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School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers' experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these incidents. This qualitative investigation used an antecedent-behavior-consequence (A-B-C) framework to understand how incidents of physical aggression directed toward teachers unfold. The sample included 193 elementary and secondary teachers who completed an anonymous, online survey and described events leading up to and following their experiences with physical aggression. Using conventional content analysis, we identified common antecedents, such as breaking up fights, discipline, and directives, and common consequences, such as student removal, school staff involvement, positive outcomes, and inaction. Further analyses revealed seven common A-B-C patterns among physical aggression incidents that are highlighted and discussed. Utility of the A-B-C framework for teacher-directed violence is described, along with implications for research, practice, and policy. Exploring the context surrounding incidents of physical aggression directed against teachers provides useful information for violence prevention and interventions. [ABSTRACT FROM AUTHOR]

Personal responsibility can be learned in school when students are given the autonomy and opportunities to decide on their own in certain instances, such as choosing acceptable classroom rules, work locations and academic tasks. Other details on how to help students improve responsibility and decision making skills in school are discussed.

Academic dishonesty occurs at alarming rates in higher education. In the present study, we examined predictors of academic cheating behaviors, and beliefs in the acceptability of cheating, in disliked courses at two large universities, using structural equation modeling. Perceived mastery and extrinsic goal structures were related to beliefs about cheating but not cheating behaviors. Beliefs in the acceptability of cheating were more likely to be endorsed in math and science courses. College students were more likely to cheat and to believe in the acceptability of cheating when they reported a high need for sensation. [ABSTRACT FROM AUTHOR]

Extant scholarship has primarily examined demographic predictors of teacher victimization. Teacher multiple victimization, or the extent to which teachers experience multiple types of violence, has not been examined. Using social-ecological theory, we examine correlates of violence among 2,324 teachers who reported having been victimized at least once. Male teachers were more likely to report student-generated multiple victimization, and White teachers were more likely to experience multiple forms of violence generated by students and parents. Teacher attributions also played an important role. Characterological and behavioral self-blame were associated with higher colleague and student-generated multiple victimization, respectively. Regarding contextual variables, teachers who reported less administrative support were more likely to report multiple forms of violence by students and colleagues, and teachers working in urban settings reported more student-generated multiple victimization. This study underscores the importance of accounting for individual and contextual factors. Implications for research and practice are discussed. [ABSTRACT FROM PUBLISHER]