectional design involving Chinese, Hungarian and Chinese immigrant students living in Hungary. Altogether 139 students—49 Hungarian, 47 Chinese, 43 Chinese immigrants—aged 13–15 years provided narratives on past personal effort. Content analyses were done on 222 narratives. The results showed that the Chinese narratives of effort were characterised by learning and achievement orientation with elaborated effort process. In contrast, the Hungarian narratives were characterised by relationship orientation and emotional coping with a non‐elaborated effort process. The narratives of the Chinese immigrants showed great similarity to those of the Chinese students reflecting academic effort, achievement goals and elaborated process. The findings suggest that the traditional Chinese approach towards effort persists in cultural transition, and academic effort tends to be a primary resource for educational success for the Chinese immigrant students in Hungary.     

High school students' perceptions of AIDS risk: realistic appraisal or motivated denial?

We examined perceptions of risk for acquired immunodeficiency syndrome (AIDS) in 296 high school students living in or near a major urban center. We hypothesized that students with a dispositional tendency to deny threat would be more likely to misperceive their risk of contracting AIDS. Results indicated that study participants, overall, used their behaviors as a basis for assessing personal risk in the sense that they perceived higher risk when their behavior was in fact riskier. However, this relation did not hold for those students classified as repressors on a repression-sensitization scale; repressors' perceptions of absolute (but not comparative) risk were negatively correlated with degree of behavioral risk. In a secondary analysis, perceived absolute risk was found to be a significant predictor of intention to change AIDS-risk behaviors. This study provides support for a motivational interpretation of perceived invulnerability and has implications for the development of models of health behavior change.     

Verbal aggressiveness of physical education teachers and students' self-reports of behavior

The purpose of this study was to develop a test for describing verbally aggressive behaviors of physical education teachers as perceived by secondary school students. The sample of 130 students (70 boys and 60 girls) were students in the second year of secondary school in Greece. 12 items designed for students were structured to describe possible verbal aggressive behaviors of physical education teachers as perceived by students and students' intention to respond. Exploratory factor analysis using the principal components method and varimax rotation yielded three factors, namely, (i) personal insults, threats, irony and their effect, (ii) intention to respond, and (iii) insults and threats toward others. Eigenvalues were greater than 1.00 for each of three factors which accounted for 69% of the total variance. Values of Cronbach alpha were .86, .88, and .78 for the three factors, respectively.     

Risky Behavior in Affluent Youth: Examining the Co-occurrence and Consequences of Multiple Problem Behaviors

Children of affluent parents are often excluded in psychological research as they are considered to be at “low risk”; however, research is beginning to suggest that this previously under-studied population may be at risk for developing multiple problem behaviors, including substance use and externalizing problems. The current study aimed to extend the application of Problem Behavior Theory (PBT) to a sample of affluent adolescents by examining the extent to which these behaviors co-occurred and were associated with negative outcomes. Data were collected from 1,147 high school students living in an affluent community via anonymous questionnaires regarding their engagement in various problem behaviors. PBT was supported in this sample, and youth who engaged in multiple problem behaviors reported experiencing more negative outcomes than youth who did not engage in these behaviors. The findings of this study support the generalizability of PBT and also highlight the importance of continuing to study affluent youth in addition to traditionally high-risk populations.     

Empathie,contagion émotionnelle et coupure par rapport aux émotions : validation d’un test pour repérer et aider des élèves à risque

Our previous research on the prevention of violent behaviors in the school environment led to an investigation of the capacities of students in terms of emotion sharing and regulation. In a previous critical and historical study, we defined empathy in relation to other concepts such as sympathy, personal distress, emotional contagion and what we propose to call “splitting with emotions”. To put into effect this distinction, we designed a test with three components (Coupure/splitting with emotions-Empathie/empathy Contagion/emotional contagion, CEC), the validation of which we present here. Five groups of pupils (total 761) were studied with ages ranging from eight to 17 years and coming from France, Switzerland and Canada. These studies evaluated our CEC test with regard to the Balanced Emotional Empathy Scale (BEES) and other scales measuring self-esteem, anxiety, depression, social skills, delinquency and student school achievements. Answers were compared with regards to sex, major school discipline and school results. Empathy is slightly but significantly correlated with school success. Contrary to suggestions in previous studies, however, this cannot be attributed more to female subjects. “Splitting with emotions” is more developed in male subjects and “emotional contagion” is more developed in female students. It is the “splitting with emotions” component which appears to constitute an indirect indicator of the risks of developing violent behaviors.     

The Consequences of School Environment and Locus of Control on Adulthood Deviant Behavior

We examine the long-term effect of school environment on individual deviant behavior. Specifically, we contrast the effects of school deviance and students’ perception of school deviance on personal deviance later in life. Using longitudinal data from four waves of more than 3,100 participants in the Kaplan Longitudinal and Multigenerational Study, we are able to show that school deviance in 7th grade has only a short-term effect on individual deviance. However, when students perceive a lack of deviance in their school at 7th grade, it decreased their personal deviance in their mid-forties if they were both deviant in 7th grade and reported an external locus of control.     

Prevalence and correlates of substance use among school children in six African countries

An increasing trend of noncommunicable diseases is a worldwide phenomenon, also including the developing countries. Few studies focus on adolescents' substance use in relation to mental distress and protective factors in African countries. The purpose of this study was to assess the prevalence and correlates (mental distress and protective factors) of substance use among school-going adolescents in six African countries. The sample included 20,765 students aged from 13 to 15 years from six African countries (Kenya, Namibia, Swaziland, Uganda, Zambia, Zimbabwe), chosen by a two-stage cluster sample design to represent all students in grades 6, 7, 8, 9, and 10 in each country. The measure used was part of the Global School-Based Health Survey (GSHS) questionnaire, including various domains of health behaviour. Results indicate a prevalence of 12.6% tobacco use (past month), 6.6% risky alcohol use (two or more per day for at least 20 days or more in the past month), and 10.5% of illicit drug use (three or more times ever) in school-going adolescents in six African countries. School truancy, loneliness, sleeping problems, sadness, suicidal ideation, suicide plans, and poverty were associated with substance use (tobacco, alcohol, illicit drugs), while school attendance and parental supervision and connectedness were protective factors for substance use, and peer support protective for tobacco use. It is concluded that tobacco use, risky drinking and illicit drug use were common, clustered together and were associated with school truancy, mental distress, and lack of parental and peer support among adolescent African school children. These findings stress the need for early and integrated prevention programmes.     

积极同伴压力、自尊对青少年不同冒险行为的影响

该研究基于问题行为理论,采用问卷法对普通高中、中职院校689名青少年学生进行调查,探讨了积极同伴压力、自尊对青少年不同冒险行为的影响及其交互作用和学校差异。结果表明:(1)中职院校生的积极同伴压力和冒险行为都显著高于普通高中生;(2)积极同伴压力不能预测青少年的适应不良冒险行为,但可显著预测普通高中生的社会可接受冒险行为;(3)自尊可显著负向预测青少年的适应不良冒险行为,显著正向预测普通高中生的社会可接受冒险行为;(4)自尊仅可以调节普通高中生的积极同伴压力与社会可接受冒险行为的关系:高自尊增强了高积极同伴压力对青少年社会可接受冒险行为的影响;但它不能调节无论哪所学校青少年的积极同伴压力与适应不良冒险行为的关系。     

2010~2020中国内地初中生心理健康问题检出率的元分析

初中生心理健康问题的检出率在诸多研究中存在很大分歧, 未能为心理健康政策制定和服务体系建设提供充分依据。为明确心理健康问题的整体检出率并澄清其影响因素, 对2010~2020年检索到的文献进行了元分析。结果发现, 初中生面临不同程度的心理健康问题, 其中焦虑、抑郁和自我伤害检出率排在前三位; 初中生心理健康问题随年代发展呈恶化趋势, 其中焦虑和自杀企图尤为明显; 初中生心理健康问题检出率饱受测量工具、检出标准和检出时间不统一的影响; 初中生心理健康问题检出率整体上随年级而增加, 其中焦虑尤为明显; 女生的心理健康问题检出率高于男生, 自杀尤为明显; 中西部地区的初中生比东北和东部地区更容易出现心理健康问题, 尤其是焦虑和自我伤害。未来应立足中国大地研制科学的测量工具和筛查标准并建立心理健康动态监测体系和学校心理健康服务体系。     

Risk factors associated with overdose among Bahraini youth.

The aim of this study was to identify the risk factors of overdose among Bahraini youth (15-24 years). These factors included psychiatric disorders, family pathology, and psychosocial stress. All suicide attempters in the country during an 18-month period (N= 100) were identified prospectively. One hospital-matched control was selected for each case. Both cases and controls underwent a semistructured personal interview in the two state general hospitals. A matched pair analysis was done, as well as computation of McNemar's continuity corrected chi-square test, odds ratio, and the 95% confidence interval of the odds ratio. The overdose attempter was more likely than the control to be unemployed, a member of a non-intact family, having a mother whose education was high school or above, not having a friend, involved in a boy/girlfriend relationship, and a cigarette smoker. More students among attempters had failed an examination in the past year than matched controls. Father's education, social class, death of father, recent row with a friend, use of drugs and alcohol, relationship with teachers, recent mobility, financial difficulties, and legal problems were similar in both groups. Stresses generated from living in a non-intact family, interpersonal relationships mainly with the opposite sex, unemployment, and school performance came out as the main risk factors. The association of previously identified risk factors such as depression, aggressive behavior, and use of drug and alcohol was low among attempters. While the results of this study are consistent with the present view that suicidal behaviors are multifactorial in origin, the magnitude and effect of each factor are culturally determined.     

What counts in externalizing behaviors? The contributions of emotion and behavior regulation

The aim of this study was to examine the distinct roles of emotion and behavior regulation in externalizing behavior problems of elementary school children. Parents and teachers of 104 seven-year-old children living in Istanbul were given the Emotion Regulation Checklist and the Children’s Behavior Questionnaire. The Eyberg Child Behavior Inventory was used to measure children’s externalizing behaviors. Results revealed that emotion and behavior regulation are modestly related to each other, and in general, both abilities are linked to externalizing behaviors. Low emotion and low behavior regulation significantly predict externalizing behaviors. Interaction between the two regulatory abilities predicts externalizing behaviors. Emotion and behavior regulation appear to be separate dimensions operating together in relation to children’s behavior problems.     

校园排斥对初中生外化问题行为的影响：有调节的中介效应

为考察初中生外化问题行为的心理机制,研究采用青少年行为自陈量表、青少年遭受校园排斥问卷、领悟社会支持量表、冷酷无情特质量表对黑龙江、福建两省的1284名初中生进行调查。结果表明：（1）校园排斥对初中生的外化问题行为具有正向预测作用;（2）冷酷无情特质在校园排斥与外化问题行为之间具有中介作用;（3）领悟社会支持调节了初中生冷酷无情特质对校园排斥与外化问题行为中介过程的后半段路径。研究结果为初中生群体的校园排斥、冷酷无情特质、领悟社会支持和外化问题行为之间的动态关系提供了有效的数据支持。     

初中生认同的亲社会行为的初步研究

通过对8名11～14岁初中生的深入访谈,初步探讨了处于初中阶段的青少年认同的亲社会行为。发现:(1)初中生最认同的亲社会行为是帮助行为,其次是交往行为。此外,安慰行为、公益行为、礼貌行为和遵规行为也被他们认同;(2)初中生对不同行为主体间发生的亲社会行为的认同有明显差异,他们更关心发生在他们之间的亲社会行为;(3)普通学校、打工子弟学校的初中生对帮助行为和交往行为认同的比率差异明显;(4)初中生认同的亲社会行为的种类不存在明显的性别差异。     

Are We on the Same Page? College Students’ and Faculty’s Perception of Student Plagiarism in Taiwan

The rapid development of the Internet has granted college students easy access to vast amount of online resources, and to some degree has increased the chances of plagiarism problems. A number of studies have suggested that both faculty’s and students’ perceptions toward plagiarism are found to be influential on students’ plagiarizing behaviors, and limited research has been done to explore the perceptional differences between these two roles. This study aims to respond to the growing educational concerns about plagiarism by comparing the perceptions held by faculty and college students. A total of 229 faculty and 634 college students in Taiwan completed the Perceptions of Student Plagiarism Questionnaire designed for the study. The results reveal that faculty held stricter standards than those of students. Results also indicate various causes of plagiarism, such as no interest in the learning subjects, lack of citation knowledge, or lack of research ability. Furthermore, significant disciplinary differences were shown to contribute to students’ plagiarism perception; the results reveal that most students with an Arts or Communication major held a relatively adverse thinking toward plagiarism. Last, this study provides research-based strategies for school and faculty to reduce the likelihood of plagiarism.     

Victimization and delinquency among Canadian youth.

This study examined the extent of victimization and delinquency in the past year among 962 junior and senior high school students in a large Canadian city. The incidence of having a weapon at school was also investigated. Further, relationships between victimization, delinquency, and weapon possession were explored. The prevalence of self-reported victimization was found to be high, both while the youths were at school and while not at school. Except for victimization of a sexual nature, males reported higher rates of victimization, in and out of school, than did females. In general, younger students reported higher rates of victimization at school than did older students. In addition, over half of the students reported engaging in some form of delinquent behavior within the past year. Males, as compared with females, were more likely to report engaging in a variety of delinquent behaviors. Interestingly, students in grade 9 were more likely to report delinquent behaviors than were students in other grades. Students who reported moderate/high levels of delinquency were more likely to report moderate/high levels of victimization, and students who reported no delinquency were more likely to report no victimization.     

汉、蒙、哈民族初中生早期问题行为研究

本研究采用问卷法,以甘肃省652名汉族、蒙古族、哈萨克族初中生为样本,考察了民族初中生早期问题行为的特点及其与家庭教育的关系。结果显示,汉族聚居区的汉族初中生在早期问题行为的6个因子上均值均接近或超过"稍有问题"的临界值,为本研究中的各民族之首。与哈族、蒙族相比,汉族家教方式中存在的问题更多、更严重;与同少数民族杂居在一起的汉族比,汉族聚居区家长的家教方式中存在的问题更为严重。相关不当家教方式对初中生早期问题行为的影响效应非常显著。