SCHOOL ENGAGEMENT, RISKY PEERS, AND STUDENT-TEACHER RELATIONSHIPS AS MEDIATORS OF SCHOOL VIOLENCE IN TAIWANESE VOCATIONAL VERSUS ACADEMICALLY ORIENTED HIGH SCHOOLS
Publication in refereed journal

香港中文大學研究人員

引用次數
替代計量分析
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其它資訊
摘要Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual mediating mechanism may not limy significantly between the different school types in different cultures. The purpose of this study was to examine how within-school variables (school engagement, risky peers, and student teacher interaction) mediate external-school variables (personal traits, parental monitoring, and victimization) and school violence in Thiwanese vocational and academically-oriented schools. Structural equation modeling analysis, based on a national representative sample (N=7,841), suggested school violence was mediated through school variables. Similar mediational,findings were found between academic and vocational schools as well as between males and females. Findings suggest that school violence is mediated by within-school variables in similar ways across different school types, genders, and cultures. (C) 2010 Wiley Periodicals, Inc.
著者Chen JK, Astor RA
期刊名稱Journal of Community Psychology
出版年份2011
月份1
日期1
卷號39
期次1
出版社WILEY-BLACKWELL
頁次10 - 30
國際標準期刊號0090-4392
語言英式英語
Web of Science 學科類別Psychology; Psychology, Multidisciplinary; PSYCHOLOGY, MULTIDISCIPLINARY; Public, Environmental & Occupational Health; PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH, SSCI; Social Work; SOCIAL WORK

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