SCHOOL ENGAGEMENT, RISKY PEERS, AND STUDENT-TEACHER RELATIONSHIPS AS MEDIATORS OF SCHOOL VIOLENCE IN TAIWANESE VOCATIONAL VERSUS ACADEMICALLY ORIENTED HIGH SCHOOLS
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AbstractEducational 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.
All Author(s) ListChen JK, Astor RA
Journal nameJournal of Community Psychology
Year2011
Month1
Day1
Volume Number39
Issue Number1
PublisherWILEY-BLACKWELL
Pages10 - 30
ISSN0090-4392
LanguagesEnglish-United Kingdom
Web of Science Subject CategoriesPsychology; Psychology, Multidisciplinary; PSYCHOLOGY, MULTIDISCIPLINARY; Public, Environmental & Occupational Health; PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH, SSCI; Social Work; SOCIAL WORK

Last updated on 2021-28-02 at 01:05