The Mediating Role of Classroom Climate on School Violence.

David Montero-Montero,Belén Martínez-Ferrer,David Moreno-Ruiz,Paula López-Martínez

doi:10.3390/ijerph18062790

David Montero-Montero, Belén Martínez-Ferrer + Show 2 more

Open Access

https://doi.org/10.3390/ijerph18062790

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Abstract

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.

Highlights

Since the first research in the field of peer aggression in the 1970s [1], many researchers have confirmed the relevance of this problem, which has great implications for the psychosocial adjustment of adolescents [2,3]
This study examines the mediating effect of classroom climate on the relationship between peer victimization and peer aggression in determining whether it can be related to the fact that young people who are peer victimized may develop behaviours associated with peer aggressors
The three dimensions of classroom climate were directly and negatively related to peer aggression: school involvement (ß = −0.05, SE = 0.02, t = −2.10, p < 0.05, 95% confidence interval (CI) = (−0.09, 0.00)), affiliation (b = −0.05, SE = 0.02, t = 2.21, p < 0.05, 95% CI = (−0.10, −0.01)) and teacher support (b = −0.12, SE = 0.02, t = −5.30, p < 0.001, 95% CI = (−0.17, −0.08)) (See Figure 2)

Summary

Introduction

Since the first research in the field of peer aggression in the 1970s [1], many researchers have confirmed the relevance of this problem, which has great implications for the psychosocial adjustment of adolescents [2,3]. Previous research has identified various risk factors [6,7], and personal and social adjustment problems [8,9], associated with peer aggression and peer victimization. Since this type of violence takes place at school, the most relevant formal institution in the psychosocial development of minors [10], research into school factors is especially important. Interactions between students and between students and teachers develop in the school setting These relationships generate a climate that can promote the development and maintenance of maladjusted behaviours in minors. This study examines the mediating effect of classroom climate on the relationship between peer victimization and peer aggression in determining whether it can be related to the fact that young people who are peer victimized may develop behaviours associated with peer aggressors

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Conclusion