Tatort Schule: Gewalt an Schulen 1994–1999

Fuchs, Marek; Lamnek, Siegfried; Luedtke, Jens

doi:10.1007/978-3-322-92263-2

Cited by 27 publications

(5 citation statements)

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“…Among the students of Hauptschule are problem groups characterized by violence problems, social discrimination, and low career perspectives. Several studies of violence among students (Arbeitsgruppe Schulevaluation, 1998; Fuchs, Lamnek & Luedtke, 2001; Holtappels, Heitmeyer, Melzer, & Tillmann, 1997; Tillmann, Holler-Novitzki, Holtappels, Meier, & Popp, 1999) confirm that Hauptschule is prone to student violence. The study presented here is relevant to society, in that the majority of at-risk youth and violent adolescent criminals remain at low educational levels.…”

Section: Methodsmentioning

confidence: 99%

Media Violence and Youth Violence

Hopf

Huber

Weiß³

2008

Journal of Media Psychology

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The frequency of exposure to media violence and eight additional risk factors were path-analyzed in a 2-year longitudinal study. The exposure to media violence (total score) affected students’ later violence (β = .28) and later violent delinquency (β = .30) more strongly than other risk factors. Direct effects were also caused by risk factors assessed at Time 1, which in turn were reinforced by the remaining risk factors on the second or third stratum of analysis. Of particular importance are the findings that (1) playing violent electronic games is the strongest risk factor of violent criminality and (2) both media-stimulated and real experiences of aggressive emotions associated with the motive of revenge are core risk factors of violence in school and violent criminality. The results of our study show that the more frequently children view horror and violence films during childhood and the more frequently they play violent electronic games at the beginning of adolescence the higher will these students’ violence and delinquency be at the age of 14.

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Section: Methodsmentioning

confidence: 99%

Media Violence and Youth Violence

Hopf

Huber

Weiß³

2008

Journal of Media Psychology

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“…Under the project, a mass questionnaire survey of pupils was conducted. The methods and techniques of the panel study on school violence were employed, conducted by German researchers in three waves (between 1994 and 2004) in the state of Bavaria (Fuchs & Lamnek, 2009).…”

Section: The Concept and Methodsmentioning

confidence: 99%

“…The questionnaire employed in the Nizhny Novgorod study is a ready-made instrument for a mass survey of pupils aged from 10 to 21. It was successfully tested in Germany as an instrument for the panel study in schools in 1994, 1998, and 2004(Fuchs & Lamnek, 2009. The original questionnaire was translated into Russian from German in compliance with the rules of translation for questionnaires.…”

Section: The Concept and Methodsmentioning

confidence: 99%

The Risk of Prevalence of Violence at Russian Schools: Sociological Analysis

Сизова¹

2014

Social Work

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Competent international organizations are greatly concerned with the prevalence of aggressive behavior of children in Russia. This paper addresses the frequency and types of school violence in present day Russia. The study evaluated 14 factors of violence at school, relevance of which is proved by modern research. This sociological study, which is the first large-scale research on the issue in Russia, has confirmed that violence is embedded in the country's cultural patterns and can be found in all the components of school life. The study has provided evidence that, firstly, violent behavior is prone to change over time and depends on the school's culture. To what extent a contemporary Russian school may be regarded as a safe place largely depends on the social capital and the origin of the majority of students, as well as the level and quality of social control exercised by intraschool structures, and the interaction involving all the participants of school life. Not least of all, the spread of violence in school is associated with a considerable deterioration in the quality of school teaching and educational capital, a sharp reduction in social contacts and relationships with key persons responsible for the school's socialization of children (e.g., parents). Secondly, along with other factors, the social capital of the family and the kind of information and communication the children are exposed to determine what forms the aggressive behavior of children takes. It may depend on a high degree of vulnerability of SOCIAL WORK 2014 m. Nr. 13(1). Research papers 29 the family and a tough style of family upbringing of children, comprising the use of physical punishment, abuse and inclusion of children in the orbit of the parent/partner conflicts and scandals. It is equally important to protect children from the flow of harmful information and unsafe communications. On the contrary, the violence among students in Russia is depending to a lesser extent on factors, such as the infrastructure of the school, its spatial characteristics, motivation of children to learning and to school attendance, attitudes and internalization of social norms and ideological components, relationships with parents, the experience of tasting forbidden narcotic and psychotropic substances and the existence of negative life experiences.

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“…Weiler, 1999), den (delinquenten) Freundeskreis und dessen normative Orientierung (vgl. Fuchs, Lamnek, Luedtke & Baur, 2005;Fuchs, Lamnek & Luedtke, 2001;von Salisch, Kristen & Oppl, 2007) sowie das schulische Umfeld (vgl. Krahé & Möller, 2010).…”

Section: Gewaltverhaltenunclassified

Die Rolle problematischer Mediennutzung für Schulerfolg und Gewaltverhalten – ein Geschlechtervergleich

Mößle¹,

Rehbein²

2014

Die Krise Der Jungen

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Tatort Schule: Gewalt an Schulen 1994–1999

Cited by 27 publications

References 0 publications

Media Violence and Youth Violence

Media Violence and Youth Violence

The Risk of Prevalence of Violence at Russian Schools: Sociological Analysis

Die Rolle problematischer Mediennutzung für Schulerfolg und Gewaltverhalten – ein Geschlechtervergleich

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