Chinese University of Hong Kong, Department of Social Work, Hong Kong.
Health Educ Res. 2011 Feb;26(1):150-66. doi: 10.1093/her/cyq083.
School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in Taiwan, this study examined a theoretical model proposing that negative personal traits, exposure to violence and parental monitoring knowledge have both direct influences as well as indirect influences mediated through school engagement, at-risk peers and poor student-teacher relationships on school violence committed by students against students and teachers. The results of a structural equation modeling analysis provided a good fit for the sample as a whole. The final model accounted for 32% of the variance for student violence against students and 21% for student violence against teachers. The overall findings support the theoretical model proposed in this study. Similar findings were obtained for both male and female students. The study indicated that to reduce school violence more effectively in the context of elementary schools, intervention may exclusively focus on improving students' within-school experiences and the quality of the students' relationships with teachers and school peers.
校园暴力已成为影响学生福祉的国际问题。迄今为止，很少有研究探讨在亚洲文化背景下的小学中，学校变量如何在个人和家庭因素与校园暴力之间起到中介作用。本研究使用来自台湾的 3122 名小学生的全国代表性样本，检验了一个理论模型，该模型提出，消极的个人特质、暴力接触和父母监督知识既对学生与学生和师生之间的关系对学生针对学生和教师的校园暴力行为有直接影响，也有通过学校参与、处于风险中的同伴和不良的学生-教师关系的间接影响。结构方程模型分析的结果为整个样本提供了很好的拟合。最终模型解释了学生之间暴力行为的 32%和学生针对教师暴力行为的 21%的方差。总体研究结果支持本研究提出的理论模型。对于男生和女生都得到了类似的发现。研究表明，为了在小学环境中更有效地减少校园暴力，干预措施可能专门侧重于改善学生在校内的体验以及学生与教师和学校同伴关系的质量。
