Arab and Jewish Elementary School Students' Perceptions of Fear and School Violence: Understanding the Influence of School Context

Autor/inn/en	Astor, Ron Avi; Benbenishty, Rami; Vinokur, Amiram D.; Zeira, Anat
Titel	Arab and Jewish Elementary School Students' Perceptions of Fear and School Violence: Understanding the Influence of School Context
Quelle	In: British Journal of Educational Psychology, 76 (2006) 1, S.91-118 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709905X37307
Schlagwörter	Hypothesis Testing; Models; Gender Differences; Cultural Differences; Bullying; Antisocial Behavior; Foreign Countries; Victims of Crime; Elementary School Students; Jews; Fear; Arabs; Educational Environment; Student Attitudes; Violence; Predictor Variables; School Safety; Structural Equation Models; Peer Influence; At Risk Persons; Israel + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Analogiemodell; Geschlechterkonflikt; Kultureller Unterschied; Mobbing; Ausland; Victim; Victims; Crime; Opfer; Verbrechen; Jew; Jude; Jüdin; Juden; Furcht; Arab; Araber; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Gewalt; Prädiktor; Risikogruppe
Abstract	This inquiry explores variables that predict elementary school students' fear of attending school due to school violence and their overall judgments of school violence as a problem. Using a nationally representative sample (Israel) of 5,472 elementary-school-aged children, this study tested the hypotheses that: (a) young students' personal fear of attending school due to violence, and (b) students' assessment of a school violence problem, are best understood as separate conceptual constructs. Structural equation modelling was used to test the proposed theoretical model for the sample as a whole and separately for across gender and for Arab and Jewish students. Student "fear" of attending school due to violence was related directly to experiences of personal victimization on school grounds by students and teachers. Children's judgments of their schools' overall "violence problem" were influenced directly by the school climate, risky peer-group behaviours, and personal victimization. The findings provide evidence that the proposed theoretical model applies across gender groups and for both Arab and Jewish students. Implications for policy, theory, and future research are highlighted. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10