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Comparative Analysis of the Perception of School Violence in Teachers, Pupils, and Families

Published online by Cambridge University Press:  10 April 2014

José Jesús Gázquez Linares ,
Adolfo Javier Cangas Díaz ,
María del Carmen Pérez Fuentes  and
Francisca Lucas Acién
José Jesús Gázquez Linares*
Affiliation:
Universidad de Almería (Spain)
Adolfo Javier Cangas Díaz
Affiliation:
Universidad de Almería (Spain)
María del Carmen Pérez Fuentes
Affiliation:
Universidad de Almería (Spain)
Francisca Lucas Acién
Affiliation:
Universidad de Almería (Spain)
*
Correspondence concerning this article should be addressed to Dr. José Jesús Gázquez Linares, Universidad de Almería, Facultad de Psicología y CC.EE., Dpto. Psicología Evolutiva y de la Educación, Carretera Sacramento S/N, 04120 Almería (Spain). Phone: 950015598. Fax: 950015083. E-mail: [email protected]
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Abstract

The main aim of the present study is to analyze the opinion of pupils, families and teachers in four European countries (Spain, Hungary, Austria and the Czech Republic) on the prevalence of violent behavior and other problematic aspects related to coexistence in schools, and on the way in which individuals are personally affected by them. For this purpose, a single instrument was used. From the results obtained it emerges, first of all, that there are significant differences depending on who is analyzing the school problems. Generally, families perceive the problems analyzed as less common and feel less affected by them personally. Hungary was considered to be the country with the lowest levels of school violence. Pupils indicate their concern about the high levels of lack of motivation or boredom, whilst teachers are more preoccupied about the serious problems of coexistence, due in particular to the presence or use of weapons and drugs and to intercultural conflicts.

El objetivo principal de este estudio es analizar la opinión de alumnos, familias y profesores en cuatro países europeos (España, Hungría, Austria y la República Checa) sobre la prevalencia del comportamiento violento y otros aspectos problemáticos relacionados con la convivencia en la escuela, y sobre la forma en que los individuos se ven afectados personalmente por ellos. Para ello, se empleó un solo instrumento. De los resultados, se observa, primero, que hay diferencias significativas en función de quién analiza los problemas de la escuela. En general, las familias perciben los problemas analizados como menos habituales y se sienten menos afectados por ellos. Hungría se consideró el país con los niveles más bajos de violencia escolar. Los alumnos comentan su preocupación por los altos niveles de falta de motivación o aburrimiento, mientras que los profesores están más preocupados por los problemas serios de convivencia, debidos en particular a la presencia o el uso de armas y drogas y a los conflictos interculturales.

Keywords

bullyingEuropefamiliesteacherspupilsviolencia escolarEuropafamiliasprofesoresalumnos
Type
Articles
Information
The Spanish Journal of Psychology , Volume 11 , Issue 2 , November 2008 , pp. 443 - 452
Copyright
Copyright © Cambridge University Press 2008

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