Classroom violence and family functionality: a look at the role of the aggressor and the victim

Invernon-Gomez, Ana Isabel (Universidad de Zaragoza) ; Medina-García, Marta ; Higueras-Rodríguez, Lina ; Ortiz-Marcos, José Manuel

Resumen: The evolutionary changes typical of adolescence have a direct impact on the family context, usually associated with a stage of confrontation between parents and children. This fact, together with the increase in violent behavior in the classroom, frames the present research, which aims to examine the influence of relational characteristics in the family on the fact of being involved in situations of violence in the classroom. An ex post facto retrospective single-group design was carried out. The total sample recruited was 1,223 students, ranging in age from 13 to 18 years, of whom 45% were male and 55% female. A violent behavior scale was used to assess the prevalence of students involved, as well as the role played and the analysis of young people’s self-reported perception of their family climate. Once the prevalence indicators were analyzed, the results indicated significant differences between being a violent student and having a dysfunctional perception of family relationships, described mainly as a poor relationship with the mother and a higher number of conflicts with both parents. There was also evidence of a relationship between being a victim of school violence and having a poor relationship, poorer communication, and more conflicts with both parents. Finally, a relationship was found between being violent and, at the same time, a victim of violence and having a poorer relationship and communication with both parents. There is, therefore, a significant dependence between the dynamics of victimization and perpetration of violence in the classroom and the family dysfunctionality perceived by the students.

Idioma: Inglés

DOI: 10.18848/2327-011X/CGP/v20i01/293-318

Año: 2025

Publicado en: International Journal of Interdisciplinary Educational Studies 20, 1 (2025), 293-318
ISSN: 2327-2570

Tipo y forma: Artículo (PostPrint)

Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)