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VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

NGUYEN VAN TUONG

COPING WITH ACTS OF SCHOOL VIOLENCE BY
LOWER SECONDARY STUDENTS
Major: Psychology
Code: 9.31.04.01

SUMMARY OF DOCTORAL THESIS IN
PSYCHOLOGY

HANOI - 2019


The thesis is completed at:
GRADUATE ACADEMY OF SOCIAL SCIENCES

Supervisor: Assoc. Prof. Dr. NGUYEN THI HOA

Supervisor 1: Assoc. Prof. Dr. TRAN THI MINH HANG
Supervisor 2: Assoc. Prof. Dr. PHAM THI THU HOA
Supervisor 3: Assoc. Prof. Dr. DO THI HANH PHUC

The thesis will be examined by the Academy-level Examination Board at
..............................................................................................................
On:..........hour(s)...........day...........month............year 20......

The thesis can be found at:
- National Library of Vietnam

- Library of the Academy of Social Sciences


INTRODUCTION
1. Necessity of the topic
Individual coping is a psychological phenomenon that is of interest to many
scientists around the world. Views of Lazarus and Folkman (1984) on coping are one
of the important theoretical bases for later studies of coping. According to these
authors, "coping is a constant effort to change the perceptions and behaviors of
individuals to address specific requirements that exist within individuals and in an
environment where individuals identify as threatening, challenging or exceeding their
resources” [132]. Accordingly, individuals will solve their problems if they know
how to cope appropriately when encountering dangerous situations in life. School
violence is also a dangerous situation that many students face at school. When faced
with acts of school violence, if students have a positive coping, it will help them
resolve conflicts and gain more lessons for themselves. However, if students use
inappropriate ways of coping, it will cause conflict to escalate and negatively affect
their friendships, learning activities and mental health.
Lower secondary students are in the stage of psychological development and
social awareness that is unbalanced with biological development. It is the imbalance
in the process of psychophysical development that contributes to making it difficult
for students of this age to control their emotions and behaviors. Along with the
influences from the living environment, family, school, friends, etc. students at this
stage are very likely to cause violent behaviors to other students. Therefore, they need
to raise awareness about ways of coping with acts of school violence, which is an
important measure to help students prevent and cope positively to this negative
behavior.
In Vietnam, acts of school violence by students have been receiving the
attention of many research professionals, from different perspectives. Since then, it
has contributed to building a theoretical and practical basis for studying acts of school

violence in Vietnam. However, until now, no research results in Vietnam have
directly addressed the ways of coping with acts of school violence by lower
secondary students.
The study of coping with acts of school violence by lower secondary students
has the theoretical and practical significance in preventing acts of school violence in
lower secondary students, and helps students know how to positively cope with acts
of school violence. In theory: It develops basic concepts of coping with acts of school
violence by lower secondary students; Clarifies the expressions and ways of coping
with acts of school violence by lower secondary students. In practice: It detects the
actual state of ways of coping with school violence by lower secondary students and
influencing factors; Proposes a number of recommendations to improve the positive
coping to acts of school violence for lower secondary students.
Stemming from the above reasons, the topic "Coping with acts of school
violence by lower secondary students" was selected to conduct research.
2. Research purposes and tasks of the thesis
2.1. Research purposes of the thesis
Systematize the theoretical basis for ways of coping with acts of school violence
by lower secondary students, show the actual state and factors that affect the ways of
coping with acts of school violence by lower secondary students, thereby propose a

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number of recommendations to help lower secondary students cope more positively
to acts of school violence.
2.2. Research tasks of the thesis
- Make an overview of research situation in the world and in Vietnam related to
ways of coping with acts of school violence by lower secondary students.
- Develop a theoretical basis for the ways of coping with acts of school violence
by lower secondary students: Tool concepts (coping, acts of school violence, ways of

coping with acts of school violence, etc.), the expressions and ways of coping with
acts of school violence by lower secondary students, factors that affect the ways of
coping with acts of school violence by lower secondary students.
- Survey and assess the actual state of the ways of coping with acts of school
violence by lower secondary students, along with factors that affect the ways of
coping with acts of school violence by lower secondary students.
- Propose a number of recommendations to help lower secondary students cope
more positively to acts of school violence.
3. Research subject matter and scope of the thesis
3.1. Research subject matter
Expressions and ways of coping with acts of school violence by lower secondary
students.
3.2. Research scope of the topic
3.2.1. Research content
- Study the acts of school violence that occur among students.
- Study the ways of coping with acts of school violence by lower secondary
students who are victim of acts of school violence.
- Study the coping by lower secondary students with acts of school violence in
general.
- Approach the 3-sided psychological structure (thoughts, emotions, actions) to
learn ways of coping with acts of school violence by lower secondary students.
3.2.2. Research object
Research object to develop the questionnaires is 12 students who used to cause
acts of school violence; 9 students who are victims of acts of school violence.
Trial investigation object (to check whether the language used in the
questionnaire and the time to answer the questionnaire are appropriate) is 25 lower
secondary students in Ho Chi Minh City.
Official research object (to investigate the actual state of ways of coping with
acts of school violence by lower secondary students) is 417 lower secondary students
who suffer from school violence in Ho Chi Minh City and Binh Thuan Province.

In-depth interview object is 5 lower secondary students who are victims of acts
of school violence.
Case study object is 3 lower secondary students who are victims of acts of
school violence.
3.2.3. Study area
The study was conducted at 2 lower secondary schools in District 3, Ho Chi
Minh City (L.L Lower secondary school, L.Q.Đ Lower secondary school) and 2
lower secondary schools in Ham Thuan Nam District, Binh Thuan Province (H.T
Lower secondary school and M.M Lower secondary school).

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4. Methodology and research methods of the thesis
4.1. Methodological basis of the thesis
To carry out our research tasks, we rely on some basic principles of psychology
such as:
4.1.1. Principles of operation - personality:
The ways of coping with acts of school violence by lower secondary students is
inseparable from the activities - communication of lower secondary students in order to
satisfy the needs of lower secondary students when they encounter acts of school
violence, it is also based on the personality characteristics of lower secondary students.
4.1.2. Principles of human psychological development:
The ways of coping with acts of school violence by lower secondary students
are not a constant psychological phenomenon, it can be varied by the impact of
different personal and social factors.
4.1.3. Principles of systematic approach:
The ways of coping with acts of school violence by lower secondary students
interact with personal and social factors.
4.2. Research hypothesis

When lower secondary students experience acts of school violence, they often
choose to cope with positive thoughts, positive emotions and positive actions. Coping
with negative thoughts, negative emotions and negative actions is not prioritized by
the students.
There is a statistically significant difference between the ways of coping by
lower secondary students and variables of geography, gender, and grade.
Psychosocial factors such as the friendship of lower secondary students,
behavior between parents and lower secondary students, behavior between schools,
teachers and lower secondary students have influence and can change the expressions
and ways of coping by lower secondary students when they encounter acts of school
violence.
4.3. Research questions
How do lower secondary students cope with acts of school violence?
Is there any difference between the ways of coping with acts of school violence
by lower secondary students and variables of geography, gender, academic
performance, and grade?
How do personal psychological and psychosocial factors affect the choice of
ways of coping with acts of school violence by lower secondary students?
4.4. Research methods of the thesis
+ Researching documents
+ Expert method
+ Concentrated group discussion
+ Investigation by questionnaire
+ In-depth interview
+ Case study
+ Processing data by mathematical statistics
5. New scientific contributions of the thesis
5.1. In theory
The thesis has built a theoretical basis for the ways of coping with acts of school
violence by lower secondary students; identified tool concepts (coping, acts of school

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violence, ways of coping with acts of school violence by lower secondary students);
identified expressions and ways of coping with acts of school violence by lower
secondary students and clarified some personal psychological and psychosocial
factors that affect the ways of coping with acts of school violence by lower secondary
students.
5.2. In practice
The thesis has clearly pointed out the actual state of the ways of coping with acts
of school violence by lower secondary students, clarified the actual state of
expressions and ways of coping with acts of school violence by lower secondary
students across all study samples and in groups. The thesis found that when students
encounter acts of school violence, they prioritize positive coping and rarely use
negative coping.
The thesis has clarified a number of factors that affect the ways of coping with
acts of school violence by lower secondary students, including psychosocial factors
(behavior between parents and students; behavior between the school/teachers and
students, the student's friendships) and some personal psychological factors of the
student. In particular, psychosocial factors are more influential and may change the
lower secondary students' ways of coping with acts of school violence.
The thesis has proposed some recommendations for lower secondary students to
prevent and cope positively to acts of school violence.
6. Theoretical and practical significance of the thesis
6.1. Theoretical significance
Research results of the thesis add to the theory of psychology, educational
psychology, and developmental psychology a number of theoretical issues about
ways of coping with acts of school violence by lower secondary students.
6.2. Practical significance
Research results of the thesis are references for educators, parents who have

children in lower secondary age, as a basis for them to find effective measures to help
lower secondary students effectively cope with acts of school violence. It is also a
very useful document for lower secondary students where they are victims of acts of
school violence.
7. Structure of the thesis
In addition to the introduction, conclusions and recommendations, list of
references and annexes, the thesis consists of 4 chapters.
CHAPTER 1
AN OVERVIEW OF THE RESEARCH ON WAYS OF COPING WITH ACTS
OF SCHOOL VIOLENCE BY LOWER SECONDARY STUDENTS
1.1. Studies related to ways of coping with acts of school violence by lower secondary
students
Ways of coping by children, adolescents, pupils and students to dangerous
situations in life are of research interest by many authors in the world and in Vietnam,
from theoretical studies to practical studies. Studies on this issue follow some of the
following trends: (1) Studying coping models, coping strategies and coping skills of
children, adolescents, pupils and students; (2) Studying to measure and evaluate the
coping behavior of adolescents; (3) Studying factors that affect the coping behavior
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of adolescents; (4) Studying the coping behavior of students and adolescents in
cultural differences.
In general, studies related to the students’ ways of coping with difficulties in life
have shown the ways of coping, coping models, coping strategies and typical coping
skills of student groups, thereby entailed studies to measure and evaluate the students’
coping behavior through the development, improvement and Vietnamization of coping
scales. The existing studies also show personal psychological and psychosocial factors
that affect the students’ ways of coping. Some other studies consider this issue in
cultural differences between regions, countries and ethnic groups, thereby showing

specific characteristics in the expressions and ways of coping by the students to
difficulties in life. However, no study has directly addressed the ways of coping by
lower secondary students to acts of school violence.
1.2. Studies related to acts of school violence by lower secondary students
In the world and in Vietnam, there are many studies related to acts of school
violence by students in general and lower secondary students in particular, and there
are also many academic exchange activities related to this issue. These studies can be
divided into the following four main trends: (1) Studying the actual state of acts of
school violence among students; (2) Studying factors that affect acts of school
violence among students; (3) Studying the consequences of acts of school violence
among students; (4) Studying preventive measures and interventions for acts of
school violence among students.
In general, acts of school violence among students have been specially
researched by scientists. The studies have surveyed and explored many aspects of the
issue such as the actual state, the influencing factors, consequences and interventions.
In particular, research on the actual state and factors affecting acts of school violence
has been particularly interested and focused on many typical studies. However, no
research has surveyed the ways of coping with acts of school violence by lower
secondary students.
Sub-conclusion of chapter 1
CHAPTER 2
THEORETICAL BASIS FOR THE WAYS OF COPING WITH ACTS OF
SCHOOL VIOLENCE BY LOWER SECONDARY STUDENTS
2.1. Coping
2.1.1. Concept of coping
Coping means conscious reactions, which are consistent with purpose and
psychological and physiological characteristics of each individual, expressed through
thoughts, emotions and actions when an individual encounters a certain dangerous
situation.
2.1.2. Classification of coping

This study is based on three basic psychological functions which are thoughts emotions - actions, and refers to the coping models of the previous authors, in which
the main reference is from the coping model of author Phan Thi Mai Huong et al.
(2007), to learn the expressions and ways of coping with acts of school violence by
lower secondary students. Accordingly, ways of coping with acts of school violence
by lower secondary students have a psychological structure consisting of 3
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components: thoughts, emotions and actions. From there, it is based on the purpose of
the subject's coping to identify the ways of coping and based on the significance of
the ways of coping in problem solving and mental health improvement for
individuals to divide the ways of coping into 2 directions which are positive coping
and negative coping.
2.2. Acts of school violence
2.2.1. Concept of acts
This thesis is based on the perspective of Corsini (1999) on acts to learn about acts
of school violence by lower secondary students. Thus, acts of an individual are not
simply gestures, actions that are revealed to the outside and observable but also the inner
gestures and unconscious processes.
2.2.2. Concept of school violence
School violence means that one or several members in the school environment
threaten to use or use their physical strength or power to cause physical, mental or
material damages to one or several other members.
2.2.3. Concept of acts of school violence
Acts of school violence are actions that consciously harm others (physically,
mentally and materially) that occur within or outside the school, performed by one or
several groups of students towards another student.
2.2.4. Types of acts of school violence
This study only investigates the actual state of school violence among lower
secondary students in the three most common forms of school violence: mental

violence, physical violence and material violence.
2.3. Lower secondary students
2.3.1. Concept of lower secondary students
In Vietnam, lower secondary students are understood to be teenagers aged 11 or
12 years old to 14 or 15 years old, who are attending lower secondary school
education (grades 6 to 9) under Vietnam national education system.
2.3.2. Some psychological characteristics of lower secondary students
The period of lower secondary students is a volatile stage during the
psychological and physiological development, especially changes in personal and
social psychology.
2.3.3. Lower secondary students who are victims of acts of school violence
Lower secondary students who are victims of acts of school violence are those
who are physically, mentally and materially harmed by one or several groups of
students within or outside the school.
2.4. Concept of acts of school violence by lower secondary students
Acts of school violence by lower secondary students are acts that consciously
harm others (physically, mentally and materially) that occur within or outside the
school, performed by one or several groups of lower secondary students towards
another student.
2.5. Concept of coping with acts of school violence by lower secondary students
Coping with acts of school violence by lower secondary students means
conscious reactions, consistent with the purpose and the psychological and
physiological characteristics of each student, expressed through thoughts, emotions
and actions when a student is a victim of certain acts of school violence.

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2.6. Expressions and ways of coping with acts of school violence by lower
secondary students

(1) Resignation means subjective thoughts of students about a violent situation
such as accepting a violent situation as an obvious thing everyone faces, those who
encounter this situation must suffer, and no one can help them. This way of coping in
the long run does not help students solve their problems in a positive way but makes
their problems more complicated and adversely affects their mental health,
friendships and learning activities.
(2) Problem inference means subjective thoughts, inaccurate and incomplete
evaluation of students about themselves and violent situations such as completely
blaming others, completely blaming themselves, underestimating themselves, and just
looking at the negative effects of the problem. This way of coping in the long run
does not help students solve their problems in a positive way but makes their
problems more complicated and adversely affects their mental health, friendships and
learning activities.
(3) Self-comfort means the positive thoughts, objective evaluation of students
about the effects of a violent situation such as seeing things as a challenge in life, if they
can overcome, it will help themselves more mature; this issue will help them gain more
experience in dealing with similar situations in the future. This way of coping in the long
run can help students solve their problems in a positive way, limit the negative effects of
the violent situation on their mental health, friendships and learning activities.
(4) Problem-solving orientation means the positive thoughts, objective
evaluation of students about causes of a violent situation, pointing out solutions and
choosing appropriate solutions to solve the violent situation in a positive way, in
order to limit the negative effects of the violent situation on their mental health,
friendships and learning activities.
(5) Emotional expression means that students express their emotions (worry,
fear, boredom, sadness, insecurity, and anger) when encountering school violence.
This way of coping demonstrates students' momentary emotions when facing with
violent situations, but in the long run this way of coping does not help students solve
their problems in a positive way and adversely affects their mental health, friendships
and learning activities.

(6) Emotional repression means that students try to repress, hide, not to
express their emotions to the outside (worry, fear, boredom, sadness, insecurity, and
anger) when encountering school violence. This way of coping can help students hide
their emotions in relationship with others, to avoid trouble for themselves, or not to
annoy others. But in the long run this way of coping does not help students solve their
problems in a positive way and adversely affects their mental health, friendships and
learning activities.
(7) Emotional balance means that students control their emotions, regain calm
through adjusting their bodies, doing the things they like or rearranging their timetables,
etc. In the long run, emotional balance can help students face the problem they are
encountering, in order to solve the problem in a positive way, thereby limiting the
negative effects of the violent situation on their mental health, friendships and learning
activities.
(8) Evasion means actions to evade, delay, not to accept the reality when
students encounter violent situations, in order to bring about a momentary sense of
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security such as finding a place where nobody knows to cry; going alone, avoiding
meeting, avoiding contact with everyone; changing the way to school, the way home;
hiding teachers, parents, etc. This way of coping in the long run does not help
students solve their conflicts but makes problems more complicated and adversely
affects their mental health, friendships, and learning activities.
(9) Retaliation and self-harm mean the students' actions to retaliate against
the person who caused the acts of violence to them or to obey all the demands of the
person who caused the acts of violence, or to drop out of school, use stimulants, hurt
themselves, join informal gangs, participate in violent games, etc. This way of coping
in the long run does not help students solve their conflicts, even escalates the
conflicts, and adversely affects their mental health, friendships, and learning activities.
(10) Confrontation and seeking help mean the students' actions to face

violent situations and seek help from related parties to solve the problem they are
encountering. This way of coping helps students solve their problems in a positive
way, thereby helping students avoid the negative effects of violent situations on their
mental health, friendships and learning activities.
(11) Problem-solving actions means the students' actions to solve the problem
through planning to implement the chosen solutions, taking action to implement the
set plan, trying and endeavoring to overcome all difficulties to implement the set plan
and draw lessons for themselves. This way of coping clearly shows the students'
determination to solve problems, thereby helping students have a good mental health,
improve relationships with friends and does not adversely affect their learning
activities.
Then, significance of the ways of coping with the students themselves and 02
criteria (Firstly, in the long run, which way of coping has a positive impact on
students' mental health? Secondly, in the long run, which way of coping is directed to
solving problems that students face?) will be relied on to divide the ways of coping
with thoughts, emotions and actions by the students into two directions: positive and
negative. Accordingly, 11 ways of coping with acts of school violence by lower
secondary students are divided into 6 expression groups, namely as follows:
(1) Negative thoughts mean that students accept the problem (they have to
suffer) or infer the problem in a negative way. Negative thoughts can help students
get a temporary "support" for the problem they are encountering, but in the long run
does not help students solve their problem but makes the problem more complicated,
and adversely affects their mental health, friendships and learning activities. This
expression includes two ways of coping: problem resignation and problem inference.
(2) Positive thoughts mean that students see the violent situation from
multiple perspectives and consider the situation in a positive correlation to
themselves, thereby limiting the negative effects of the violent situation on their
mental health, friendships and learning activities. This expression includes two ways
of coping: self-comfort and problem-solving orientation.
(3) Negative emotions mean that students repress to the inside or express to

the outside their worry, fear, boredom, sadness, insecurity, and anger when they
encounter acts of school violence. This way of coping expression can help students
express or repress their negative emotions when encountering acts of school violence,
but in the long run it does not resolve their conflicts, even makes the problem more
complicated, and adversely affects the students' mental health, friendships and
8


learning activities. This expression includes two ways of coping: emotional
expression and emotional repression.
(4) Positive emotions mean that students balance their emotions when they
encounter acts of school violence, through adjusting their bodies, adjusting their
behavior (doing the things they like or rearranging their timetables), etc., thereby
helping students control their negative emotions when encountering acts of school
violence, while limiting the negative effects of the violent situation on their mental
health, friendships and learning activities.
(5) Negative actions mean that students evade the violent situation or retaliate
against those who commit violent acts against themselves, even harm themselves.
This way of coping can help students find a momentary "safe" feeling when they
evade the problem or help students express their own strength when they retaliate, or
help students feel "more comfortable" when they hurt themselves. But in the long
run, this way of coping does not help students solve their conflicts, even escalates the
conflicts, and adversely affects their mental health, friendships and learning activities.
This expression includes two ways of coping: evasion, retaliation and self-harm.
(6) Positive actions mean that students confront, seek help and are determined
to act to solve the problem they are encountering. Along with positive thoughts and
emotional balance, positive actions will help students solve violent situations without
adversely affecting their mental health, friendships and learning activities.

Diagram 2.6: Expressions and ways of coping with acts of school violence by lower

secondary students who suffer from school violence
2.7. Factors affecting the ways of coping with acts of school violence by lower
secondary students
Based on the factors affecting the ways of coping that have been studied by the
authors in the world and in Vietnam, the thesis determined that the ways of coping
with acts of school violence by lower secondary students are a psychological process
governed by many different factors and divided into two basic groups: personal
psychological factors and psychosocial factors. In particular, personal psychological
factors include: 1/ the students' awareness of acts of school violence; 2/ the students'
personality; 3/ the students' attitude of life. Psychosocial factors include: 1/ the
students' friendship; 2/ behavior between school, teachers and students; 3/ behavior
between parents and students.
Sub-conclusion of chapter 2

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CHAPTER 3
ORGANIZATION AND METHODS FOR RESEARCH ON WAYS OF
COPING WITH ACTS OF SCHOOL VIOLENCE BY LOWER SECONDARY
STUDENTS
3.1. Organization for research
3.1.1. Stages of research
3.1.1.1. Theoretical research stage (from September 2016 to March 2018)
3.1.1.2. Practical research stage (from April 2018 to December 2018)
3.1.2. Study area and sample
3.1.2.1. Study area
The study was conducted at 2 lower secondary schools in District 3, Ho Chi
Minh City (L.L Lower secondary school and L.Q.Đ Lower secondary school) and 2
lower secondary schools in Ham Thuan Nam District, Binh Thuan Province (H.T

Lower secondary school and M.M Lower secondary school). The study area was
selected according to the recommendation of some officers and teachers of the 4
lower secondary schools, with the aim of facilitating the research implementation.
According to the 4 lower secondary schools, acts of school violence do occur among
students, but no research has been conducted to find out specifically about this issue.
3.1.2.2. Study samples
Samples of this study were convenient and random. Official survey samples
were 417 students from grades 6 to 9, who were or are victims of a certain form of
school violence and voluntarily participate in the survey. The identification of
students who are victims of acts of school violence was conducted as follows:
1) Select the survey sample: In each grade of each school, 2 classes were
randomly selected (a total of 16 classes were selected), the class size ranged from 40
to 60 students, the total number of students was 953.
2) Conduct the survey: With the consent of the schools and homeroom teachers,
the investigator appointed the students to concentrate at their classes and gathered
information with questionnaires under the following steps:
Step 1: The investigator introduced the purpose and content of the survey
Step 2: Identify the students who are victims of acts of school violence
- The investigator introduced the acts of school violence: concepts and some forms
of school violence commonly encountered by lower secondary students (mental
violence, physical violence, and material violence).
- Take time for the students to exchange, discuss, and ask questions (about 30
minutes) to identify students who are victims of school violence in the past 1 year.
- In the end, the investigator asked the students who identified themselves as
victims of at least one of the acts of school violence just mentioned and voluntarily
participated in answering the questionnaires to stay in the class to fill in the
questionnaires, students who were not victims of school violence or/and did not want to
answer the questionnaires may go out or take part in another extracurricular activity.
Step 3: Students answer the questionnaire
After identifying the number of students who are victims of school violence, the

investigator introduced how to answer the questionnaires and took time for the
students to answer the questionnaires.
Accordingly, 438 students (accounting for 45.9%) out of 953 students identified
themselves as victims of at least one form of school violence and voluntarily stayed
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to answer the questionnaires, after collecting the questionnaires and coding, there
were 417 valid notes (accounting for 43.7% of the total 953 students) and 21 invalid
notes. Demographic information of 417 objects participating in the survey was shown
as follows:
Table 3.1: Some characteristics of the official survey samples
Area
Object characteristics
Ho Chi Minh City
Binh Thuan
Total
Quantity
%
Quantity
%
Total
215
51,6
202
48,4
417
1. Grade 6
51
23,7

47
23,3
98
2. Grade 7
55
25,6
52
25,7
107
Grade
3. Grade 8
53
24,7
48
23,8
101
4. Grade 9
56
26,0
55
27,2
111
1. Male
93
43,3
96
47,5
189
Gender
2. Female

122
56,7
106
52,5
228
1. Weak
0
0,0
0
0,0
0
2. Average
17
7,9
29
14,4
46
Academic
performance 3. Good
113
52,6
127
62,9
240
4. Excellent
85
39,5
46
22,8
131

3.2. Research methods
3.2.1. Researching documents
3.2.2. Expert method
3.2.3. Concentrated group discussion
3.2.4. Investigation by questionnaire
Collect quantitative information on the actual state of school violence by lower
secondary students, the actual state of ways of coping with acts of school violence by
lower secondary students and the factors affecting the ways of coping with acts of
school violence by lower secondary students.
Table 3.2: Contents of the questionnaire on ways of coping with acts of school
violence by lower secondary students
No.

Number of
observed
variables*

Concept

Scale

Part 1: Demographic information about the surveyed objects
1 Area
1
Identification
2 Grade
1
Identification
3 Gender
1

Identification
4 Academic performance of the most recent semester
1
Identification
Part 2: Actual state of school violence by lower secondary students
1 Mental violence
5
5-point Likert
2 Physical violence
4
5-point Likert
3 Economic violence
3
5-point Likert
Part 3: Actual state of ways of coping with acts of school violence by lower secondary
students
1 Coping with thoughts
17
5-point Likert
1.1 Problem resignation
4
5-point Likert

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Number of
observed
variables*
1.2 Problem inference

4
1.3 Self-comfort
5
1.4 Problem-solving orientation
4
2 Coping with emotions
12
2.1 Emotional expression
5
2.2 Emotional repression
4
2.3 Emotional balance
3
3 Coping with actions
29
3.1 Evasion
6
3.2 Retaliation and self-harm
8
3.3 Confrontation and seeking help
11
3.4 Problem-solving actions
4
Part 4: Factors affecting the ways of coping with acts of school violence by
students
1 The students' awareness of acts of school violence
8
2 The students' attitude of life
12
3 The students' personality

5
4 The students' friendship
5
5 Behavior between school, teachers and students
10
6 Behavior between parents and students
5
Acknowledgment
No.

Concept

Scale
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
5-point Likert
lower secondary
5-point Likert
5-point Likert
5-point Likert
5-point Likert

5-point Likert
5-point Likert

* The number of initially observed variables before testing the scale reliability
and validity
3.2.4.3. How to proceed
* Step 1: Design the questionnaire; * Step 2: Trial investigation; * Step 3:
Official investigation; * Step 4: Test the scale reliability (Cronbach’s Alpha) and
validity through Exploratory Factor Analysis (EFA)
3.2.4.4. How to calculate scores
The higher the mean of the form of violence, the more violence the students suffer
in that form and vice versa; The higher the mean of the ways of coping, the more ways
of coping the students use when they experience school violence and vice versa.
The higher the mean, the better the students are aware of the acts of school
violence and vice versa; the higher the mean, the more optimistic and positive the
attitude of the students is and vice versa; the higher the mean, the more extroverted
the students are and vice versa; the lower the mean, the more introverted the students
are; the higher the mean, the more positive the friendship (caring, sharing,
encouraging, helping each other) the students have and vice versa; the higher the
mean, the more fair, democratic, and friendly the student-teacher relationship is; the
higher the mean, the more attention, sharing and mutual listening between parents
and students and vice versa.
3.2.5. In-depth interview
3.2.6. Case study
3.2.7. Processing data by mathematical statistics
Sub-conclusion of chapter 3
12


CHAPTER 4

RESULTS OF PRACTICAL RESEARCH ON WAYS OF COPING WITH
ACTS OF SCHOOL VIOLENCE BY LOWER SECONDARY STUDENTS
4.1. The actual state of school violence by lower secondary students

4.1.1. General actual state of forms of school violence by lower secondary
students
With three common forms of school violence (mental violence, physical
violence, and material violence), mental violence was chosen by students with the
highest Mean (3.07), followed by physical violence (2.96) and material violence
(2.90). The results show that lower secondary students participating in this study
suffered from school violence at normal level (sometimes) and the most common was
mental violence, followed by physical violence and material violence.
4.1.2. Specific actual state of forms of school violence by lower secondary students
4.1.2.1. Actual state of mental violence by lower secondary students
The most common expression of mental violence encountered by the students
was "being intentionally removed from many things, boycotted from a group of
friends, completely ignored" by friends (Mean = 3.13) and the least common
expression was "being fabricated, slandered, falsely rumored or threatened to publish
personal information to everyone by friends" (Mean = 2.98).
4.1.2.2. Actual state of physical violence by lower secondary students
The most common expression of physical violence encountered by the students
was "having their hair pulled, being slapped, pushed, splashed with water or thrown
with objects" and "being locked up in the classroom or toilet using force” by other
students (Mean = 3.04 and Mean = 3.02), especially they were also “punched, kicked
or attacked with shoes, sandals or sticks" by other students (Mean = 2.99), the least
common expression was "being threatened, forced to do things they don't want"
(Mean = 2.82).
4.1.2.3. Actual state of material violence by lower secondary students
Among the three signs of material violence, the most common sign encountered
by the students was "having their books, school supplies, and personal belongings

deliberately damaged" by other students (Mean = 2.98), followed by "being forced by
other students to give money or buy food, school supplies and personal belongings
for them" (Mean = 2.89), the least common expression was "having their money,
school supplies, and personal belongings deliberately asked for or taken” by other
students (Mean = 2.85).
4.1.3. Comparison of forms of school violence by lower secondary students with
demographic variables
There is no statistically significant difference among lower secondary students in
Ho Chi Minh City and Binh Thuan Province (p > 0.05) who are victims of forms of
school violence. That is the students in Ho Chi Minh City or Binh Thuan are victims of
acts of school violence, where mental violence has the highest Mean: 3.04 (Ho Chi
Minh City) and 3.11 (Binh Thuan).
Similarly, there is no statistically significant difference between male and
female students who are victims of school violence. The results also show that there
is almost no statistically significant difference among grades when students
experience school violence. In terms of academic performance, there is a statistically
13


significant difference between students with good academic performance and those
with excellent academic performance in the forms of mental violence and material
violence. In particular, good students are more likely to suffer from mental violence
and material violence than excellent students.
4.2. Actual state of ways of coping with acts of school violence by lower secondary
students
4.2.1. General actual state of expressions and ways of coping with acts of school
violence by lower secondary students
The results of Table 4.6 show that when lower secondary students suffer from
school violence, firstly they will cope with "positive actions" (Mean = 3.40);
secondly "emotional balance" (Mean = 3.35); thirdly "positive thoughts" (Mean =

3.25); the fourth is coping with "negative emotions" (Mean = 3.37); the fifth is
"negative thoughts" (Mean = 2.36); and finally "negative actions" (Mean = 2.07). Indepth interviews also yield similar results.
4.2.2. Specific actual state of expressions and ways of coping with acts of school
violence by lower secondary students
4.2.2.1. Actual state of coping with negative thoughts to acts of school violence by lower
secondary students
The students rated low for the coping with negative thoughts, including two
ways of coping that are "problem resignation" and "problem inference" in which the
"problem inference" way of coping is selected by more students (Mean = 2.48) than
"problem resignation" (Mean = 2.23). In-depth interviews also yield similar results.
4.2.2.2. Actual state of coping with positive thoughts to acts of school violence by lower
secondary students
The students rated quite high for the coping with positive thoughts, which means
they often use this way of coping when encountering acts of school violence. The
students rated the coping with "self-comfort" higher than the coping with "problemsolving orientation" (Mean = 3.27 versus 3.23).
4.2.2.3. Actual state of coping with negative emotions to acts of school violence by lower
secondary students
The students rated low for the coping with negative emotions (including two
ways of coping that are "expressing" (Mean = 2.22) and "repressing" (Mean = 2.55)
the negative emotions such as anger, anxiety, fear, boredom), it means that the
students sometimes use this way of coping when encountering acts of school violence.
4.2.2.4. Actual state of coping with positive emotions to acts of school violence by lower
secondary students
The students often "balance emotions" by "doing the things they like" (Mean =
3.38), "adjusting breathing, relaxing body, drinking water, etc." (Mean = 3.35) and
"rearranging personal timetable" (Mean = 3.33).
4.2.2.5. Actual state of coping with negative actions to acts of school violence by lower
secondary students
The students rated low for the coping with negative actions. In particular, the
students choose the "problem evasion" more than "retaliation and self-harm" (Mean =

2.28 versus 1.92).

14


4.2.2.6. Actual state of coping with positive actions to acts of school violence by
lower secondary students
The students rated quite high for the coping with positive actions. In particular,
the students choose the "confrontation and seeking help" more than "problem-solving
actions" (Mean = 3.49 versus 3.20).
4.2.3. Comparison of ways of coping with acts of school violence by lower
secondary students with demographic variables
4.2.3.1. Comparison of the coping with negative thoughts by lower secondary
students with demographic variables
There is a statistically significant difference (p = 0.00) between lower secondary
students in Ho Chi Minh City and Binh Thuan in the coping with negative thoughts.
This can be explained by the in-depth interview results of some homeroom teachers.
The results also show a statistically significant difference (p = 0.01) between
male and female students in the coping with negative thoughts. At the same time,
there is also a statistically significant difference in the "problem inference" way of
coping between grade 7 students and students in grades 6 and 8, particularly grade 7
students "infer the problem" more than students in grades 6 and 8 (p = 0.02 and p =
0.03). But there is no statistically significant difference (p > 0.05) among students of
different grades in the "problem resignation" way of coping.
4.2.3.2. Comparison of the coping with positive thoughts by lower secondary students
with demographic variables
There is a statistically significant difference (p = 0.00) between lower secondary
students in Ho Chi Minh City and Binh Thuan in the coping with positive thoughts,
students in Binh Thuan cope with more positive thoughts than Ho Chi Minh City
students (Mean = 3.34 versus 3.18). This can be explained by the sharing of Ms.

N.T.H – the homeroom teacher of class 9B, L.L Lower secondary school (Ho Chi
Minh City).
The results also show that there is a statistically significant difference (p = 0.00)
between male and female students in the coping with positive thoughts, female
students coped with fewer positive thoughts than male students (Mean = 3.19 versus
3.33, p = 0.00). At the same time, there is also a statistically significant difference (p
< 0.05) among students in different grades in the coping with positive thoughts, grade
9 students coped with more positive thoughts than those in grades 6, 7 and 8.
4.2.3.3. Comparison of the coping with negative emotions by lower secondary
students with demographic variables
There is a statistically significant difference (p = 0.00) between lower secondary
students in Ho Chi Minh City and Binh Thuan in the coping with negative emotions.
The results also show that there is a statistically significant difference (p = 0.00)
between male and female students in the coping with negative emotions, female
students coped with more negative emotions than male students. However, there is no
statistically significant difference (p > 0.05) among students in different grades in the
coping with negative emotions and in the "emotional repression" way of coping.
4.2.3.4. Comparison of the coping with emotional balance by lower secondary
students with demographic variables
There is a statistically significant difference in the coping with positive emotions
(emotional balance) by lower secondary students among geographical, gender and grade
variables.
15


4.2.3.5. Comparison of the coping with negative actions by lower secondary students
with demographic variables
There is a statistically significant difference (p < 0.05) between lower secondary
students in Ho Chi Minh City and Binh Thuan in the coping with negative actions,
students in Binh Thuan coped with fewer negative actions than those in Ho Chi Minh

City (Mean = 1.89 versus 2.24). However, there is no statistically significant
difference between male and female students in the coping with negative actions. The
results also show a statistically significant difference (p < 0.05) among students in
different grades in the coping with negative actions, students of grades 7, 8 and 9
coped with more negative actions than those in grade 6 (p < 0.05).
4.2.3.6. Comparison of the coping with positive actions by lower secondary students
with demographic variables
The results in Table 4.18 show that there is a statistically significant difference
(p < 0.05) between lower secondary students in Ho Chi Minh City and Binh Thuan in
the coping with positive actions, students in Ho Chi Minh City coped with fewer
positive actions than those in Binh Thuan (Mean = 3.32 versus 3.48; p = 0.00). At the
same time, there is no significant difference between male and female students in the
coping with positive actions in general (p > 0.05). However, more female students
chose the coping with "problem-solving actions" than male students (Mean = 3.28
versus 3.11; p = 0.00).
The results also show a statistically significant difference (p < 0.05) among
students in different grades in the coping with positive actions, grade 9 students chose
to cope with more positive actions than those in grades 6, 7, and 8 (Mean of Grade 9
is 3.58 versus grade 6 of 3.29, grade 7 of 3.34, and grade 8 of 3.38; p = 0.00).
4.2.4. Correlation between ways of coping with acts of school violence by lower
secondary students
The results show that the ways of coping with negative thoughts, negative
emotions and negative actions are positively correlated; the ways of coping with
positive thoughts, positive emotions and positive actions are also positively
correlated; but positive coping and negative coping are negatively correlated.
Table 4.19: Correlation between ways of coping with acts of school
violence by lower secondary students
Coping
expressions

Negative
thoughts
Positive
thoughts
Negative
emotions
Positive
emotions

Correlation
coefficients

Negative Positive Negative Positive Negative Positive
thoughts thoughts emotions emotions actions actions

Pearson
1
-0,393** 0,494** -0,353** 0,498** -0,362**
Correlation
Sig. (2-tailed)
0,000
0,000
0,000
0,000
0,000
Pearson
-0,393**
1
-0,339** 0,692** -0,278** 0,228**
Correlation

Sig. (2-tailed)
0,000
0,000
0,000
0,000
0,000
Pearson
0,494** -0,339**
1
-0,355** 0,466** -0,379**
Correlation
Sig. (2-tailed)
0,000
0,000
0,000
0,000
0,000
Pearson
-0,353** 0,692** -0,355**
1
-0,278** 0,236**
Correlation
Sig. (2-tailed)
0,000
0,000
0,000
0,000
0,000

16

Coping
expressions

Correlation
coefficients

Negative Positive Negative Positive Negative Positive
thoughts thoughts emotions emotions actions actions

Pearson
0,498** -0,278** 0,466** -0,278**
1
-0,284**
Correlation
Sig. (2-tailed)
0,000
0,000
0,000
0,000
0,000
Pearson
-0,362** 0,228** -0,379** 0,236** -0,284**
1
Positive
Correlation
actions
Sig. (2-tailed)
0,000

0,000
0,000
0,000
0,000
Note: **when p < 0.01
4.3. Factors affecting the ways of coping with acts of school violence by lower
secondary students
4.3.1. Actual state of factors affecting the ways of coping with acts of school violence by
lower secondary students
4.3.1.1. General actual state of factors affecting the ways of coping with acts of
school violence by lower secondary students
Table 4.20: Actual state of factors affecting the ways of coping with
acts of school violence by lower secondary students
No.
Influencing factors
Mean Standard Rank
deviation
The students' awareness of acts of school
1
3,46
0,68
5
violence
2 The students' attitude of life
3,36
0,46
6
3 The students' personality
3,53
0,82

2
4 The students' friendship
3,48
0,88
4
5 Behavior between school, teachers and students
3,50
0,78
3
6 Behavior between parents and students
3,70
0,86
1

Negative
actions

4.3.1.2. Actual state of each factor affecting the ways of coping with acts of school
violence by lower secondary students
a. The students' awareness of acts of school violence
Most students agreed with the clauses that truly reflect the consequences, forms,
causes, and nature of the acts of school violence such as "school violence is a bad
behavior, which negatively affects students, families, schools, and society”(Mean =
3.58), “cases of school violence should be dealt with strictly and fairly”(Mean = 3.52),
“there are various causes leading to acts of school violence among students” (Mean =
3.41), “physical violence, mental violence, and economic violence are common forms
of school violence” (Mean = 3.23), etc. With the inverse clauses, most students
expressed their disagreement (Mean = 2.26).
b. The students' attitude of life
They know how to "love themselves and also listen, sympathize and respect

their friends" (Mean = 3.48), "no matter what happens, I still want to study with my
current friends and teachers” (Mean = 3.41), they also have a suitable attitude about
conflicts in their friendship when they say that “conflict among students is inevitable,
not all conflicts lead to acts of school violence” (Mean = 3.40). With the inverse
clauses, most students did not agree with this attitude (Mean = 2.64).

17


c. The students' personality
The students said that "when I participate in collective activities, I feel joyful,
happy and energetic" (Mean = 3.71), most of them also agreed that they are
"extroverted, ardent, enthusiastic, confident, and communicative” (Mean = 3.35).
With the inverse clauses, most students disagreed that they are "introverted, shy,
closed, friendless, self-deprecating, and non-communicative" (Mean = 2.47).
d. The students' friendship
The students said that "my friends always care about me and are willing to
listen, share and support me when I encounter difficulties in school" (Mean = 3.75),
"when having difficulties in life I will come to my friends to share and seek help”
(Mean = 3.49), “my friend immediately find out if I am unhappy or have unusual
behaviors” (Mean = 3.24).
e. Behavior between school, teachers and students
Most students agreed that "my teachers always listen, share and are willing to
support me to solve difficulties in school" (Mean = 3.63), "the school always cares
and handles fairly and publicly cases of school violence among students” (Mean =
3.51), etc. With the inverse clauses, most students disagreed: "I am very afraid of
teachers at my school, every time I have difficulties, I do not dare to actively share
with my teachers" (Mean = 2.47), "my teachers are very strict and hard to approach”
(Mean = 2.38).
f. Behavior between parents and students

Most students agreed that: "my parents always listen, share and support me
when I encounter difficulties in school" (Mean = 3.84), "in my family, the members
are always willing to listen, share, sympathize and respect each other” (Mean = 3.70),
“when I encounter difficulties at school I will share and seek help from my parents”
(Mean = 3.62). With the inverse clauses, most students disagreed: "my parents are
very fastidious and strict, I often do not dare to proactively speak out the difficulties I
have encountered at school" (Mean = 3.32), "my parents are very busy with their
work and do not have time to care about my friendships" (Mean = 3.31).
4.3.2. Forecast of changes in a number of ways of coping with acts of school
violence by lower secondary students in relation to the influencing factors
4.3.2.1. Models that predict changes in the coping with negative thoughts by lower
secondary students
Table 4.28: Five models predicting changes in the coping with negative
thoughts by lower secondary students
Level of
Five models predicting changes in the coping with
Beta significance
negative thoughts by lower secondary students
(p)
Model 1: r² = 0,24; constant = 3,73; p < 0,001
1 Behavior between parents and students
-0,49
0,000
Model 2: r² = 0,27; constant = 4,11; p < 0,001
1 Behavior between parents and students
-0,37
0,000
2 The students' awareness of acts of school violence
-0,21
0,000

Model 3: r² = 0,29; constant = 4,60; p < 0,01
1 Behavior between parents and students
-0,33
0,000
2 The students' awareness of acts of school violence
-0,17
0,001
3 The students' attitude of life
-0,15
0,001
18


Five models predicting changes in the coping with
negative thoughts by lower secondary students

Beta

Level of
significance
(p)

Model 4: r² = 0,30; constant = 4,71; p < 0,01
1 Behavior between parents and students
-0,28
0,000
2 The students' awareness of acts of school violence
-0,14
0,007
3 The students' attitude of life

-0,14
0,002
4 The students' personality
-0,15
0,002
Model 5: r² = 0,31; constant = 4,72; p < 0,05
1 Behavior between parents and students
-0,24
0,000
2 The students' awareness of acts of school violence
-0,11
0,027
3 The students' attitude of life
-0,13
0,004
4 The students' personality
-0,12
0,014
5 The students' friendship
-0,12
0,021
The results of stepwise multiple regression analysis show that there are 5
optimal forecasting models, where the model that explains most changes in the
negative coping by the students is model 5, which explained 31% of the changes in
this way of coping.
4.3.2.2. Models that predict changes in the coping with negative emotions to acts of
school violence by lower secondary students
Table 4.30: Five models predicting changes in the coping with negative
emotions by lower secondary students
Level of

Five models predicting changes in the coping with
Beta significance
negative emotions by lower secondary students
(p)
Model 1: r² = 0,28; constant = 4,06; p < 0,001
1 Behavior between school, teachers and students
-0,53
0,000
Model 2: r² = 0,36; constant = 4,71; p < 0,001
1 Behavior between school, teachers and students
-0,37
0,000
2 The students' awareness of acts of school violence
-0,32
0,000
Model 3: r² = 0,38; constant = 4,79; p < 0,001
1 Behavior between school, teachers and students
-0,26
0,000
2 The students' awareness of acts of school violence
-0,26
0,000
3 Behavior between parents and students
-0,21
0,000
Model 4: r² = 0,40; constant = 4,92; p < 0,01
1 Behavior between school, teachers and students
-0,23
0,000
2 The students' awareness of acts of school violence

-0,23
0,000
3 Behavior between parents and students
-0,18
0,001
4 The students' personality
-0,15
0,001
Model 5: r² = 0,40; constant = 4,94; p < 0,01
1 Behavior between school, teachers and students
-0,19
0,000
2 The students' awareness of acts of school violence
-0,20
0,000
3 Behavior between parents and students
-0,15
0,004
4 The students' personality
-0,12
0,006
5 The students' friendship
-0,13
0,009

19


The results of stepwise multiple regression analysis show that there are 5 optimal
forecasting models, where the two models that explain most changes in this way of

coping are models 4 and 5, which explained 40% of the changes in this way of coping.
4.3.2.3. Models that predict changes in the coping with negative actions by lower
secondary students
Table 4.32: Four models predicting changes in the coping with negative
actions by lower secondary students
Level of
Four models predicting changes in the coping with negative
Beta significance
actions by lower secondary students
(p)
Model 1: r² = 0,20; constant = 3,00; p < 0,001
1 Behavior between parents and students
-0,45
0,000
Model 2: r² = 0,26; constant = 3,70; p < 0,001
1 Behavior between parents and students
-0,34
0,000
2 The students' attitude of life
-0,27
0,000
Model 3: r² = 0,29; constant = 3,83 p < 0,001
1 Behavior between parents and students
-0,26
0,000
2 The students' attitude of life
-0,24
0,000
3 The students' personality
-0,18

0,000
Model 4: r² = 0,30; constant = 3,90; p < 0,01
1 Behavior between parents and students
-0,22
0,000
2 The students' attitude of life
-0,22
0,000
3 The students' personality
-0,15
0,001
4 The students' awareness of acts of school violence
-0,11
0,024
The results of stepwise multiple regression analysis show that there are 4
optimal forecasting models, where the model that explains most changes in this way
of coping is model 4, which explained 30% of the changes in the coping with
negative actions by the students.
4.4. Case study of the ways of coping with acts of school violence by lower
secondary students
4.4.1. Case 1: A student was teased, ridiculed by friends for "girl-like personality"

Diagram 4.1: Ways of coping with acts of school violence by T.T.N and
the influencing factors
20


When N was teased and ridiculed by his friends, he initially repressed his anger
and discomfort, but then he decided to confront and seek help from his friends,
family and school (he planned to tell his mom and ask for class transfer when going

to 9th grade), he knew how to balance his emotions, comfort himself, think positively,
think about solving problems and acted to solve his problem (his willingness and
initiative to share his story also showed this spirit). The researcher found that N still
did not really solve his problem, he did not really understand his sexual orientation,
was not fully aware of acts of sexual abuse and acts of school violence so he was selfdeprecating about himself. Therefore, the researcher conducted personal
psychological consultation for N.
4.4.2. Case 2: A student was pressured by his friends for studying well and acting
as a monitor

Diagram 4.2: Ways of coping with acts of school violence by N.H.N.M
and the influencing factors
When N.M was pressured, forced by his friends to resign from monitor and
reduce his academic performance, at first he did not care, but then when his friends
tried to hit him, during self-defense he hit his friends once, then he felt guilty and
apologized his friends and talked directly to his friends so that the could understand
him better. Before that he also confided the story to his friends, he also planned to tell
his parents and the homeroom teacher if the issue was more serious. Finally, with his
sincerity and positive thoughts, N.M has solved his problem. In the case of N.M, the
researcher found that he was very agile, vivacious, and optimistic and he knew how to
cope positively when encountering difficulties in his relationship with friends, so the
researcher did not conduct personal psychological consultation with N.M. But the
researcher still maintained an indirect interaction with him via Facebook and phone to
help him expand his knowledge of personal psychology and social skills.

21


4.4.3. Case 3: A student was slandered to steal money by his friends

Diagram 4.3: Ways of coping with acts of school violence by Đ.Q.A and

the influencing factors
When A was slandered by his friends to steal the money of a classmate, and was
intentionally provoked by a male classmate, A coped by clearly showing his angry
feelings to his friends, this was related to his thinking about the matter, he believed that
only by hitting his friends will they stop provoking him. Although he faced his
problem by meeting the friend who lost money to make it clear that he was not
involved in that matter, but he retaliated when being provoked by his friends by hitting
them. When he didn't get the support of his friends, he thought that they didn't trust and
help him, only he could solve the problem he was encountering. Through A's story, the
researcher found that A did not really solve his problem, he had many negative
emotions and this is adversely affecting his daily life. Therefore, the researcher
conducted personal psychological consultation with Đ.Q.A.
Sub-conclusion of chapter 4
CONCLUSIONS AND RECOMMENDATIONS
1. CONCLUSIONS
Through the study of theory and practice of the ways of coping with acts of
school violence by lower secondary students, a number of the following conclusions
can be drawn:
- In the world and in Vietnam, there are many research projects on the ways of
coping by students to difficulties in life, these studies are based on many different
perspectives to point out models, styles, strategies, and ways of coping by students
when they encounter a dangerous situation. In different groups of students, their ways
of coping are also different. The studies in the world mainly rely on the content,
purpose and significance of coping behavior to categorize coping into different ways
such as: coping by focusing on the problem, coping by focusing on emotions, coping
by focusing on evasion, positive coping, and negative coping, etc. At the same time,
the exploratory factor analysis is used to build coping scales for different subjects. In
Vietnam, when studying the ways of coping in general and ways of coping by
students in particular, researchers often rely on three basic psychological functions
22

which are thoughts, emotions and actions to indicate the coping expressions to these
three aspects, on the other hand, they also rely on the content, purpose and
significance of the coping behavior to the subjects to divide into different ways of
coping.
- Coping means conscious reactions, which are consistent with purpose and
psychological and physiological characteristics of each individual, expressed through
thoughts, emotions and actions when an individual encounters a certain dangerous
situation. Coping with acts of school violence by lower secondary students means
conscious reactions, consistent with the purpose and the psychological and
physiological characteristics of each student, expressed through thoughts, emotions
and actions when a student is a victim of certain acts of school violence.
- Ways of coping with acts of school violence by lower secondary students are
shown in 6 expressions with 11 specific ways of coping: coping with negative
thoughts (problem resignation, problem inference); coping with positive thoughts
(self-comfort, problem-solving orientation); coping with negative emotions
(emotional expression, emotional repression); coping with positive emotions
(emotional balance); coping with negative actions (evasion, retaliation/self-harm);
coping with positive actions (confrontation/seeking help, problem-solving actions).
Ways of coping with acts of school violence by lower secondary students are affected
by personal psychological and psychosocial factors: students' awareness of acts of
school violence; students' personality; students' attitude of life; students' friendship;
behavior between the school, teachers and students; behavior between parents and
students.
- When lower secondary students experience school violence, they will first
cope by confrontation, seeking help, then emotional balance, self-comfort, and
problem-solving orientation. Emotional suppression, problem inference, problem
evasion, problem resignation, emotional expression and retaliation/self-harm are the
ways of coping that students rarely use when encountering acts of school violence.

That is, when students experience acts of school violence, they often cope with
positive actions, positive emotions, and positive thoughts. The ways of coping with
negative thoughts, negative emotions and especially negative actions are not
appreciated by the students. There is a statistically significant difference between the
students’ ways of coping with geographic, gender and grade variables. There is a
strong correlation between the students’ ways of coping.
- Among the 6 psychosocial and psychological factors affecting the expressions
and ways of coping with acts of school violence by lower secondary students, the
behavior between parents and students, behavior between the school/teachers and
students, students' friendships, and students’ attitude of life are the most influential
factors and can change the ways of coping by lower secondary students when they
encounter acts of school violence. The weaker influential factors are students’
personality and students’ awareness of acts of school violence.
- An analysis of the three cases of students’ ways of coping with acts of school
violence showed: (1) a student’s ways of coping when he was teased and ridiculed by
his friends for girl-like personality; (2) a student’s ways of coping when he was
pressured by his friends to resign from monitor and reduce his academic performance;
(3) a student’s ways of coping when he was slandered to steal money by his friends.
From these three cases, it is possible to see how common ways of coping are expressed
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