Gender differences in the micro-violence connected to the assessment process

Being related to the pedagogical freedom of the teacher and her power, strengthened by students’ reactive evaluations, the assessment process can generate conflicts and violence. Our purpose is to examine the gender differences regarding the micro-violence connected to the assessment process in the secondary school. Statistically significant differences between boys and girls regarding vertical and horizontal microviolence, from teacher to students or the other way around, respectively towards the colleagues, and exposure to microviolence are detected. The results suggest that significant associations between microviolence connected to assessment, self-esteem and parents’ studies are moderated by the gender.