Adolescent Aggression towards Teachers: Experience of Victimization and Connections with Personality Factors

Abstract

Objective. This article is devoted to a theoretical and empirical study of the problem of aggression against teachers. Within the framework of the article, the following research questions were posed: what is the frequency of these manifestations of aggressive behavior toward Russian teachers? Is the frequency of these manifestations of aggression toward teachers related to the teachers characteristics, in particular, because of their own aggressiveness? Methods. The study was implemented as an anonymous online survey, which included teachers from nine regions and five federal districts of the Russian Federation. The sample of respondents consisted of 5086 teachers. The vast majority of respondents were female (94%). The Buss Perry Aggression Questionnaire (BPAQ) adapted by S.N. Enikolopov and N.P. Tsibulsky was used to assess the aggressiveness indicators of teachers. To assess the specifics of teachers' ideas about the problematic behavior of students, we used the questionnaire developed by the Center for Socialization, Family and Prevention of Antisocial Behavior from Moscow State Pedagogical University. The Kruskal-Wallis and Tukey tests were used as the principal method of statistical data processing. Results. Among the most common forms of aggressive behavior against teachers, the following stand out: systematic violation of discipline, ignoring and refusing to fulfill the requirements of a teacher. A tendency towards an increase in the probability of perceiving various manifestations of aggression against oneself with an increase in the level of various components of the teacher's aggressiveness (a tendency to physical aggression, anger and hostility) became apparent. Discussion. The data obtained are considered in the context of various socio-psychological phenomena: projection, hostile attribution, the Rosenthal effect. Conclusions. A connection was found between indicators of teachers' aggressiveness and their subjective assessment of the frequency of conflicts with adolescents. The relationships between teachers' propensity for physical aggression, anger and hostility with manifestations of aggression towards a teacher from students such as negative attitude, disregard, direct and indirect aggression.

The program of psychological preparedness of servicemen is the basis of readiness for military and professional activities

“…Науковці Макаревич О.П., Одеров А.М., Реан А.А., Стасюк В.В. доводять, що низький рівень нервово-психічної витривалості в умовах тривалих психічних і фізичних навантажень негативно позначається на професійній готовності захисників [12,14,16]. що у свою чергу доводить прямий взаємозв'язок між нервово-психічною, бойовою та фізичною витривалістю.…”