Pupil‐class determinants of aggressive and victim behaviour in pupils

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Abstract
Background. Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour. Aims. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment. Samples. A national survey was carried out to identify different kinds of aggressive and victim behaviour displayed by pupils and to assess other variables related to pupils, classes, and schools. A total of 1998 pupils from 100 third and fourth year classes attending 71 different secondary schools took part in the research. Methods. Data were analysed by a series of secondary multilevel analyses using the MLA‐program. Results. Being a boy, being more extravert, being more disagreeable, coming across fewer teachers with positive teaching behaviour, and attending a lower type of secondary school, help explain why someone is a perpetrator as such. Being a boy, being more disagreeable, being more emotionally unstable, being open to new ideas, and seeing more teachers as being strict, function as explanatory pupil variables for victim behaviour. Other pupil level variables determine more specific aggressive and victim behaviour aspects. Various other class level and school level variables are relevant, too. Conclusions. Personal and environmental pupil variables are more important than class variables but class variables are in turn more important than school variables in explaining a pupil's aggressive and victim behaviour.

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