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The Association between School Climate and Aggression: A Moderated Mediation Model

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  • Zhenhua Li

    (Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

  • Chengfu Yu

    (Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

  • Yangang Nie

    (Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

Abstract

While previous studies have shown evidence of an association between school climate and aggression, few have explored the mechanisms behind this association. As such, this cross-sectional study focused on both the mediating effects of self-control and the moderating effects of the parent-child relationship on the association between school climate and aggression. Data were obtained through an anonymous survey conducted among 1030 Chinese elementary and middle school students (52.72% male, average age = 11.53 years), who responded to items on school climate, aggression, self-control, and the parent-child relationship. First, the results showed that school climate was negatively associated with aggression. Second, a mediation analysis showed that self-control significantly mediated the association between school climate and aggression. Third, a moderated mediation analysis showed that the parent-child relationship significantly moderated the first stage of the indirect path (school climate → self-control). Specifically, this association was notably stronger among children and adolescents with better parent-child relationships. In sum, these findings constitute a valuable reference for both improving self-control and in the context of targeted interventions aimed at preventing aggression in children and adolescents in China.

Suggested Citation

  • Zhenhua Li & Chengfu Yu & Yangang Nie, 2021. "The Association between School Climate and Aggression: A Moderated Mediation Model," IJERPH, MDPI, vol. 18(16), pages 1-13, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:16:p:8709-:d:616931
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    References listed on IDEAS

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    1. Turner, Michael G. & Piquero, Alex R. & Pratt, Travis C., 2005. "The school context as a source of self-control," Journal of Criminal Justice, Elsevier, vol. 33(4), pages 327-339.
    2. Zhang, Jingyi & Li, Dongping & Ahemaitijiang, Nigela & Peng, Wenya & Zhai, Boyu & Wang, Yanhui, 2020. "Perceived school climate and delinquency among Chinese adolescents: A moderated mediation analysis of moral disengagement and effortful control," Children and Youth Services Review, Elsevier, vol. 116(C).
    3. Lei, Hao & Chiu, Ming Ming & Quan, Junchi & Zhou, Wenye, 2020. "Effect of self-control on aggression among students in China: A meta-analysis," Children and Youth Services Review, Elsevier, vol. 116(C).
    4. Miller, Holly Ventura & Jennings, Wesley G. & Alvarez-Rivera, Lorna L. & Lanza-Kaduce, Lonn, 2009. "Self-control, attachment, and deviance among Hispanic adolescents," Journal of Criminal Justice, Elsevier, vol. 37(1), pages 77-84, January.
    5. Beaver, Kevin M. & Wright, John Paul & Maume, Michael O., 2008. "The effect of school classroom characteristics on low self-control: A multilevel analysis," Journal of Criminal Justice, Elsevier, vol. 36(2), pages 174-181, May.
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