Academic Strain and Student Violence in Varied Educational and Cultural Contexts of Greater China

• In Event: Strain and control across different groups and environments

Abstract

In recent years, a series of severe violent acts perpetrated by students has garnered significant public attention in China. Pundits have blamed the immense academic pressure imposed by Chinese culture and the educational system on primary and secondary students, suggesting that the strain associated with this pressure drives them to engage in violent behavior. However, there has been a paucity of empirical research examining the relationship between academic strain and student violence in Chinese society. It is crucial to recognize that Chinese culture is not homogeneous. The cultural expectations for academic success vary significantly in different regions of Greater China, and the educational systems within these regions also differ significantly. More studies are needed to understand the regional differences in academic strain as well as how cultures and educational systems influence academic strain and its relationship with student violence.

The current study represents a step forward in that direction. Building on prior research, it is hypothesized that academic strain varies across Greater China and its effect on violent behavior is contingent upon its level and type. Additionally, cultural characteristics and educational systems are expected to moderate the relationship between academic strain and student violence. To test these hypotheses, this study employs structural equation modeling analysis of survey data collected from a random sample of approximately 9,000 students attending secondary schools in three culturally diverse cities in Greater China: Shanghai, Taipei, and Macao. These comparative analyses across distinct cultural and educational contexts provide valuable insights into the mechanisms through which academic strain affects student violence and offer culturally tailored strategies to mitigate the adverse effects of academic strain.

Author

• Spencer D. Li, University of Macau