Externalizing problems mediate the relation between teacher and peer violence and lower school performance

Faustine Bwire Masath; Florian Scharpf; Lars Dumke; Tobias Hecker

doi:10.1016/j.chiabu.2022.105982

Externalizing problems mediate the relation between teacher and peer violence and lower school performance

Standard

Externalizing problems mediate the relation between teacher and peer violence and lower school performance. / Masath, Faustine Bwire; Scharpf, Florian; Dumke, Lars; Hecker, Tobias.

in: CHILD ABUSE NEGLECT, Jahrgang 135, 01.2023, S. 105982.

Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung

Harvard

Masath, FB, Scharpf, F, Dumke, L & Hecker, T 2023, 'Externalizing problems mediate the relation between teacher and peer violence and lower school performance', CHILD ABUSE NEGLECT, Jg. 135, S. 105982. https://doi.org/10.1016/j.chiabu.2022.105982

APA

Masath, F. B., Scharpf, F., Dumke, L., & Hecker, T. (2023). Externalizing problems mediate the relation between teacher and peer violence and lower school performance. CHILD ABUSE NEGLECT, 135, 105982. https://doi.org/10.1016/j.chiabu.2022.105982

Vancouver

Masath FB, Scharpf F, Dumke L, Hecker T. Externalizing problems mediate the relation between teacher and peer violence and lower school performance. CHILD ABUSE NEGLECT. 2023 Jan;135:105982. https://doi.org/10.1016/j.chiabu.2022.105982

Bibtex

@article{5285d4f882f14127a62d635967bbb094,

title = "Externalizing problems mediate the relation between teacher and peer violence and lower school performance",

abstract = "BACKGROUND: The association between children's exposure to family violence and poor academic outcomes is well-established. Less is known about how exposure to violence in the school context, i.e., by teachers and by peers, affects academic functioning. Moreover, the role of children's mental health problems in this link has hardly been examined.OBJECTIVES: We examined direct and indirect associations between children's experiences of violence by teachers and peers and children's mental health and school functioning while controlling for children's experiences of parental violence.PARTICIPANTS: Using a multistage random sampling approach, we obtained a representative sample of 914 students (50.5 % girls, Mage = 12.58 years) from 12 primary schools in Tanzania.METHODS: In structured interviews, students' experiences of violence and mental health problems were assessed. Students' academic performance and absenteeism were documented using school records. Associations were examined using structural equation modeling.RESULTS: Experiences of more teacher and peer violence were each significantly associated with higher externalizing problems (teachers: β = 0.27 [95 %-CI: 0.12, 0.47]; peers: β = 0.17, [95 %-CI: 0.07, 0.32]). Higher externalizing problems were significantly associated with poorer academic performance (β = -0.13, [95 %-CI: -0.23, -0.02]), implying significant indirect associations between students' experiences of teacher violence (β = -0.04, [95 %-CI: -0.08, -0.01]) and peer violence (β = -0.02, [95 %-CI: -0.05, -0.01]) and their academic performance via externalizing problems.CONCLUSION: Exposure to violence at school may impair children's academic performance indirectly by increasing attention and behaviour problems. Further investigations in longitudinal studies and implementation of interventions to reduce violence in schools are indicated.",

keywords = "Child, Female, Humans, Male, Schools, Students/psychology, Peer Group, Domestic Violence, Academic Performance",

author = "Masath, {Faustine Bwire} and Florian Scharpf and Lars Dumke and Tobias Hecker",

year = "2023",

month = jan,

doi = "10.1016/j.chiabu.2022.105982",

language = "English",

volume = "135",

pages = "105982",

journal = "CHILD ABUSE NEGLECT",

issn = "0145-2134",

publisher = "Elsevier Limited",

}

RIS

TY - JOUR

T1 - Externalizing problems mediate the relation between teacher and peer violence and lower school performance

AU - Masath, Faustine Bwire

AU - Scharpf, Florian

AU - Dumke, Lars

AU - Hecker, Tobias

PY - 2023/1

Y1 - 2023/1

N2 - BACKGROUND: The association between children's exposure to family violence and poor academic outcomes is well-established. Less is known about how exposure to violence in the school context, i.e., by teachers and by peers, affects academic functioning. Moreover, the role of children's mental health problems in this link has hardly been examined.OBJECTIVES: We examined direct and indirect associations between children's experiences of violence by teachers and peers and children's mental health and school functioning while controlling for children's experiences of parental violence.PARTICIPANTS: Using a multistage random sampling approach, we obtained a representative sample of 914 students (50.5 % girls, Mage = 12.58 years) from 12 primary schools in Tanzania.METHODS: In structured interviews, students' experiences of violence and mental health problems were assessed. Students' academic performance and absenteeism were documented using school records. Associations were examined using structural equation modeling.RESULTS: Experiences of more teacher and peer violence were each significantly associated with higher externalizing problems (teachers: β = 0.27 [95 %-CI: 0.12, 0.47]; peers: β = 0.17, [95 %-CI: 0.07, 0.32]). Higher externalizing problems were significantly associated with poorer academic performance (β = -0.13, [95 %-CI: -0.23, -0.02]), implying significant indirect associations between students' experiences of teacher violence (β = -0.04, [95 %-CI: -0.08, -0.01]) and peer violence (β = -0.02, [95 %-CI: -0.05, -0.01]) and their academic performance via externalizing problems.CONCLUSION: Exposure to violence at school may impair children's academic performance indirectly by increasing attention and behaviour problems. Further investigations in longitudinal studies and implementation of interventions to reduce violence in schools are indicated.

AB - BACKGROUND: The association between children's exposure to family violence and poor academic outcomes is well-established. Less is known about how exposure to violence in the school context, i.e., by teachers and by peers, affects academic functioning. Moreover, the role of children's mental health problems in this link has hardly been examined.OBJECTIVES: We examined direct and indirect associations between children's experiences of violence by teachers and peers and children's mental health and school functioning while controlling for children's experiences of parental violence.PARTICIPANTS: Using a multistage random sampling approach, we obtained a representative sample of 914 students (50.5 % girls, Mage = 12.58 years) from 12 primary schools in Tanzania.METHODS: In structured interviews, students' experiences of violence and mental health problems were assessed. Students' academic performance and absenteeism were documented using school records. Associations were examined using structural equation modeling.RESULTS: Experiences of more teacher and peer violence were each significantly associated with higher externalizing problems (teachers: β = 0.27 [95 %-CI: 0.12, 0.47]; peers: β = 0.17, [95 %-CI: 0.07, 0.32]). Higher externalizing problems were significantly associated with poorer academic performance (β = -0.13, [95 %-CI: -0.23, -0.02]), implying significant indirect associations between students' experiences of teacher violence (β = -0.04, [95 %-CI: -0.08, -0.01]) and peer violence (β = -0.02, [95 %-CI: -0.05, -0.01]) and their academic performance via externalizing problems.CONCLUSION: Exposure to violence at school may impair children's academic performance indirectly by increasing attention and behaviour problems. Further investigations in longitudinal studies and implementation of interventions to reduce violence in schools are indicated.

KW - Child

KW - Female

KW - Humans

KW - Male

KW - Schools

KW - Students/psychology

KW - Peer Group

KW - Domestic Violence

KW - Academic Performance

U2 - 10.1016/j.chiabu.2022.105982

DO - 10.1016/j.chiabu.2022.105982

M3 - SCORING: Journal article

C2 - 36493510

VL - 135

SP - 105982

JO - CHILD ABUSE NEGLECT

JF - CHILD ABUSE NEGLECT

SN - 0145-2134

ER -