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This study analyzed the role of different but interrelated variables in tbe family and school contexts in relation to problems of violent bebavior at school during adolescence. Participants were 1,068 students aged 11 to 16 (47% male) drawn from secondary schools in tbe Valencian Community (Spain). Statistical analyses were carried out using structural equation modeling, Tbe model accounted for 32% of the variance in school violence. Results showed a direct association between quality of communication with fatber and teacher's expectations of the student with tbe adolescent's involvement in violent behavior at school. Moreover, findings showed indirect paths by wbicb adolescents' selfconcept (family and school domains), acceptance by peers, and attitude toward autbority, seemed to be influenced by tbe quality of interactions witb parent and teachers, and also were closely associated witb violent behavior at school. Findings are discussed in relation to previous research on adolescent psychosoeial adjustment and behavioral problems at school.

Research on behavioral problems of children and adolescents in school has been increasing steadily since the 1980s, probably due to the growing frequency and seriousness of these problems in the United States and some European countries (Skiba, 2000, Smith, 2003). These problems involve both antisocial hehavior (thefl, vandalism, and damage to school property) and aggressiveness (verbal and physical violence toward teachers and classmates)(Astor, Pitner, Benbenishty, & Meyer, 2002; Herrero, Estevez, & Musitu, in press). Regarding factors that may underlie these problems, previous …