Factors Contributing to School Violence in Adolescence

Running head: SCHOOL VIOLENCE IN ADOLESCENCE 0
TRƯỜNG ĐẠI HỌC KINH TẾ - LUẬT

MID-TERM ASSIGNMENT
SCHOOL VIOLENCE IN
ADOLESCENCE
SUBJECT: BUSINESS ACADEMIC SKILLS
-MSc. CHUNG TỪ BẢO NHƯ-
NONAM GROUP
SCHOOL VIOLENCE IN ADOLESCENCE 1
School violence in adolescence
NONAM GROUP
LIST AND EVALUATE THE LEVEL OF CONTRIBUTION (summary)
NAME ID POSITION LEVEL OF CONTRIBUTON
Đặng Đình Khôi K204071531 Member 85%
Lê Mỹ Linh K204071533 Member 96%
Trần Thị Hồng Nhung K204071541 Member 98.5%
Đoàn Lê Phương Uyên K204071547 Member 90%
Hoàng Trọng Anh K204081617 Leader 98.8%
Lê Quỳnh Như Ngọc K204081623 Member 98%
Note: The result in level of contribution are equal to average of marks given by each member.
Among members, there is a consistency in developing directions and procedures, and a good
interaction with others when working and discussing.
*The detailed evaluation table is available in another specific file.

Abstract
With the acts of school violence, not sorely be adolescents affected on public health
problems, but make them be motive to do something illegally and negatively, which leads
to make a considerable threat and pay attention to a particular individual, community
concerns and even all around the world. Moreover, the issue will have an influence more
remarkably in some aspects of social life if children are not properly taught and carefully
taken care of by school and family, for example. To help fill this gap, the study will survey
each level of the impact of factors: (1) Influence of the peer group (IOPG), (2) The behavior
between parents and children (BBP&C), (3) Students’ Personalities and (4) Effects of
Schools and Teachers. The survey was carried out online on 500 individuals, from 9 to 16
years old, who have been victims of violence school. The purpose of the survey was for
students to compare the effects of various elements in order to determine what they were
and each aspect has a different level of importance. Hence, the results show the importance
of preventing school violence happening to motivate people to make up with some specific
methods which improve teaching about violence at school as well as, and help children
have the necessary knowledge in their mind step by step before entering the process of
puberty development to avoid causing incidents of school violence. Quantitative and
qualitative research will be used to examine the survey findings in order to identify the
relevance of independent variables in particular.
Keywords: school violence, adolescence

INTRODUCTION(1)
1.1. GENERAL BACKGROUND
In recent years, public opinion is reflecting the situation of school violence that is
happening more and more, with violent acts taking place in different directions,
manifestations with changes in negative aspects for a remarkable percentage of adolescents
and children. In the period of 2005-2013, the United States had witnessed nearly one-third
of learners from 12 to 18 years in a school suffered from different kinds of violence while
schooling (Robers et al, 2015). According to OECD’s research, in a year, the number of a
student group at 15 years old was approximately 30% of them on average would be
victimized at least at a few times. Indeed, school violence has attracted more attention and
investigation throughout the years.
1.2. DEFINITION THE SCHOOL VIOLENCE
In the context of a school, violence often refers to acts of physical injury committed
by students against other students or by students against teachers. Contributors to a recent
comprehensive study on school violence. The issue of school violence causes reducing
physical health, emotional control of children and adolescents, and causes an absence,
gradual lack of motivation and even leads to dropping out of school. Violence school
consists of two types of injuries, occurring intentionally or unintentionally. The former
separates violence from unintentional incidents that cause harm while unintentional
injuries among teenagers is a huge public health concern across the world. For
example, serious non-fatal injuries resulting from many causes, is classified as a person
has to miss at least a full day of typical activities, or is treated by a doctor. This leads to
over 5 million deaths each year. A study of 11-, 13-, and 15-year-old adolescents in 11
industrialized nations found that 41.3 percent of all youngsters had been harmed and
required medical care in the previous year. Serious injury hit 47.8 percent of male pupils
and 37.5 percent of female students in 68 LMICs. According to the Global School-based
Student Health Survey (GSHS) in four Southeast Asian countries, on average 2.2 percent
of teenagers sustained one or more major injuries in the previous 12 months.
1.3. STATEMENT OF THE RESEARCH PROBLEM
In the psychological literature, several personal factors, like age, physical

appearance, gender, and ethnicity, are frequently linked to the chance of responding
aggressively (Kljakovic and Hunt 2016; OECD 2017). Cook et al 2010; Guerra et al 2011)
discovered that aggressive behavior is linked to contextual factors such as home
environment and school atmosphere.One of the primary reasons for school violence is a
lack of education. According to the present literature, school violence is connected with
suicide among adolescents; injury is linked to poor mental health and violence; and both
violence and injury are associated with drug abuse and truancy. Parental neglect and a lack
of parental bonding are risk factors for violence and harm, but parental respect and support
are protective factors. For instance, if young individuals are not taught about the dangers
and wrongs of violence at a young age, there is a high possibility they may engage in it
later in life like labor market performance and antisocial and criminal behavior
(Ammermüller 2012; Bowes et al., 2015; Eriksen, Nielsen, and Simonsen 2014; Kim and
Leventhal 2008; Ponzon 2013) . Several studies, for example, demonstrate that bullies are
more likely to originate from abusive, harsh, or unsupportive parental settings (Barker et
al., 2008; Nation et al., 2008; Schwartz et al. 2000). Social connections are very crucial in
affecting behavioral outcomes. Because children spend a significant amount of time in the
classroom socializing and engaging with peers, such interactions are likely to contribute to
the formation of students' attitudes about violence. In this situation, their plainly discernible
ordinal position in their peer group may provide them with insufficient information
regarding their absolute competence. Students who are highly ranked have a highly
recognized ability. If students with high perceived ability have higher future aspirations,
the cost of school violence may be higher for them, for example, because teachers tend to
give lower grades to violent students, but high marks are important to their future
aspirations.
1.4. SHORTAGES OF KNOWLEDGE
Despite its importance in the creation of human capital and the potential for negative
consequences on individual and social outcomes, school violence has only lately begun to
get attention from the economic literature.Some recent publications have attempted to
establish a causal link between victimization and similar consequences (Brown and Taylor
2008; Brown and Taylor 2009).Ammermueller 2012; Ponzo 2013; Eriksen, Nielsen, and
Simonsen 2014; Gorman et al., 2019), but compelling empirical evidence (Ammermueller
2012; Ponzo 2013; Eriksen, Nielsen, and Simonsen 2014; Gorman et al., 2019).There is
still a scarcity of data on the underlying causes of classroom violence.
Vietnam is a low-to-middle-income Southeast Asian country with a population of

95.5 million people. According to the 2013 GSHS, 34.3 percent of male middle-school
pupils and 25.1 percent of female middle-school students in Vietnam suffered one or more
major injuries. Although there have been some published studies on violence and injury in
developed nations and on the general situation in LMICs, scientific evidence on violence
or injury and associated variables in Vietnam is limited, as school violence is a sensitive
issue in Vietnamese culture. Schools with a high frequency of violence in Vietnam are more
likely to receive unfavorable media attention and establish a bad image; as a result, school
authorities may have less motivation to encourage research on school violence.
This case research was surveyed in the ranges of particular ages being limited in the
short period without tracking any more time.In addition, it is observed on participants who
are victims of school violence, which means that some of the participants can feel
uncomfortable to share their stories and simply face to have difficulty in remembering and
recording school violence Especially, to generalize the problems and give exact findings,
this small sample size can not be implemented.
The findings of this study shows that sample size will grow in future research to
take care of new jobs such as analyzing some factors about emotional intelligence and self-
esteem which are related to violent acts.
Campaigns for obstruction about how to reduce violent behavior in schools can be
considered and encouraged by family, society, school and government.
1.5. IMPORTANCE
School violence is a problem in schools. Many students have been, are and may be
victims of, or witness acts of violence against their friends. This research will complement
the field of education by providing insight into teacher, family and societal perceptions of
school violence. Thereby educating young people about morality in order to help them gain
a deeper understanding and insight into life, and improve their sense of learning. At the
same time, it also provides a number of oriented solutions for schools, creating a healthy
and civilized learning environment. This could cover things like violence prevention
initiatives, safety strategies, bullying and violent behavior issues, student attendance,
dropout rates, and academic accomplishment. This study can help to promote social change
and development by having a beneficial impact on kids through effective school safety
strategies, which can lead to higher student success as a result of a more dynamic learning
environment. This study may inspire different stakeholders in school districts to provide
professional development training for educators in order to promote the concepts and
components of school violence prevention. By addressing the issue of professional
development in school safety, teachers will be able to have a greater positive impact on
their children' social and emotional development.
1.6. STATEMENT OF RESEARCH OBJECTIVES
What is ‘school violence’?
Why does the school violence issue become serious ?
Which affects students' and adolescents' attitude behavior ?
How to reduce this problem ?
How do teachers or parents help their students when they are suffering from school
violence?
1.7. SCOPE
The study's scope comprised the number of participants restricted to that specific
location, from 9 to 16 years old and have been a victim of school violence.
LITERATURE REVIEW(2)
Part of the reason for the rapid rise in school violence is the substantial erosion of
social ethical principles. School bullying is defined as the use of physical and mental
aggression by students and staff in a school setting, ranging from individuals to groups. Li
et al. (2021) state that child abuse and poor judgment is an emergency situation with
dreadful mortality and disability rates, with the worst result is being the abusive childhood
of children. Many countries, including Vietnam, are concerned about this issue. Bullying
in schools is a difficult problem that affects both the education sector and society as a whole.
According to Le et al. (2021), cigarette smoking, alcohol usage, mental health issues, and
living with neither parent were all risk factors for both violent and non-fatal injuries;
violence was also a risk factor for non-fatal injuries. Student age was linked to a decreased
risk of school violence. Parents had a critical influence in reducing female student
aggression and non-fatal injuries in both genders. Indeed, Nguyen (2021) has used actual
interviews and surveys to show that school violence has a variety of causes and necessitates
specific attention from the school, family, and society. Nonetheless, the main responsibility
must rest with the student’s families, who must take the burden of apathy, lack of interest,
and awareness of changes in children's psychology and physiology, as well as abandoning
children's education to the school, resulting in a lack of family love fostering. When the
link between family, school, and society breaks down, it is the students who suffer the most.
The importance of family education should not be underestimated.
Especially, there is too little knowledge of society for the prevention and early
detection of psychological exploitation in youngsters (Li et al., 2021). Not only that, but
there were variances between models that looked at violent episodes reported to police and
violent incidents recorded by school administration (Seo and Kruis, 2021). Li et al. (2021)
declare that the teacher's lack of awareness regarding child abuse related to a lower
proportion of child abuse reports. Due to lacking of knowledge about the scope and severity
of child abuse has limited the effectiveness when humanitarian aid is implemented to make
sure that children receive sufficiently paid attention or support services are provided
reasonably.
For children, when they were little, psychological violence is nearly like a
multifaceted complex case which is derived from different factors associated with an
abusive relationship by their family and socio-cultural setting not being able to give an
explanation as one-sided or one-sided. As defined by Li et al. (2021), students who have
been bullied in schools tend to display behaviors that harm their socio-emotional
development, such as aggressiveness, behavioral disruptions, bad feelings, and losing
social bonds. Psychological abuse usually occurs when a youngster is repeatedly made to
feel bad, discouraged, lonely, or afraid. Family is considered to be the most dangerous
environment instead of schools. Examining the influence of mental trauma on the growth
of soft-skills in children will enlarge the vision about the issue. As a result, the positive
view of social skill development programs in primary school to avoid and identify different
abusive psychology is better understood (Li et al., 2021).
Owing to reducing psychological maltreatment, Nguyen (2021) indicates that the
school system requires significant reform, with a focus on increasing ethics and life skills
while diminishing the lack of theoretical topics. Clearly, social skills induce learners to
gain incorporation into their behaviour, allowing them to interact with others from a variety
of sectors. The growth of social skills in children gives a perfect preparation for a future
life in the same way that it prepares students for positive experiences in other areas of life.
Li et al. (2021) note that students' positive behaviour is enhanced by the development of
social skills, while negative behaviour is reduced. Not only does social skills training
productively prevent problems like alcohol and medication abuse, truancy, and bullying,
but it also promotes overall academic accomplishment, fitness, and happiness. Learning
social skills strengthens student engagement, increases coordination, and allows students
to become more accomplished, cautious, and concerned citizens. Students with greater
social skills are more likely to achieve a pleasant private life and steady work.
Many different articles address causes and correspond of school violence,
weaknesses of specific portions of the student population, the apparent intricacies and
harmonious connection among instructive and adolescent equity frameworks, and security
ways to deal with enhancing school brutality just as some potentially negative side-effects.
In Peguero (2018) words, scholars have spent a lot of time evaluating the effectiveness of
school policies and procedures aimed at making schools safer, with many of them focused
on the link consisting of security method and incidents of violence. Based on data from the
School research on Crime and Safety in 2018, Seo and Kruis (2021) looked at the
association between school security measures, restorative authority policies, and cases of
school violence. Security measures and school demographic features had a significant
influence on school violence than restorative authority measures. School violence has been
functionally characterized in various methods. Many scientists simply have calculated
violent conducts by giving example models of weapons storing and battling on the school
campuses (James et al., 2015; Peguero et al., 2020). Normally, violence at school is checked
more extensively with a file procedure that considers the figure for matters of harassments,
assault/ battery, burglaries (solid outfitted and equipped), bothered attack, actual attacks/
battles, and/or dangers of attacks by hand instead of weapons (Jennings et al., 2011; Padgett
et al., 2020). Simultaneously, researchers evaluated the efficacy of strateries and practices
aimed at reducing violence situations in school. Three types of factors (schools’
demographics; schools’ security measures; school-related restorative authority) were
considered by Seo and Kruis (2021).
The connection between schools’ demographics (that are adolescence’ sex and
ethnics, and schools’ range and ranks) and school violence has been investigated in many
studies (James et al., 2015; Maskaly et al., 2011). Seo and Kruis (2021) reveal that many
researchers have discovered that school ethnical and sexual mix have a relationship with
occurrences of violent attitudes at school. James et al.(2015) have clarified this finding that
the boys and minority students tend to participate in battles at school than other gatherings.
As an example, they assessed that former was multiple times and third two occasions
(individually) bound to battle at schools than the latter. Moreover, Pham and Nguyen
(2021) conclude that there are disparities in behaviour culture between Khmer and Kinh
pupils in a number of areas, including how they address themselves and how they express
their thoughts regarding uncultured behaviour.
The number of students in school and grade level have also been linked to incidents
of violence behaviour at school. Like a piece of evidence, Jennings et al. (2011) discovered
that fewer pupils in the school induces less violent performance at school than schools with
bigger student communities. Maskaly et al. (2011) discovered that violent performance at
school was linked to the size of the school, regardless of whether or not security staff were
present. Together, these results indicate that larger schools may experience more violent
situations than smaller schools. Furthermore, Maskaly et al. (2011) discovered that violent
behaviour at school was affected by the level of education. Their findings revealed that
rates of violent acts in middle schools were more than in elementary ones. There is an
opposite link between violent behaviour at school and the level of school.
In addition, some scholars have recommended that school location have an impact
on school-related criminal violence (Jennings et al., 2011; Lesneskie & Block, 2017) in
spite of unknown level as well as guidance of any possible association.

METHODOLOGY(3)
3.1. Research Design:

The research about the effects of school violence in adolescence will be conducted by
quantitative research and will collect necessary information through the research
questions. This research is cross-sectional study, which is done in short-term and
collected adequate information once only without tracking extra time)
The data is analyzed by using SPSS 20 software. The frequency and percentage are used
to describe the rate of being bullied and independent variables.
Design the questionnaire and select the level of the scale:
The survey will be conducted using a quantitative method through detailed
questionnaires with 500 adolescents aged 9 to 16 years old who had experienced school
violence. This step aims to evaluate the scale, identify the factors affecting school violence
as well as test the hypotheses that have been given.
Expected scale:
1. Likert scale:
Consists of five levels from 1 to 5 arranged in ascending order (1 is

“Completely not true” and 5 is “Totally true”).
Disagree → Agree
1 2 3 4 5
Completely Almost Sometimes Almost Completely

not true not true it’s true, sometimes true true
it’s not
2. Nominal scale:
The question consists of 2 separate options for classifying the
Ex: Please tell me your gender?
Have you ever been a victim of school violence?
o Men
Please tell me your gender?
o Women
The questionnaire was designed with three main parts as follows:
Part I: Information about targeted subjects:
This section includes questions related to age, gender, etc. This is the part of the
question that aims to filter the preliminary data. The data is intended to record information
about the groups of objects which are necessary for the research process and use the
Nominal Scale for easier classification and naming.
Part II: General information for determining eligibility:
The first condition is to record whether the students have ever been victims of some
forms of school violence or not. The second condition is whether they accept to share more
about school violence or not. If these two conditions are met, the survey continues, if not,
the survey ends. This is the information for descriptive analysis, and also the information
to help us find suitable people to participate in the study.
Part III: Survey information:
This is the central and the most important content of the questionnaire, which contains
a total of 50 Likert scale questions from "Completely not true" to "Completely true" are
built. In the variable “Factors causing school violence” include 4 questions about
“Influence of the peer group (IOPG)”, 8 questions about “The behavior between parents
and children (BBP&C)”, 6 questions about “Students' Personalities (SP)”, and 4 questions
about “Influence from Schools and Teachers (IFST)”, in the variable “The influence of
school violence” includes 6 questions about “Impacts on Students (IOS)”, 2 questions
about “Impacts on Families (IOF)”, 5 questions about “Impacts on Schools (IOS)”, and 4
questions about “Influence from Schools and Teachers (IFST)”, in the variable “The
influence of school violence” includes 6 questions about “Impacts on Students (IOS)”, 2
questions about “Impacts on Families (IOF)”, 5 questions about “Impacts on Schools
(IOS)”, and 4 questions about “Impacts on Community (IOC)”, in the variable “Types of
school violence” including 8 questions about “Spiritual Violence (SV)”, 5 questions about
“Physical Violence (PV)”, and 3 questions about “Material Violence (MV)”.
3.2. Research process:
Objectives of study
Theoretical basis
Research models
Completing the questionnaire

Quantitative Research → - Test Cronbach’s Alpha and EFA scales
- Model correction
- Model analysis
Analyze research result
Conclusion & Suggestions
Figure 2: Research Process
Source: Proposed Research Team
3.3. Sampling selection:
The subjects to be sampled for this study are young people aged from 9 to 16 years
old who have experienced school violence.
Sample sizes:
The study used a sample size formula of 1 proportional with the output variable
being the rate of bullying:
𝑛 = 𝑍2 (1 − 𝛼/2)
𝑝(1 − 𝑝) 𝑑2
Where: n is the required minimum sample size; significance level α = 0.05; p = 0.45
(bullying rate in Le Thi Hai Ha's study in Hanoi and Hai Duong in 2016) (1); absolute
precision d = 0.05.
After applying the formula, a minimum required sample size of 380 was calculated.
To prevent incorrect answers, increase the sample by 10%, resulting in a total sample size
of 418 subjects. However, to be even more precise, select 500 subjects to gain a certain
number and study value.
Sampling method:
In this study, the sampling method selected is convenient, random sampling, data is
collected through answering forms via Google form and filling out paper questionnaires to
answer questions.
3.4: Collecting and analyzing data:
3.4.1: Collecting data:
Data collection was done by survey method using questions.
Interviewees are young people aged from 9 to 16 years old who are studying at primary
and secondary schools in Ho Chi Minh City. The survey was conducted by using a
combination of methods including:
-Create questions to survey at the school gate.
-Create questions and send them via Zalo or Facebook.
-Create a QR code for parents to easily scan the code and assist their children in
answering questions.
Research location: Ho Chi Minh City
Time: December 16, 2021 - December 31, 2021.
To ensure the accuracy of the research samples, the team will remove the answers of the
people who are not between the ages of 9 and 16 years old.
3.4.2: Analyzing data:
The sequence of data analysis is as follows:
Step 1 – Prepare information: collect responses, screen, remove and analyze data using
SPSS 20 processing software
Step 2 – Statistics: conduct descriptive statistics of the collected data.
Step 3 – Test the reliability (Cranach's Alpha) and the validity of the scale through
Exploratory Factor Analysis (EFA) and using the total correlation coefficient (Item - Total
correlation). Cranach's Alpha coefficient does not indicate which variables should be
discarded and which should be kept. In which: Cranach's Alpha is a statistical test of the
rigor (the ability to explain a research concept) of a set of observed variables through
Cranach's Alpha coefficient.
Step 4 - Bartlett's test (Bartlett's test of spherical) to see if the observed variables in the
factor are correlated or not. Bartlett's test has statistical significance (SIG Bartlett's Test <
0.05). Showing that observed variables are correlated with each other in the factor.
3.5: Constructing scale:
3.5.1: Scale of the Factors that cause school violence:

The Complex Nature of School A: Attitudes Toward Aggression, Empathy and
Involvement Profiles in Violence
According to Martínez et al. (2021), youths' attitudes toward violence and deviant
behavior have been shown to be a significant predictor of violent behavior.
Factors that contribute to school violence include the following variables:
-Influence of the peer group: (IOPG)
+ I was tolerated by a group of friends to cause violence: IOPG1

+ I was forced by a group of friends to ostracize those who do not have the same opinion:
IGPG2
+ I was forced by a group of friends to defame and defame the honor of anybody who
didn't follow the group's members: IOPG3
+ I was forced by a group of friends to fight when I didn't like someone IOPG4
-The behavior between parents and children: (BBP&C)

+ How to behave between parents and students: BBP&C1
+ I rarely communicate with family members: BBP&C2
+ I find it difficult to talk to my family: BBP&C3
+ I do not receive emotional empathy and cognitive empathy from family: BBP&C4
+ My parents are less delicate and impatient when it comes to solving my problems:
BBP&C5
+ My parents never listen and share my problems: BBP&C6
+ My parents never cared about my study situation and surrounding relationships:
BBP&C7
+ My parents often use force with me: BBP&C8
+ I often witness domestic violence: BBP&C9
-Students’ Personalities: (SP)

+ I'm an introvert, shy, shy: SP1
+ I rarely care about people around SP2
+ I always think I'm right and everyone has to listen to me: SP3
+ I feel it is pointless to explain to others: SP4
+ I often get annoyed with people because they don't do what I want: SP5
+ I like to play games and movies with bold visuals: SP6
-Influence from Schools and Teachers: (IFST)

+ I feel the school does not take strict measures when dealing with school violence:
IFST1
+ The school does not have lessons to raise awareness about school violence: IFST2
+ Teachers are difficult to approach and do not care much about students: IFST3
+ Teachers know but still silently ignore acts of school violence: IFST4
3.5 Scale of the Impact of school violence on young people:
ACCORDING TO Burton P & Leoschut L (2012). There is evidence that children and
adolescents who are exposed to violence are more likely to experience sadness, social
isolation and loneliness, anxiety, and fear. A visible loss in academic performance, a lack
of interest in school and related activities, diminished focus, school drop-out, and truancy
are all consequences directly tied to educational results.

Violence exposure has also been related to a higher risk of anti-social and delinquent
behavior later in life (including violence). Violence has an influence on both the primary
and secondary levels, interfering with the natural development of healthy adult–child and
peer interactions.
The influence of school violence includes the following variables:
-Impacts on Students:(IOS)
+ I am severely affected physically: IOS1

+ I have fear and mental phobia, I have insomnia and often startle: IOS2
+ I feel lonely and lost: IOS3
+ I can't study with the best possible results and get distracted: IOS4
+ I ended my studies because I was too afraid of violent groups: IOS5
+ I have to receive the discipline of expulsion from school for causing violent behavior:
IOS6
-Impacts on Families (IOF)
+ The atmosphere and my family life are disturbed, my whole family is always in a state
of stress and anxiety: IOF1
+ I often argue with my parents and get angry with everything around me: IOF2
-Impacts on Schools (IOS)
+The atmosphere of my school becomes heavy, stress: IOS1

+ My parents feel insecure when they send me to school: IOS2
+ Schools must regularly deal with school violence cases and give warning measures:
IOS3
+ The school's reputation is greatly affected: IOS4
+ losing the meaning of a healthy and pure educational environment: IOS5
-Impacts on Community (IOC)
+ Influencing traditional cultural features, valuable ethical standards: IOC1

+ Overshadowing the traditional cultural features of society: IOC2
+ Alarmingly distorting behavior: IOC3

+ Disrupting social order: IOC4
According to Nguyen (2019), school violence is divided into 3 types:
3.5.3: Scale of types of school violence:
-Spiritual Violence(SV)
+ I always have nightmares that I'm being beaten: SV1
+ I am always in a state of anxiety and depression: SV2
+ I was shunned and pointed at SV3
+ I'm depressed, sad, and not eager to do anything else: SV4
+ I receive cruel/hurtful words from calls, or text messages, Facebook messages, Zalo,
etc.: SV5
+ I was excluded from many things, ostracized from friends, completely ignored: SV6
+ I was fabricated, slandered, spread false rumors about me by friends or threatened to
disclose my personal information to everyone: SV7
+ I feel lost and lonely: SV8
-Physical Violence (PV)

+ I am always beaten and cornered by you guys: PV1
+ My friends pulled my hair, slapped my ears, pushed me, threw water, or threw things at
me: PV2
+ I was threatened, forced to do things I didn't want (such as forcing me to do my
homework, copy lessons, remind you or drive you to school, ..): PV3
+ I was blocked by my friends When I go to school, to class, etc.: PV4
-Material Violence (MV)

+ I have to give money to bully every day: MV1
+ My personal belongings were vandalized or stolen by bully (example: books,
notebooks, pen boxes...): MV2
+ I was forced to buy food and drinks for bully: MV3
To sum up, we have the scale design table as follows:
Table 3: Scale design table

VARIABLES FACTORS QUESTIONS
Factors that Influence I was tolerated by a group of friends to

cause school of the peer group cause violence IOPG1
violence (IOPG) Completely not true:_1_:_2_:_3_:_4_:_5_:
África Completely True
Martos Martínez et I was forced by a group of friends to
al. (2021) ostracize those who do not have the same opinion
IOPG2
Completely not true:_1_:_2_:_3_:_4_:_5_:
Completely True
I was forced by a group of friends to
defame and defame the honor of anybody who
didn't follow the group's members IOPG3
Completely True
I was forced by a group of friends to fight
The when I didn't like someone IOPG4
behavior Completely not true:_1_:_2_:_3_:_4_:_5_:
between parents Completely True
and children:
(BBP&C)
I rarely communicate with family

members: BBP&C2
Completely True
I find it difficult to talk to my family:
BBP&C3
Completely True
I do not receive emotional empathy and
cognitive empathy from family: BBP&C4
Completely True
My parents are less delicate and impatient

when it comes to solving my problems: BBP&C5
Completely True
My parents never listen and share my
problems: BBP&C6
Completely True
My parents never cared about my study
Students’ situation and surrounding relationships: BBP&C7
Personalities: Completely not true:_1_:_2_:_3_:_4_:_5_:
(SP)
Completely True
My parents often use force with me:
BBP&C8
Completely True
I often witness domestic violence:
BBP&C9
Completely True
Influence
from Schools
and Teachers
(IFST)
I'm an introvert, shy, shy: SP1
Completely True
I rarely care about people around SP2
Completely True
I always think I'm right and everyone has to
listen to me: SP3
Completely True
I feel it is pointless to explain to others:
SP4

Completely True
I often get annoyed with people because
they don't do what I want : SP5
Completely True
+ I like to play games and movies with bold
visuals: SP6
Completely True
I feel the school does not take strict

measures when dealing with school violence:
IFST1
Completely True
The school does not have lessons to raise
awareness about school violence: IFST2
Completely True
Teachers are difficult to approach and do
not care much about students: IFST3
Completely True
Teachers know but still silently ignore acts
of school violence: IFST4
Completely True
Impact of
school violence on I am severely affected physically: IOS1
young people Completely not true:_1_:_2_:_3_:_4_:_5_:
Completely True
Burton P & Impacts I have fear and mental phobia, I have

Leoschut L (2012). on Students insomnia and often startle: IOS2
(IOS) Completely not true:_1_:_2_:_3_:_4_:_5_:
Completely True
I feel lonely and lost: IOS3
Completely True
I can't study with the best possible results
and get distracted: IOS4
Completely True
I ended my studies because I was too afraid
of violent groups: IOS5
Completely True
I have to receive the discipline of expulsion
from school for causing violent behavior: IOS6
Impacts Completely True
on Families
(IOF)
The atmosphere and my family life are

disturbed, my whole family is always in a state of
stress and anxiety: IOF1

Completely True
I often argue with my parents and get angry

Impacts with everything around me: IOF2
on Schools (IOS)
Completely True
The atmosphere of my school becomes

heavy, stress: IOS1
Completely True
My parents feel insecure when they send
Impacts me to school: IOS2
on Community Completely not true:_1_:_2_:_3_:_4_:_5_:
(IOC) Completely True
Schools must regularly deal with school
violence cases and give warning measures: IOS3
Completely True
The school's reputation is greatly affected:
IOS4
Completely True
losing the meaning of a healthy and pure
educational environment: IOS5
Completely True
Influencing traditional cultural features,

valuable ethical standards: IOC1

Completely True
Overshadowing the traditional cultural
features of society: IOC2
Completely True
Alarmingly distorting behavior: IOC3
Completely True
Disrupting social order: IOC4
Completely True
Spiritual I always have nightmares that I'm being

Types of
Violence beaten: SV1
school violence (SV) Completely not true:_1_:_2_:_3_:_4_:_5_:
Completely True
Tường, NV I am always in a state of anxiety and
(2019) depression: SV2
Completely True
I was shunned and pointed at SV3
Completely True
I'm depressed, sad, and not eager to do
anything else: SV4
Completely True
I receive cruel/hurtful words from calls, or
text messages, Facebook messages, Zalo, etc.:
SV5
Completely True
Physical I was excluded from many things,

Violence ostracized from friends, completely ignored: SV6
(PV) Completely not true:_1_:_2_:_3_:_4_:_5_:
Completely True
I was fabricated, slandered, spread false
rumors about me by friends or threatened to
disclose my personal information to everyone:
SV7
Completely True
I feel lost and lonely: SV8
Completely True
Material
Violence (MV)
I am always beaten and cornered by you

guys: PV1
Completely True
My friends pulled my hair, slapped my
ears, pushed me, threw water, or threw things at
me: PV2
Completely True
I was threatened, forced to do things I
didn't want (such as forcing me to do my
homework, copy lessons, remind you or drive you
to school, ..): PV3
Completely True
I was blocked by my friends When I go to
school, to class, etc.: PV4

Completely True
I have to give money to bully every day:

MV1
Completely True
My personal belongings were vandalized or
stolen by bully( example.: books, notebooks, pen
boxes...): MV2
Completely True
I was forced to buy food and drinks for
bully: MV3
Completely True
References
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Factors Contributing to School Violence in Adolescence

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Factors Contributing to School Violence in Adolescence

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Running head: SCHOOL VIOLENCE IN ADOLESCENCE 0

TRƯỜNG ĐẠI HỌC KINH TẾ - LUẬT

SUBJECT: BUSINESS ACADEMIC SKILLS

-MSc. CHUNG TỪ BẢO NHƯ-

School violence in adolescence

LIST AND EVALUATE THE LEVEL OF CONTRIBUTION (summary)

NAME ID POSITION LEVEL OF CONTRIBUTON

Đặng Đình Khôi K204071531 Member 85%

Lê Mỹ Linh K204071533 Member 96%

Trần Thị Hồng Nhung K204071541 Member 98.5%

Đoàn Lê Phương Uyên K204071547 Member 90%

Hoàng Trọng Anh K204081617 Leader 98.8%

Lê Quỳnh Như Ngọc K204081623 Member 98%

*The detailed evaluation table is available in another specific file.

Keywords: school violence, adolescence

1.1. GENERAL BACKGROUND

1.2. DEFINITION THE SCHOOL VIOLENCE

1.3. STATEMENT OF THE RESEARCH PROBLEM

In the psychological literature, several personal factors, like age, physical

1.4. SHORTAGES OF KNOWLEDGE

Vietnam is a low-to-middle-income Southeast Asian country with a population of

1.6. STATEMENT OF RESEARCH OBJECTIVES

What is ‘school violence’?

Why does the school violence issue become serious ?

Which affects students' and adolescents' attitude behavior ?

How to reduce this problem ?

and awareness of changes in children's psychology and physiology, as well as abandoning

The importance of family education should not be underestimated.

explanation as one-sided or one-sided. As defined by Li et al. (2021), students who have

development, such as aggressiveness, behavioral disruptions, bad feelings, and losing

abusive psychology is better understood (Li et al., 2021).

Owing to reducing psychological maltreatment, Nguyen (2021) indicates that the

Many different articles address causes and correspond of school violence,

functionally characterized in various methods. Many scientists simply have calculated

aimed at reducing violence situations in school. Three types of factors (schools’

demographics; schools’ security measures; school-related restorative authority) were

considered by Seo and Kruis (2021).

their thoughts regarding uncultured behaviour.

spite of unknown level as well as guidance of any possible association.

3.1. Research Design:

questions. This research is cross-sectional study, which is done in short-term and

collected adequate information once only without tracking extra time)

to describe the rate of being bullied and independent variables.

Design the questionnaire and select the level of the scale:

The survey will be conducted using a quantitative method through detailed

as well as test the hypotheses that have been given.

Consists of five levels from 1 to 5 arranged in ascending order (1 is

Completely Almost Sometimes Almost Completely

The question consists of 2 separate options for classifying the

Ex: Please tell me your gender?

Have you ever been a victim of school violence?

The questionnaire was designed with three main parts as follows:

Part I: Information about targeted subjects:

Part II: General information for determining eligibility:

Part III: Survey information:

3.2. Research process:

Completing the questionnaire

Quantitative Research → - Test Cronbach’s Alpha and EFA scales

Analyze research result

Conclusion & Suggestions

Figure 2: Research Process

Source: Proposed Research Team