Anxiety and Aggression in Upper-Grade Elementary School Students: A Multi-Group Analysis of Witnessing School Violence

This study aims to analyze the impact of school violence witnessing experiences on anxiety and aggression among upper-grade elementary school students and to compare differences based on background variables such as gender, grade, and witnessing status.A total of 350 students participated in the study, and after removing invalid responses, 299 were included in the final analysis.The Korean version of the Revised Child Manifest Anxiety Scale (RCMAS) and the Aggression Questionnaire (K-AQ) were utilized to measure anxiety and aggression levels.Multi-group structural equation modelling (MG-SEM) was employed to examine the relationships between these variables.The results indicated a significant relationship between anxiety and aggression, with notable differences based on gender and school violence witnessing experiences.Male students exhibited a stronger tendency to express anxiety through aggression than female students, whereas female students were more likely to internalize anxiety.Additionally, students who had witnessed school violence reported significantly higher levels of both anxiety and aggression compared to their non-witnessing peers.These findings suggest that witnessing school violence plays a critical role in shaping students' emotional and behavioural responses.The study highlights the urgent need for targeted intervention programs to support students who have witnessed school violence, focusing on emotional regulation and aggression prevention strategies.By addressing these psychological factors, schools and educators can contribute to fostering a safer and more supportive learning environment.This research provides valuable insights into the psychological impact of school violence and informs the development of effective educational policies and interventions aimed at mitigating its adverse effects.