Protective factors for adolescent violence against authority.
Both the family and school environments influence adolescents' violence, but there is little research focusing simultaneously on the two contexts. This study analyzed the role of positive family and classroom environments as protective factors for adolescents' violence against authority (parent abuse and teacher abuse) and the relations between antisocial behavior and child-to-parent violence or student-to-teacher violence. The sample comprised 687 Spanish students aged 12-16 years, who responded to the Family Environment Scale (FES) and the Classroom Environment Scale (CES). Structural Equation Modeling was used to test our model of violent behavior towards authority based on Catalano and Hawkins' Social Developmental Model (1996). Perceived family cohesion and organization showed an inverse association with parent abuse, suggesting that a positive family environment was a protective factor for the development of violence against parents. Family and classroom environments had direct effects on adolescents' violence against authority, and antisocial behavior showed a mediating effect in this relationship. The model accounted for 81% of the variance in violence against authority. As family environment was a better predictor of violence against authority than school environment, intervention efforts to reduce rates of adolescent violence should focus on helping parents to increase family cohesion and to manage conflictive relationships with their children.
Universidad del País Vasco / Euskal Herriko Unibertsitatea (UPV/EHU) (Spain).
Izaskun
I
Ibabe
Joana
J
Jaureguizar
Peter M
PM
Bentler
D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D000987:Antisocial Personality Disorder / Q000523:psychology*; D002648:Child; D005178:Faculty; D005195:Family Relations; D005260:Female; D006801:Humans; D008297:Male; D008960:Models, Psychological; D010287:Parent-Child Relations; D012574:Schools; D012931:Social Environment; D014754:Violence / Q000523:psychology*