Pub Date : 2023-08-22DOI: 10.1080/15388220.2023.2249824
J. Brailovskaia, Stephanie L. Diez, J. Margraf
ABSTRACT The present study investigated how teachers’ cyberbullying experiences are associated with their mental health. Data of 372 school teachers in Germany were assessed via online surveys. Overall, 91.1% of the teachers reported that cyberbullying is an issue at their school, and 69.9% wanted more training in how to manage cyberbullying. In a moderated mediation analysis, the positive association between cyberbullying experience and stress symptoms was mediated negatively by positive mental health (PMH), i.e., the higher the cyberbullying experience, the lower the PMH and the higher the stress symptoms. Teachers’ cybercompetence in managing cyberbullying moderated the link between PMH and stress symptoms. Specifically, the higher the cybercompetence, the weaker their association. Therefore, among persons with high cybercompetence the decrease of PMH caused by cyberbullying experience could contribute to a lesser increase in stress symptoms. Teachers’ training in managing cyberbullying is discussed as an approach to protect teachers’ and students’ mental health.
{"title":"Relationship Between Cyberbullying, Positive Mental Health, Stress Symptoms and Teachers' Cybercompetence","authors":"J. Brailovskaia, Stephanie L. Diez, J. Margraf","doi":"10.1080/15388220.2023.2249824","DOIUrl":"https://doi.org/10.1080/15388220.2023.2249824","url":null,"abstract":"ABSTRACT The present study investigated how teachers’ cyberbullying experiences are associated with their mental health. Data of 372 school teachers in Germany were assessed via online surveys. Overall, 91.1% of the teachers reported that cyberbullying is an issue at their school, and 69.9% wanted more training in how to manage cyberbullying. In a moderated mediation analysis, the positive association between cyberbullying experience and stress symptoms was mediated negatively by positive mental health (PMH), i.e., the higher the cyberbullying experience, the lower the PMH and the higher the stress symptoms. Teachers’ cybercompetence in managing cyberbullying moderated the link between PMH and stress symptoms. Specifically, the higher the cybercompetence, the weaker their association. Therefore, among persons with high cybercompetence the decrease of PMH caused by cyberbullying experience could contribute to a lesser increase in stress symptoms. Teachers’ training in managing cyberbullying is discussed as an approach to protect teachers’ and students’ mental health.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47536269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/15388220.2023.2248869
Rachael A. Schilling, W. Wang
ABSTRACT The COVID-19 pandemic-induced shift to online learning resulted in students spending more time online while quarantining. Using data collected before and during the pandemic from representative samples of eighth graders, we explored differences in cyberbullying victimization, including factors in students’ daily lives that may contribute to cyberbullying, before and during COVID-19 through a routine activity lens. We found that students were more likely to experience cyberbullying during the pandemic than before and that parental guardianship, target visibility, and characteristics of victims help explain this difference. These findings add to our understanding of the unequal impact the pandemic may have on different groups while underlining the importance of parental guardianship and collaborative intervention.
{"title":"Cyberbullying victimization and the COVID-19 pandemic: a routine activity perspective","authors":"Rachael A. Schilling, W. Wang","doi":"10.1080/15388220.2023.2248869","DOIUrl":"https://doi.org/10.1080/15388220.2023.2248869","url":null,"abstract":"ABSTRACT The COVID-19 pandemic-induced shift to online learning resulted in students spending more time online while quarantining. Using data collected before and during the pandemic from representative samples of eighth graders, we explored differences in cyberbullying victimization, including factors in students’ daily lives that may contribute to cyberbullying, before and during COVID-19 through a routine activity lens. We found that students were more likely to experience cyberbullying during the pandemic than before and that parental guardianship, target visibility, and characteristics of victims help explain this difference. These findings add to our understanding of the unequal impact the pandemic may have on different groups while underlining the importance of parental guardianship and collaborative intervention.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-21DOI: 10.1080/15388220.2023.2249811
N. Ndwandwe, O. Adigun
ABSTRACT The aim of this study was to discuss issues of school-based violence and how some secondary schools have been able to achieve relative peace. Framed by the Integrative Peace Theory, the study provided answers to three research questions. The qualitative research design was employed, and data was collected with semi-structured interviews and focus group discussions. Participants were comprised of learners, teachers, principals, and a project manager of a non-governmental organization. A thematic content analysis with an iterative process was employed for analysis of data collected. Findings revealed that there is a reduction in reported cases of school violence and three basic strategies were found to be employed by schools to ensure relative peace and a reduction in school-based violence. Time constraints and societal influence were found to be the potential barriers for effective peace education and sustenance of peace in secondary schools. Based on the findings, appropriate recommendations were offered.
{"title":"“Let there be Peace”: An Exploratory Study of Peace Education as a Strategy to Combating School-Based Violence in South African Secondary Schools","authors":"N. Ndwandwe, O. Adigun","doi":"10.1080/15388220.2023.2249811","DOIUrl":"https://doi.org/10.1080/15388220.2023.2249811","url":null,"abstract":"ABSTRACT The aim of this study was to discuss issues of school-based violence and how some secondary schools have been able to achieve relative peace. Framed by the Integrative Peace Theory, the study provided answers to three research questions. The qualitative research design was employed, and data was collected with semi-structured interviews and focus group discussions. Participants were comprised of learners, teachers, principals, and a project manager of a non-governmental organization. A thematic content analysis with an iterative process was employed for analysis of data collected. Findings revealed that there is a reduction in reported cases of school violence and three basic strategies were found to be employed by schools to ensure relative peace and a reduction in school-based violence. Time constraints and societal influence were found to be the potential barriers for effective peace education and sustenance of peace in secondary schools. Based on the findings, appropriate recommendations were offered.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1080/15388220.2023.2225219
A. Stein-Seroussi, S. Hanley, Marguerite Grabarek, Tricia Woodliff
ABSTRACT The State of Nevada launched the SafeVoice anonymous tip line to prevent harmful events in schools and to promote student safety, health, and wellbeing. SafeVoice is a joint effort of the Nevada Department of Education and Nevada Department of Public Safety. Since its inception in 2017, more than 27,000 tips have been submitted across the state. This article, which presents one of the first detailed studies of a statewide tip line for schools, focuses on the implementation of SafeVoice during its first five years of operation. We present quantitative data about the program (e.g. tip volume and characteristics) from the program database and school staff experiences from an annual survey, as well as qualitative data from documents and interviews with school staff, students, and parents.
{"title":"Implementation of SafeVoice Nevada: A Statewide Anonymous Tip Line for School-Age Youth","authors":"A. Stein-Seroussi, S. Hanley, Marguerite Grabarek, Tricia Woodliff","doi":"10.1080/15388220.2023.2225219","DOIUrl":"https://doi.org/10.1080/15388220.2023.2225219","url":null,"abstract":"ABSTRACT The State of Nevada launched the SafeVoice anonymous tip line to prevent harmful events in schools and to promote student safety, health, and wellbeing. SafeVoice is a joint effort of the Nevada Department of Education and Nevada Department of Public Safety. Since its inception in 2017, more than 27,000 tips have been submitted across the state. This article, which presents one of the first detailed studies of a statewide tip line for schools, focuses on the implementation of SafeVoice during its first five years of operation. We present quantitative data about the program (e.g. tip volume and characteristics) from the program database and school staff experiences from an annual survey, as well as qualitative data from documents and interviews with school staff, students, and parents.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45315905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1080/15388220.2023.2214737
Muhammet Ünlü, Raşit Avci
ABSTRACT This study primarily aimed to examine whether high school students’ exposure to teacher violence and peer bullying predicts their aggressive behaviors and attitudes toward school. The study group of the research included a total of 880 secondary education students (473 girls, 407 boys) (mean age: 16.26) studying in different cities of Turkey. The research utilized measures including “Personal Information Form,” “Teacher Violence Scale,” “Peer Bullying Scale Adolescent Form,” “Aggressive Behavior Scale,” and “School Attitude Scale.” The analyses performed showed that the variables exposure to teacher violence (β=.304) and peer bullying (β=.281) explained 26% of students’ aggression variance. Similarly, exposure to teacher violence (β= −.302) and exposure to peer bullying (β= −.109) predicted students’ school attitudes by 14%. The findings were discussed in line with the relevant literature.
{"title":"Examination of Aggression and School Attitudes of High School Students Exposed to Teacher Violence and Peer Bullying","authors":"Muhammet Ünlü, Raşit Avci","doi":"10.1080/15388220.2023.2214737","DOIUrl":"https://doi.org/10.1080/15388220.2023.2214737","url":null,"abstract":"ABSTRACT This study primarily aimed to examine whether high school students’ exposure to teacher violence and peer bullying predicts their aggressive behaviors and attitudes toward school. The study group of the research included a total of 880 secondary education students (473 girls, 407 boys) (mean age: 16.26) studying in different cities of Turkey. The research utilized measures including “Personal Information Form,” “Teacher Violence Scale,” “Peer Bullying Scale Adolescent Form,” “Aggressive Behavior Scale,” and “School Attitude Scale.” The analyses performed showed that the variables exposure to teacher violence (β=.304) and peer bullying (β=.281) explained 26% of students’ aggression variance. Similarly, exposure to teacher violence (β= −.302) and exposure to peer bullying (β= −.109) predicted students’ school attitudes by 14%. The findings were discussed in line with the relevant literature.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.1080/15388220.2023.2214736
Kaltrina Kelmendi, A. Arënliu, R. Benbenishty, R. Astor, Zamira Hyseni Duraku, J. Konjufca
ABSTRACT Most of the existing literature and evidence on school violence and victimization comes from high-income countries, and there is a lack of evidence on developing countries. This study examines the prevalence of student victimization and its association with individual, family, and school-related correlates, focusing on the representative sample from 13 municipalities of Kosovo among 12,040 students. Overall, 77% of the students reported being victimized by at least one type of harmful act of violence in the last month; the most prevalent acts were cursing or verbal victimization (61%), followed by pushing and grabbing (45%) while being threatened with a weapon was relatively rare (2.2%). Of all factors, students’ perception of risky peers had the most significant impact on school victimization. The authors recommend a multidisciplinary approach is required to respond to the complexity of school victimization in Kosovo
{"title":"An Exploratory Study of Secondary School Student Victimization in Kosovo and Its Correlates","authors":"Kaltrina Kelmendi, A. Arënliu, R. Benbenishty, R. Astor, Zamira Hyseni Duraku, J. Konjufca","doi":"10.1080/15388220.2023.2214736","DOIUrl":"https://doi.org/10.1080/15388220.2023.2214736","url":null,"abstract":"ABSTRACT Most of the existing literature and evidence on school violence and victimization comes from high-income countries, and there is a lack of evidence on developing countries. This study examines the prevalence of student victimization and its association with individual, family, and school-related correlates, focusing on the representative sample from 13 municipalities of Kosovo among 12,040 students. Overall, 77% of the students reported being victimized by at least one type of harmful act of violence in the last month; the most prevalent acts were cursing or verbal victimization (61%), followed by pushing and grabbing (45%) while being threatened with a weapon was relatively rare (2.2%). Of all factors, students’ perception of risky peers had the most significant impact on school victimization. The authors recommend a multidisciplinary approach is required to respond to the complexity of school victimization in Kosovo","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49259579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-19DOI: 10.1080/15388220.2023.2214738
Caitlin E. Krause, Georgia M. Winters, L. Kaylor, Bennett Heitt, E. Jeglic
ABSTRACT Schools are required to have written policies regarding the handling of sexual misconduct cases, but little research has examined the content of these policies. This study explored the content of Title IX sexual misconduct policies for 200 universities in the U.S. specifically assessing if the content is in line with the Title IX regulations set forth by the Trump administration. The results revealed that there were certain areas of high transparency, where the policies inform the students in-depth about their Title IX sexual misconduct procedure (e.g. confidentiality, how and where to report, standard of proof). However, there were notable gaps where the policies require further details in order to fully inform their stakeholders (e.g. cross-examination, rape shield provisions). Given the importance of having a comprehensive Title IX policy, future research and recommendations for improving schools’ Title IX policies are discussed.
{"title":"Exploring Title IX Sexual Misconduct Policies in Higher Education: An Examination into the Breadth and Depth of Policies’ Content","authors":"Caitlin E. Krause, Georgia M. Winters, L. Kaylor, Bennett Heitt, E. Jeglic","doi":"10.1080/15388220.2023.2214738","DOIUrl":"https://doi.org/10.1080/15388220.2023.2214738","url":null,"abstract":"ABSTRACT Schools are required to have written policies regarding the handling of sexual misconduct cases, but little research has examined the content of these policies. This study explored the content of Title IX sexual misconduct policies for 200 universities in the U.S. specifically assessing if the content is in line with the Title IX regulations set forth by the Trump administration. The results revealed that there were certain areas of high transparency, where the policies inform the students in-depth about their Title IX sexual misconduct procedure (e.g. confidentiality, how and where to report, standard of proof). However, there were notable gaps where the policies require further details in order to fully inform their stakeholders (e.g. cross-examination, rape shield provisions). Given the importance of having a comprehensive Title IX policy, future research and recommendations for improving schools’ Title IX policies are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1080/15388220.2023.2211769
Kai Lin, Lin Liu
ABSTRACT This study examined homophobic name-calling among 2,161 middle school students in the US and found that those who had experienced homophobic name-calling fared significantly worse than those who had never experienced it, regardless of whether they were called names by rivals, strangers, or friends. While this study also found evidence that the adverse mental health effect of homophobic name-calling was worse if it had been initiated by rivals than by friends, the overall findings affirm the potent and enduring toxicity of homophobic name-calling on adolescents’ mental health documented in previous studies. Despite some limitations, findings from this study shed light on our currently ambiguous understanding of the conditioning effect of social distance on the negative psychological impacts of homophobic name-calling and pose several implications for bullying prevention and intervention practice and policymaking.
{"title":"Friendly Teasing or Traumatic Bullying? Examining the Conditioning Effect of Social Distance on the Negative Psychological Outcomes of Homophobic Name-Calling","authors":"Kai Lin, Lin Liu","doi":"10.1080/15388220.2023.2211769","DOIUrl":"https://doi.org/10.1080/15388220.2023.2211769","url":null,"abstract":"ABSTRACT This study examined homophobic name-calling among 2,161 middle school students in the US and found that those who had experienced homophobic name-calling fared significantly worse than those who had never experienced it, regardless of whether they were called names by rivals, strangers, or friends. While this study also found evidence that the adverse mental health effect of homophobic name-calling was worse if it had been initiated by rivals than by friends, the overall findings affirm the potent and enduring toxicity of homophobic name-calling on adolescents’ mental health documented in previous studies. Despite some limitations, findings from this study shed light on our currently ambiguous understanding of the conditioning effect of social distance on the negative psychological impacts of homophobic name-calling and pose several implications for bullying prevention and intervention practice and policymaking.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45546676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1080/15388220.2023.2211768
Leigh Rauk, Carissa J Schmidt, Karissa Pelletier, Justin E. Heinze, R. Cunningham, P. Carter, M. Zimmerman
ABSTRACT In response to fears regarding high-profiled school shootings and firearm violence, schools transformed dramatically, implementing school safety measures such as school police, armed security, metal detectors, and active shooter drills. This study used nationally representative data to assess the relationship between school safety policies and student perceptions of school safety for Youth of Color in comparison to non-Hispanic, White youth. Results show that an increase in the total number of school safety policies – as well as specific types of school safety policies (i.e. armed security personnel and student search practices) – are associated with lower perceptions of school safety for Youth of Color relative to White youth. Findings may inform school administrators’ decisions regarding implementation of school safety policies to prevent school violence, including school-level decisions around firearm injury prevention efforts.
{"title":"More is Not Always Better: Examining the Cumulative Effects of School Safety Policies on Perceptions of School Safety for Youth of Color","authors":"Leigh Rauk, Carissa J Schmidt, Karissa Pelletier, Justin E. Heinze, R. Cunningham, P. Carter, M. Zimmerman","doi":"10.1080/15388220.2023.2211768","DOIUrl":"https://doi.org/10.1080/15388220.2023.2211768","url":null,"abstract":"ABSTRACT In response to fears regarding high-profiled school shootings and firearm violence, schools transformed dramatically, implementing school safety measures such as school police, armed security, metal detectors, and active shooter drills. This study used nationally representative data to assess the relationship between school safety policies and student perceptions of school safety for Youth of Color in comparison to non-Hispanic, White youth. Results show that an increase in the total number of school safety policies – as well as specific types of school safety policies (i.e. armed security personnel and student search practices) – are associated with lower perceptions of school safety for Youth of Color relative to White youth. Findings may inform school administrators’ decisions regarding implementation of school safety policies to prevent school violence, including school-level decisions around firearm injury prevention efforts.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59870562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1080/15388220.2023.2186420
Isaias M. Contreras, R. Novaco
ABSTRACT Rumination about anger experiences prolongs anger arousal and increases the likelihood of aggression. School violence perpetrators have ruminated angrily. Research measures and personal accounts of anger rumination often contain revenge-planning as a subtheme, the relevance of which has received insufficient attention in accounting for aggressive behavior. This study differentially examines anger rumination with and without revenge-thinking, testing for their differential effects in association with aggression and life satisfaction. In a sample of 340 undergraduates, anger rumination (without revenge-thinking) was not significantly associated with self-reported physical or verbal aggression, while revenge-thinking was, controlling for gender and anger disposition. However, anger rumination, but not revenge-thinking, was associated with poorer life satisfaction. Relevant extensions for violence risk assessment, anger treatment, and future research concerning anger rumination are discussed.
{"title":"Anger Rumination Vs. Revenge Planning: Divergent Associations with Aggression and Life Satisfaction","authors":"Isaias M. Contreras, R. Novaco","doi":"10.1080/15388220.2023.2186420","DOIUrl":"https://doi.org/10.1080/15388220.2023.2186420","url":null,"abstract":"ABSTRACT Rumination about anger experiences prolongs anger arousal and increases the likelihood of aggression. School violence perpetrators have ruminated angrily. Research measures and personal accounts of anger rumination often contain revenge-planning as a subtheme, the relevance of which has received insufficient attention in accounting for aggressive behavior. This study differentially examines anger rumination with and without revenge-thinking, testing for their differential effects in association with aggression and life satisfaction. In a sample of 340 undergraduates, anger rumination (without revenge-thinking) was not significantly associated with self-reported physical or verbal aggression, while revenge-thinking was, controlling for gender and anger disposition. However, anger rumination, but not revenge-thinking, was associated with poorer life satisfaction. Relevant extensions for violence risk assessment, anger treatment, and future research concerning anger rumination are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41634396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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