The Demand–Control Model and Pupils’ Aggressive Behaviour towards Teachers: A Follow-Up Study
Abstract
:1. Introduction
1.1. Pupils’ Aggressive Behavior towards Teachers
1.2. The Job Demand–Control Model
1.3. The Demand–Control Model and Behavioural Outcome
- To examine if high levels of emotional demands at work are related to increased reporting of pupils’ aggressive behaviour towards teachers.
- To examine if low levels of influence over own work situation is related to increased reporting of pupils’ aggressive behaviour towards teachers.
- The examine if high emotional demands at work and pupils’ aggressive behaviour towards teachers is mitigated by high levels of influence over own work situation, i.e., if the association decreases when the influence is high.
2. Methods
2.1. Study Population
2.2. Exposure
2.2.1. Emotional Demands at Work
2.2.2. Influence over Own Work Situation
2.2.3. Outcome—Pupils’ Aggressive Behavior
2.3. Confounders
2.4. Statistical Analysis
3. Results
4. Discussion
5. Strengths and Limitations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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n (%) | |
---|---|
Gender | |
women | 888 (74) |
men | 296 (25) |
missing | 14 (1) |
Age | |
≤21–30 | 79 (7) |
≤31–40 | 241 (20) |
≤41–50 | 445 (37) |
≤51–60 | 315 (26) |
>60 | 98 (8) |
missing | 20 (2) |
Seniority | |
≤5 years | 151 (13) |
6-20 years | 624 (52) |
>20 years | 405 (34) |
missing | 18 (2) |
Emotional demands at work, baseline * | |
Low | 918 (77) |
High | 256 (21) |
Missing | 24 (2) |
Influence at baseline * | |
Low | 302 (25) |
High | 885 (74) |
Missing | 5 (0.4) |
Harassment, follow-up * | |
low | 983 (74) |
high | 333 (25) |
missing | 6 (0.5) |
Threats, follow-up * | |
low | 971 (73) |
high | 346 (26) |
missing | 5 (0.4) |
Violence, follow-up * | |
low | 967 (73) |
high | 349 (26) |
missing | 6 (0.5) |
Mean | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
---|---|---|---|---|---|---|---|---|---|---|
1. Emotional demands | 149.02 | 51.46 | 1 | −0.15 * | 0.48 * | 0.40 * | 0.34 * | 0.36 * | 0.31 * | 0.29 * |
2. Influence over own work situation | 144.31 | 34.20 | −0.15 * | 2 | −0.13 * | −0.05 | −0.01 | −0.16 | −0.08 | 0.01 |
3. Exposed to harassment at baseline | 4.30 | 4.10 | 0.48 * | −0.13 * | 3 | 0.69 * | 0.62 * | 0.58 * | 0.49 * | 0.44 * |
4. Exposed to threats at baseline | 1.32 | 2.30 | 0.40 * | −0.05 | 0.69 * | 4 | 0.75 * | 0.44 * | 0.56 * | 0.51 * |
5. Exposed to violence at baseline | 2.52 | 4.68 | 0.34 * | −0.01 | 0.62 * | 0.75 * | 5 | 0.44 * | 0.54 * | 0.61 * |
6. Exposed to harassment at follow-up | 4.16 | 4.24 | 0.36 * | −0.16 * | 0.58 * | 0.44 * | 0.44 * | 6 | 0.72 * | 0.62 * |
7. Exposed to threats at follow-up | 1.25 | 2.30 | 0.31 * | −0.08 * | 0.49 * | 0.55 * | 0.58 * | 0.72 * | 7 | 0.75 * |
8. Exposed to violence at follow-up | 2.39 | 4.86 | 0.29 * | 0.01 | 0.44 * | 0.51 * | 0.61 * | 0.62 * | 0.75 * | 8 |
Harassment | Threats | Physical violence | ||||
---|---|---|---|---|---|---|
Unadjusted | Adjusted ** | Unadjusted | Adjusted ** | Unadjusted | Adjusted ** | |
OR (Cl) | ||||||
Low emotional demands (ref) | 1 | 1 | 1 | 1 | 1 | 1 |
High emotional demands * | 3.26 (2.42–4.41) | 1.50 (1.04–2.15) | 3.21 (2.37–4.34) | 1.53 (1.06–2.21) | 2.96 (2.17–4.03) | 1.51 (1.03–2.23) |
Harassment | Threats | Physical violence | ||||
---|---|---|---|---|---|---|
Unadjusted | Adjusted ** | Unadjusted | Adjusted ** | Unadjusted | Adjusted ** | |
High influence (ref) | 1 | 1 | 1 | 1 | 1 | 1 |
Low influence * | 1.97 (1.41–2.78) | 1.78 (1.21–2.63) | 1.41 (1.03–1.95) | 1.37 (0.98–2.10) | 0.94 (0.69–1.28) | 0.96 (0.67–1.42) |
High influence | |||
Harassment * | Threats * | Violence * | |
OR | OR | OR | |
Emotional demands * | |||
low (ref) | 1 | 1 | 1 |
high | 1.53 (1.02–2.30) | 1.53 (1.01–2.32) | 1.62 (1.06–2.51) |
Low influence * | |||
Harassment * | Threats * | Violence * | |
OR | OR | OR | |
Emotional demands * | |||
low (ref) | 1 | 1 | 1 |
high | 1.47 (0.64–3.36) | 2.04 (0.85–4.99) | 1.18 (0.48–2.88) |
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Andersen, L.P.; Aust, B.; Winding, T.N. The Demand–Control Model and Pupils’ Aggressive Behaviour towards Teachers: A Follow-Up Study. Int. J. Environ. Res. Public Health 2021, 18, 10513. https://doi.org/10.3390/ijerph181910513
Andersen LP, Aust B, Winding TN. The Demand–Control Model and Pupils’ Aggressive Behaviour towards Teachers: A Follow-Up Study. International Journal of Environmental Research and Public Health. 2021; 18(19):10513. https://doi.org/10.3390/ijerph181910513
Chicago/Turabian StyleAndersen, Lars Peter, Birgit Aust, and Trine Nøhr Winding. 2021. "The Demand–Control Model and Pupils’ Aggressive Behaviour towards Teachers: A Follow-Up Study" International Journal of Environmental Research and Public Health 18, no. 19: 10513. https://doi.org/10.3390/ijerph181910513