engleski

Adolescent dating violence perpetration and victimization: the role of school norms for dating behavior

Previous research on adolescent dating violence have largely focused on individual risk factors, while studies of contextual factors influencing dating violence are scarce. Guided by social-ecological models of development (e.g., Bronfenbrenner, 1979) and development- contextual theory of romantic relationships (e.g., Connolly et al., 2004), we hypothesized that school setting can have a powerful influence on adolescent dating behavior, as adolescent romantic involvement is characterized by talking to school-peers and learning school-level norms for appropriate dating behavior. The aim of the research was to examine the relation between school norms for dating behavior and adolescent dating violence perpetration and victimization. Participants were 2106 third grade students from 39 secondary schools (65% female, average age 17 years), who reported being involved in a relationship in the last six months. School- level measure of norms was created by aggregating norms for dating behaviors (both the attitudinal and behavioral aspects) across students in the same school. Dating violence was assessed by the Violence perpetration and victimization scale (Ajduković, Löw & Sušac, 2010). Results showed a positive association between school-level norms supportive of dating violence and both violence victimization and perpetration. The relation was slightly stronger for violence victimization compared to violence perpetration, as well as for male compared to female participants. Findings support social-ecological and development- contextual models of adolescent romantic relationships, and suggest that school context where dating violence is acceptable may be an important risk factor for experiencing both dating violence perpetration and victimization.

adolescents; dating violence; perpetration; victimization; school norms

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