Open AccessThe Mediating Role of Classroom Climate on School Violence
Author(s) -
David Montero-Montero,
Paula López-Martínez,
Belén Martínez–Ferrer,
David Moreno Ruiz
Publication year - 2021
Publication title -
international journal of environmental research and public health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.747
H-Index - 113
eISSN - 1661-7827
pISSN - 1660-4601
DOI - 10.3390/ijerph18062790
Subject(s) - aggression , mediation , psychology , school climate , school violence , scale (ratio) , classroom climate , peer victimization , developmental psychology , dimension (graph theory) , social psychology , human factors and ergonomics , poison control , mathematics education , geography , medicine , political science , environmental health , mathematics , cartography , pure mathematics , law
Mediation analysis has been confirmed as a very useful statistical tool in the social sciences, especially in school-related studies. This type of analysis was used in the present study to examine the mediating role of classroom climate (measured with the classroom environmental scale), categorized into three dimensions, namely involvement, affiliation, and teacher support, on the relationship between peer victimization and peer aggression. The participants consisted of 2011 adolescents (50.67% boys and 49.32% girls), aged between 12 and 18 years old (M = 14.17; SD = 1.47), enrolled in schools in Andalusia (Spain). Findings revealed a significant direct relationship of all the dimensions. They also revealed that teacher support was the only dimension that mediates in the relationship between peer violence and peer aggression. The results and their implications for improving classroom climate and school violence are discussed.
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