Korean National Police University, Asan, Republic of Korea.
J Interpers Violence. 2021 Feb;36(3-4):1168-1188. doi: 10.1177/0886260517741627. Epub 2017 Nov 10.
The purpose of this study is to examine the longitudinal reciprocal relationship between student's aggression and teacher's use of corporal punishment. An autoregressive cross-lagged model was analyzed with the data drawn from 4,051 Korean secondary students (male = 2,084, female = 1,967), in Gyeonggi Education Panel Study for three waves (seventh-ninth grades). Results revealed that student's aggression provoke teacher's use of corporal punishment and also teacher's use of corporal punishment provokes student's aggression. It is important in that it suggests the cycle of violence with the reciprocal relationship between student's aggression and teacher's use of corporal punishment, rather than positing the unidirectional effects. Practically, teachers should keep in mind that corporal punishments, which are at least partially attributable to student's aggression, actually worsen the problem and lead to a cycle of violence in schools. Accordingly, they should instead respond with alternative disciplinary strategies or direct interventions dealing with the causes of aggression.
本研究旨在考察学生攻击行为与教师体罚使用之间的纵向交互关系。我们利用来自韩国 4051 名中学生（男生=2084，女生=1967）三次（七至九年级）的吉英教育面板研究数据，分析了自回归交叉滞后模型。结果表明，学生的攻击行为会引发教师使用体罚，而教师使用体罚也会引发学生的攻击行为。这一点很重要，因为它表明了一种暴力循环，即学生的攻击行为和教师使用体罚之间存在相互关系，而不是假设单向影响。实际上，教师应该记住，体罚至少部分归因于学生的攻击行为，实际上会使问题恶化，并导致学校中的暴力循环。因此，他们应该用替代的纪律策略或直接干预攻击行为的原因来回应。
