Modeling of aggression in School Based on Family Functioning, Neuroticism, School climate: The Mediating Role of Belief to Aggression, Empathy, and School Attachment

Aggressive behavior is one of the problems that negatively affects teenagers, especially their growth and academic performance. The aim of the present study was to modeling of aggression in school based on family functioning, neuroticism, and school climate with the mediating role of belief about aggression, empathy, and school attachment among students.

The research method was correlation and structural equation modeling. The statistical population included all middle school male students (second period) in Harsin county in the academic year 2021-2022, number 1918, and 450 were randomly selected as a sample. Research data was collected with the McMaster family measurement questionnaires (Baldwin and Bishab, 1983), the school climate and identity questionnaire (Lee et al., 2017), the Neo personality questionnaire (McCree and Costa, 1985), the scale Revised Belief About Aggression (Campbell, Munser, McManius, & Woodhouse, 1999), Adolescent Empathy Questionnaire (Wozen et al., 2015), School Attachment Questionnaire (Moton, DeVaya, & Glazier, 1993), Aggression scale (Orpinas and Frankosky, 2001). Data were analyzed using the structural equation method in spss27 and amos27 software packages.

The structural equation model supported the hypotheses that family functioning, neuroticism, school climate, belief about aggression, empathy, and school attachment all have causal effects on students' aggression in school.

According to the research findings, family functioning, neuroticism, school climate, belief about aggression, empathy and school attachment play an essential role in students' aggression in school.