Abstract

This study examines psychological, behavioral, and relational characteristics associated with school violence, focusing specifically on the victims, bullies, and non-participants of aggression. In the first part of this paper, the author outlines a theoretical and conceptual framework for understanding school violence and a review of the relevant literature. In the second part of this paper, an empirical study was conducted with a total of 854 students, who completed a survey questionnaire (primary school N=221, junior high school N=205, preparatory high school N=213, vocational high school N=212, no response N=3). The questionnaire included Relationship with Parents (Rohner's Warmth and Hostility scale), Relationship with Teachers (Rohner's Warmth and Hostility scale), and Relationship with Friends (Warmth and Exclusion scale). Psychological characteristics were assessed by Self-Efficacy and Moral Disengagement scales developed by Albert Bandura. For behavioral measures, experience as a victim or perpetrator of school violence, experience of punishment, delinquent behavior, and academic grade were obtained. Background information that included sex, socio-economic status, and friend's grade were obtained. Within the sample, a total of 239 students were identified as bullies, 191 as victims, and 415 were identified as non-participants of school violence. The results indicated that the bullies perceived their parents and teacher to be more hostile and friends to be more exclusionary when compared to the other groups. They also scored higher on moral disengagement and delinquent behavior. Correlational analysis indicated that engagement in school violence was positively correlated with delinquent behavior, moral disengagement, perceived hostility from teachers, and perceived exclusion from friends.