Aggressive and Violent Behavior and Emotional Self-Efficacy: Is There a Relationship for Adolescents?

Autor/inn/en	Valois, Robert F.; Zullig, Keith J.; Revels, Asa A.
Titel	Aggressive and Violent Behavior and Emotional Self-Efficacy: Is There a Relationship for Adolescents?
Quelle	In: Journal of School Health, 87 (2017) 4, S.269-277 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12493
Schlagwörter	High School Students; Adolescents; Student Behavior; Aggression; Violence; Public Schools; Emotional Response; Self Efficacy; Health Behavior; National Surveys; Risk; Regression (Statistics); Multivariate Analysis; Racial Differences; Gender Differences; Weapons; Injuries; Mental Health Programs; Prevention; South Carolina; Youth Risk Behavior Survey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten; Gewalt; Public school; Öffentliche Schule; Emotionales Verhalten; Self-efficacy; Selbstwirksamkeit; Health behaviour; Gesundheitsverhalten; Risiko; Regression; Regressionsanalyse; Multivariate Analyse; Rassenunterschied; Geschlechterkonflikt; Weapon; Waffe; Prävention; Vorbeugung
Abstract	Background: In this cross-sectional study we explored relationships between aggressive and violent behaviors and emotional self-efficacy (ESE) in a statewide sample of public high school adolescents in South Carolina (N = 3836). Methods: The US Centers for Disease Control and Prevention Youth Risk Behavior Survey items on aggressive and violent behavior items and an adolescent ESE scale were used. Logistic regression analyses and multivariate models constructed separately, revealed significant race by sex findings. Results: Results suggest that carrying a weapon to school (past 30 days) and being threatened or injured with a gun, knife, or club at school (past 12 months) were significantly associated (p < 0.05) with reduced ESE for specific race/sex groups. Conclusions: Results have implications for school- and community-based mental health services and social and emotional learning and aggression/violence prevention programs for adolescents. Measures of ESE as a component of comprehensive assessments of adolescent mental health, social and emotional learning and aggressive/violent behaviors in fieldwork, research, and program-evaluation efforts should be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01