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ORIGINAL RESEARCH article

Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1462925
This article is part of the Research Topic Students' Social and Emotional Skills in Educational Settings View all 16 articles

Key Factors Influencing School Violence in Peruvian Emblematic Schools Post-Pandemic

Provisionally accepted
Hilda Beraun-vasquez Hilda Beraun-vasquez *Eugenia Fabian-Arias Eugenia Fabian-Arias Maribel Ruiz-Balvin Maribel Ruiz-Balvin
  • Universidad Nacional del Centro del Perú, Huancayo, Peru

The final, formatted version of the article will be published soon.

    This study aims to determine the factors influencing school violence among students in emblematic educational institutions in the Junín region post-pandemic. A quantitative and explanatory study was conducted with a sample of 1656 students, aged 12 to 18, selected through simple random sampling. Data collection instruments included a questionnaire for assessing various factors and the School Bullying and Violence Test (AVE) for measuring school violence. Validity was ensured through expert judgment and a pilot test, while reliability was assessed using Cronbach's alpha, with values of .832 and .802. Structural equation modeling was used for analysis. The personal factor (β = .39, p < .001) had a direct and significant influence on school violence. The family factor showed a low and negative relationship (β = -.06, p < .017). The educational factor also presented a negative relationship (β = -.16, p < .001), indicating that changes in norms and structure could reduce violence. Adolescents' personal factors, such as emotional distress, irritability, and anxiety, directly influence school violence. The family factor did not significantly influence violence, as families felt more cohesive during confinement, acting protectively post-pandemic. The educational factor impacts school violence when norms are not enforced, supervision is insufficient, and spaces are limited.

    Keywords: school violence1, personal factors 2, family factors 3, psychological factors4, student5

    Received: 10 Jul 2024; Accepted: 23 Dec 2024.

    Copyright: © 2024 Beraun-vasquez, Fabian-Arias and Ruiz-Balvin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Hilda Beraun-vasquez, Universidad Nacional del Centro del Perú, Huancayo, Peru

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