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The Mediating Role of Classroom Climate on School Violence

Author

Listed:
  • David Montero-Montero

    (Department of Education and Social Psychology, Pablo Olavide University, 41013 Seville, Spain)

  • Paula López-Martínez

    (Department of Education and Social Psychology, Pablo Olavide University, 41013 Seville, Spain)

  • Belén Martínez-Ferrer

    (Department of Education and Social Psychology, Pablo Olavide University, 41013 Seville, Spain)

  • David Moreno-Ruiz

    (Department of Social Psychology, Valencia University, 46010 Valencia, Spain)

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.

Suggested Citation

  • David Montero-Montero & Paula López-Martínez & Belén Martínez-Ferrer & David Moreno-Ruiz, 2021. "The Mediating Role of Classroom Climate on School Violence," IJERPH, MDPI, vol. 18(6), pages 1-8, March.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:6:p:2790-:d:513987
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    References listed on IDEAS

    as
    1. David Montero-Montero & Paula López-Martínez & Belén Martínez-Ferrer & David Moreno-Ruiz, 2020. "Parenting Dimensions and Adolescent Peer Aggression: A Gendered Analysis," Sustainability, MDPI, vol. 12(16), pages 1-15, August.
    2. Fernando Garcia & Emilia Serra & Oscar F. Garcia & Isabel Martinez & Edie Cruise, 2019. "A Third Emerging Stage for the Current Digital Society? Optimal Parenting Styles in Spain, the United States, Germany, and Brazil," IJERPH, MDPI, vol. 16(13), pages 1-20, July.
    3. Danielle R. Eugene & Jandel Crutchfield & Erica D. Robinson, 2021. "An Examination of Peer Victimization and Internalizing Problems through a Racial Equity Lens: Does School Connectedness Matter?," IJERPH, MDPI, vol. 18(3), pages 1-18, January.
    4. Naiara Escalante Mateos & Eider Goñi Palacios & Arantza Fernández-Zabala & Iratxe Antonio-Agirre, 2020. "Internal Structure, Reliability and Invariance across Gender Using the Multidimensional School Climate Scale PACE-33," IJERPH, MDPI, vol. 17(13), pages 1-24, July.
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    Cited by:

    1. Susana Avivar-Cáceres & Vicente Prado-Gascó & David Parra-Camacho, 2022. "Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students," Sustainability, MDPI, vol. 14(24), pages 1-15, December.

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