Varela Jorge J, Zimmerman Marc A, Ryan Allison M, Stoddard Sarah A, Heinze Justin E
Universidad del Desarrollo, Santiago, Chile.
University of Michigan, Ann Arbor, USA.
J Interpers Violence. 2021 May;36(9-10):NP5407-NP5426. doi: 10.1177/0886260518800314. Epub 2018 Sep 21.
Evidence derived from social information theories support the existence of different underlying cognitive mechanisms guiding violent behavior through life. However, a few studies have examined the contribution of school variables to those cognitive mechanisms, which may help explain violent behavior later in life. The present study examines the relationship between school attachment, violent attitudes, and violent behavior over time in a sample of urban adolescents from the U.S. Midwest. We evaluated the influence of school attachment on violent attitudes and subsequent violent behavior. We used structural equation modeling to test our hypothesis in a sample of 579 participants (54.9% female, 81.3% African American). After controlling for gender and race, our results indicated that the relationship between school attachment and violent behavior over time is mediated by violent attitudes. The instrumentalization of the school context as a learning environment aiming to prevent future violent behavior is also discussed.
来自社会信息理论的证据支持存在不同的潜在认知机制，这些机制在一生中指导暴力行为。然而，很少有研究考察学校变量对这些认知机制的贡献，而这些认知机制可能有助于解释日后生活中的暴力行为。本研究考察了美国中西部城市青少年样本中学校依恋、暴力态度和暴力行为随时间的关系。我们评估了学校依恋对暴力态度和随后暴力行为的影响。我们使用结构方程模型在579名参与者（54.9%为女性，81.3%为非裔美国人）的样本中检验我们的假设。在控制了性别和种族之后，我们的结果表明，学校依恋和暴力行为随时间的关系是由暴力态度介导的。我们还讨论了将学校环境作为旨在预防未来暴力行为的学习环境的工具化问题。
