University of Illinois at Chicago, Chicago, IL, USA.
J Sch Psychol. 2011 Oct;49(5):481-503. doi: 10.1016/j.jsp.2011.04.007. Epub 2011 Jun 22.
This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher relationships and positive student-student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of school-level factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities.
本研究旨在探讨学校层面因素对攻击行为及相关社会认知变量的影响。参与者为 5106 名参与暴力预防项目的中学生。预测因素为学校层面反对攻击和支持非暴力的规范、人际氛围（积极的师生关系和良好的生生关系）以及学校对暴力的反应能力（对暴力和学校安全问题的认识和报告）。结果指标为个体层面的身体攻击行为、支持攻击行为的信念以及非暴力应对行为的自我效能感。学校规范和人际氛围变量均以理论预期的方向对所有三个结果指标产生影响。只有一个反应能力指标（对暴力和学校安全问题的认识和报告）对所有结果指标均具有理论上一致的影响。另一个指标（学校安全问题）对中学生后期的自我效能感产生影响。性别调节的证据与学校层面因素对女青少年的更大影响基本一致。讨论部分结合以往研究和干预可能性，重点探讨了其意义。
