研究青少年虐待行为及其与学校参与的关系

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools Pub Date : 2021-12-14 DOI:10.1177/13654802211056876

Laura Mielityinen, Noora Ellonen, R. Ikonen, E. Paavilainen

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引用次数: 2

摘要

本文探讨了青少年遭受的虐待与学校参与度之间的关系。虐待包括身体、精神和性暴力，以及性骚扰、忽视和目睹家庭暴力。学校参与是指学生与学校所有活动的关系。它描述了学生的思想、活动和参与，以及他们与学校有关的情绪。分析基于芬兰学校健康促进数据（N = 155299），并通过线性回归分析进行分析。结果表明，无论性别、年龄、家庭结构或移民背景如何，青少年的虐待经历都与学校参与度有关。虐待增加了功能参与，减少了情感和认知参与。因此，这些结果证实，虐待也会导致学生沉浸在作业中。研究结果可用于防止低入学率和虐待青少年。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Examining adolescent maltreatment and connections to school engagement

This article examines how maltreatment experienced by adolescents is related to school engagement. Maltreatment includes physical, mental, and sexual violence along with sexual harassment, neglect, and witnessing domestic violence. School engagement refers to the students’ relationship to all activities in the school. It describes students’ thoughts, activities and participation as well as their emotions in relation to school. Analysis is based on the Finnish School Health Promotion data (N = 155,299) and analyzed by linear regression analysis. Results indicate that adolescents’ maltreatment experiences are related to school engagement, regardless of gender, age, family structure, or immigrant background. Maltreatment increases functional engagement and decreases emotional and cognitive engagement. These results thus confirm that maltreatment can also cause immersion in schoolwork. The results can be used to prevent lower school engagement and maltreatment of adolescents.

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来源期刊

Improving Schools EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.