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The Impact of Sense of Community in the School, Social Skills, and Exposure to Aggression and Victimization on Students’ Well-Being

Author

Listed:
  • Gabriele Prati

    (University of Bologna)

  • Elvira Cicognani

    (University of Bologna)

  • Cinzia Albanesi

    (University of Bologna)

Abstract

Research suggests that sense of community in the school is a promising construct in terms of its ability to promote students’ well-being. However, mechanisms behind and the potential benefits of school sense of community have not been studied in detail. This cross-sectional study tested a model which examined the role of sense of community in the school, social skills, exposure to aggression, and victimization in shaping students’ well-being. The sample consisted of 1076 students from 22 public middle schools and 724 students from 22 public high schools located in the Italian Region of Liguria. Using a Bayesian estimation for a structural equation model, results showed that sense of community in the school directly predicted students’ social skills, exposure to aggression, and well-being and, indirectly (through social skills and exposure to aggression), victimization. In addition, we found that social skills were related to victimization. Finally, results showed that victimization was predicted by exposure to aggression and predicted well-being. The current study suggests that sense of community in the school and social skills are key variables for interventions that aim to prevent aggressive behaviors at school and to increase students’ well-being.

Suggested Citation

  • Gabriele Prati & Elvira Cicognani & Cinzia Albanesi, 2018. "The Impact of Sense of Community in the School, Social Skills, and Exposure to Aggression and Victimization on Students’ Well-Being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 140(2), pages 637-651, November.
    • Handle: RePEc:spr:soinre:v:140:y:2018:i:2:d:10.1007_s11205-017-1808-9
    DOI: 10.1007/s11205-017-1808-9
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    References listed on IDEAS

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