Radboud University (ITS), Nijmegen, the Netherlands.
J Interpers Violence. 2013 Apr;28(6):1240-66. doi: 10.1177/0886260512468242. Epub 2012 Dec 16.
In line with fear of crime research, schools should be secure places where pupils feel safe in order to function well. Various types of risk and promotive variables at school and pupil level may differently influence a pupil's feelings of safety in school, the school surroundings, and at home. The aim is to elaborate and test a theoretical two-level model on risk and promotive variables by using national data from an Internet-based survey in all types of Dutch secondary education. The cross-sectional research involves 71,560 pupils from 185 schools. Confirmatory factor analysis and multilevel logistic regression analysis including latent variables are used to analyze the data. The results demonstrate that school size, pupil attainment level in education, and intactness of a pupil's family have positive effects on a pupil's feelings of safety in and around school and at home; overall negative effects concern the school's curricular differentiation and a pupil's playing truant and not feeling most at home in the Netherlands. A school's social, teaching, and instructional qualities and a pupil's being older, being a boy, and being baptized positively affect the feelings of safety in and around school. A school's safety policy and rules of conduct have no effects. Attending a church or mosque has negative effects on a pupil's feelings of safety around school and at home. The findings confirm part of the two-level model. The Internet-based data collection and feedback procedure enable each school to longitudinally assess and evaluate own results at school level; in addition, cross-sectional comparison of school results with national benchmarks is possible.
与犯罪恐惧研究一致，学校应该是安全的地方，让学生感到安全，以便良好运作。学校和学生层面的各种类型的风险和促进变量可能会以不同的方式影响学生在学校、学校周围和家中的安全感。目的是利用荷兰各种类型的中等教育中基于互联网的调查的全国数据，详细阐述和测试风险和促进变量的理论两级模型。这项横截面研究涉及来自 185 所学校的 71,560 名学生。使用验证性因子分析和包含潜在变量的多层次逻辑回归分析来分析数据。结果表明，学校规模、学生教育水平和家庭完整性对学生在学校和周围以及家中的安全感有积极影响；整体负面影响涉及学校的课程分化以及学生逃学和在荷兰感觉最不自在。学校的社会、教学和教学质量以及学生年龄较大、是男孩和受洗对学生在学校和周围的安全感有积极影响。学校的安全政策和行为准则没有影响。参加教堂或清真寺对学生在学校周围和家中的安全感有负面影响。研究结果证实了两级模型的一部分。基于互联网的数据收集和反馈程序使每所学校都能够在学校层面上进行纵向评估和评估自身的结果；此外，还可以对学校的结果与国家基准进行横截面比较。
