##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Oct 27, 2020

Danlong He  

Abstract

The increasingly severe school violence has become an influential and notorious worldwide problem. The attribution of school violence determines the formulation of coping strategies. Unlike the analysis of family, psychological and social factors, long-term front-line work and follow-up studies have found that student violence’s physiological factors in adolescence are more significant than other factors. The decisive factor leading to school violence among middle school students is the secretion of sex hormones during adolescence, so hormones mostly cause violence. Attributing school violence to “sex instinct” does not deny the role of education; on the contrary, it recognizes the crux of the problem and provides the possibility of finding effective prevention and intervention measures. Using dopamine to antagonize hormones provides a physiological basis for education and violence intervention. Strengthening physical exercise, carrying out activities where boys and girls are present simultaneously, and building a harmonious teacher-student relationship and a friendly campus environment effectively prevent middle school students from campus violence.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

Middle School Students, School Violence, Hormones, Physiological Causes, Coping Strategies

Supporting Agencies

The first prize of the “Twelfth Five-Year Plan” Project of Educational Science in Henan Province, China, “Inter-preting the physiological and psychological origins of junior high school students’ school violence, and exploring effective ways of crisis intervention” (Project#: [2016]-JKGHBD-0608)

References
Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., & Pickett, W. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54(2):216-224. DOI: https://doi.org/10.1007/s00038-009-5413-9

Benoliel, P. (2020). Principals’ boundary activities and school violence: The mediating role of school management teams. Educational Management Administration & Leadership, 48(2):286-304. DOI: https://doi.org/10.1177%2F1741143218802592

Gu, N.H. (2020). The governance of school bullying in France. Studies in Foreign Education, 47(02): 70-83. [Chinese]

Guo, R.J. (2017). The impact of increased physical activity on adolescents’ moods and attitudes on-campus violence. Journal of Jilin Sport University, 33(1): 1-6. [Chinese] DOI: https://doi.org/10.13720/j.cnki.22-1286.2017.01.001

Han, R., Shi, Y. (2020). UNESCO’s Evidence-Based Practice on the Prevention and Control of School Bullying: Taking “Behind the Numbers: Ending School Violence and School Bullying” as an example. International and Comparative Education, 42 (5):78-84. [Chinese] http://www.cqvip.com/qk/97174a/202005/7101922728.html

Han, Z., Zhang, G., & Zhang, H. (2017). School bullying in urban China: Prevalence and correlation with school climate. International Journal of Environmental Research and Public Health, 14(10):1116. DOI: https://doi.org/10.3390/ijerph14101116

Kosciw, J.G., Greytak, E.A., Bartkiewicz, M.J., Boesen, M.J., &Palmer, N.A. (2012). The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools. GLSEN. https://eric.ed.gov/?id=ED535177

Liu, X., Zheng, H.X. (2019). The identification of school bullying in my country: the difficulty of standards and the American mirror. Research in Educational Development, 39(22): 62-67. [Chinese] DOI: https://doi.org/10.14121/j.cnki.1008-3855.2019.22.011

Perren, S., & Hornung, R. (2005). Bullying and delinquency in adolescence: Victims’ and perpetrators’ family and peer relations. Swiss Journal of Psychology, 64(1):51-64. DOI: https://doi.org/10.1024/1421-0185.64.1.51

Sun, J., Yang, A.Y. (2019). Spanish campus harmonious coexistence policy: Background, content, evaluation. Studies in Foreign Education, 46(5): 104-117. [Chinese] http://www.cqvip.com/qk/96949x/201905/7002176096.html

The pain between desire and life: Schopenhauer’s essays and collections of proverbs. Translated by Li Xiaobing. Shanghai Branch of Sanlian Bookstore.1990.7, PP199.

Tianjin issued local regulations to say “no” to campus violence. Chinese Government Network. 2018-11-21 Reference date 2019-11-14.

Wang, D.W. (2016). How do principals deal with campus bullying? Comprehensive thinking is based on the perspective of public security and pedagogy. Primary and Secondary School Management, 2016(8): 12-15. [Chinese] http://www.cqvip.com/qk/80978x/201608/669579038.html

Wang, S.Y. (2019). Characteristics and governance of school violence in Germany. International and Comparative Education, 41(2): 105-112. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-BJJY201902015.htm

Yao, J.L. (2018). School violence: the definition of a concept. Journal of Chinese Youth Social Science, 2018(4): 38-43. [Chinese] DOI: https://doi.org/10.3969/j.issn.1002-8919.2008.04.008

Yu, C.C. (2016). Bench girl. Comedy World, 2016(7): 40-41. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-XJXY201607039.htm

Yu, L.Y., & Ma, Z.M. (2018). “Campus Bullying,”: Connotation Identification, Application Limits, and Redefinition. Research in Educational Development, 2018(12): 26-33. [Chinese] DOI: https://doi.org/10.14121/j.cnki.1008-3855.2018.12.006

Zhang, A.J. (2016). A three-dimensional perspective of school violence. China Youth Study, 2016(1):6-11. [Chinese] DOI: https://doi.org/10.19633/j.cnki.11-2579/d.2016.01.002

Zhang, L.H. (2015). Design of school park safety and crime prevention based on CPTED theory. Xi’an University of Architecture and Technology. Dissertation. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10703-1015994848.htm

Zhang, M. (2016). The Law of the Jungle in the Campus. China Youth Study, 2016(1):5+11. [Chinese] DOI: https://doi.org/10.19633/j.cnki.11-2579/d.2016.01.001

Zhang, X.Z. (2017). A review of campus violence’s research status in China: Based on statistics and analysis of CSSCI source journal articles. Journal of Educational Development, 2017(6):67-71. [Chinese] DOI: https://doi.org/10.16215/j.cnki.cn44-1371/g4.2017.06.014

Zou, H.J., Liu, H.M., & Wang, Y.H. (2019). Concepts, Causes, and Governance Strategies: The Three-Dimensional Context of the Research on School Bullying in my country: Based on a Review of Related Literature. Educational Science Research, 2019(7): 40-47. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-JYKY201907009.htm
How to Cite
He, D. (2020). The Culprit Hormone: The Physiological Origin of School Violence amidst Middle School Students. Science Insights Education Frontiers, 7(1), 761-773. https://doi.org/10.15354/sief.20.or040
Section
Original Article

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.