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[To what extent do school and class-specific factors contribute to aggression in schools?]
C Klicpera1, B Gasteiger Klicpera, A Schabmann
1Abteilung für angewandte und klinische Psychologie, Psychologisches Institut der Universität Wien.
Zeitschrift Fur Kinder- Und Jugendpsychiatrie
|December 1, 1995
Summary
Classroom solidarity and teacher-student relationships significantly impact school aggression. Positive classroom dynamics reduce aggressive behaviors, even when controlling for social and familial factors.
Area of Science:
- Educational Psychology
- Sociology of Education
Context:
- Investigated aggressive behavior in secondary school students.
- Data collected from 1594 students and 554 teachers in Vienna and Lower Austria.
Purpose:
- To examine the relationship between classroom environment and the frequency of aggressive acts.
- To determine the influence of school-specific factors on student aggression.
Summary:
- Classroom solidarity and teacher-student relationships were strongly associated with aggression levels.
- Classrooms with high aggression showed negative attitudes and less intervention in conflicts.
- School-specific factors explained approximately 25% of the variance in aggressive behavior.
Impact:
- Highlights the importance of fostering positive classroom dynamics and teacher-student relationships.
- Informs school counseling and teacher education programs to address aggressive behavior effectively.
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