College Student Reporting Responses to Hypothetical and Actual Safety Concerns

Autor/inn/en	Hollister, Brandon A.; Scalora, Mario J.; Hoff, Sarah M.; Hodges, Heath J.; Marquez, Allissa
Titel	College Student Reporting Responses to Hypothetical and Actual Safety Concerns
Quelle	In: Journal of School Violence, 16 (2017) 4, S.331-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hollister, Brandon A.) ORCID (Scalora, Mario J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2015.1129498
Schlagwörter	Student Attitudes; Risk; Violence; School Safety; Problem Solving; Vignettes; Crime; Campuses; Antisocial Behavior; Victims; Correlation; Statistical Analysis; Prevention; Intervention; Weapons; Undergraduate Students; Police; Disclosure; Measures (Individuals); Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Schülerverhalten; Risiko; Gewalt; Problemlösen; Crimes; Delict; Delicts; Delikt; Victim; Opfer; Korrelation; Statistische Analyse; Prävention; Vorbeugung; Weapon; Waffe; Messdaten
Abstract	Campus violence prevention often includes proactively reducing crime through noticing and resolving concerning situations. Within these efforts, interventions aimed at enhancing reporting have been considered necessary. The current study explored several reporting influences on college students' responses to hypothetical and actual campus safety concerns. Students were unwilling to report most (i.e., 52%) vignettes of pathway behavior, and most students who witnessed campus safety concerns did not report (i.e., 87%). Students who witnessed several concerning behaviors from a nonfriend perpetrator tended to be more willing to report, especially if personally victimized and understanding the violence risk associated with pathway behavior. Analyses supported campus-wide exhibitions of the dangerousness of various pathway behaviors and the fair, flexible authority problem solving available to struggling students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01