Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany: A multilevel analysis |
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Authors: | Laura Beckmann Marie Christine Bergmann Tim Schneegans Dirk Baier |
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Affiliation: | 1. Monitoring of Unreported Crime and Program Evaluation, Criminological Research Institute of Lower Saxony, Hanover, Germany;2. Department for Education and Psychology, Free University of Berlin, Berlin, Germany;3. Institute of Delinquency and Crime Prevention, ZHAW Zurich University of Applied Sciences, Zurich, Switzerland |
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Abstract: | 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. |
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Keywords: | deprivation importation multilevel analysis school violence teacher-targeted aggression |
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