Academic competence, teacher–student relationship, and violence and victimisation in adolescents: The classroom climate as a mediator

Jiménez, T.I. (Universidad de Zaragoza) ; Moreno-Ruiz, D. ; Estévez, E. ; Callejas-Jerónimo, J.E. ; López-Crespo, G. (Universidad de Zaragoza) ; Valdivia-Salas, S. (Universidad de Zaragoza)

Resumen: School violence is a serious social and public health problem prevalent worldwide. Alt-hough the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the poten-tial mediational role of classroom climate in this relationship. A total of 2399 adolescents (50% girls), aged between 11 and 18 years (M = 14.65, SD = 1.78) and enrolled in five Spanish Secondary Com-pulsory Education schools completed measures of classroom climate, school violence towards peers and perception of peer victimisation, and their teachers informed about their academic competence and the teacher–student relationship. Correlational analyses revealed that whereas academic competence perceived by the teacher was negatively related to overt violence and victimisation, its relationship with pure relational violence was positive. Structural equation modelling analyses showed that variables of classroom climate (involvement, affiliation, and teacher support) perceived by the students functioned as partial mediators between teacher perceptions of academic competence and of teacher–student relationship and violence and victimisation. In the mediational model, teacher perception of academic competence acted as a direct protective factor against violence and victimisation, and teacher perception of teacher–student relationship acted as a direct risk for violence, as well as an indirect protective factor through classroom climate for victimisation. The interpretation of these results points to the importance of the teacher’s subjective perceptions in the prevention of violence and victimisation problems and their practical implications for the classroom climate perceived by students.

Idioma: Inglés

DOI: 10.3390/ijerph18031163

Año: 2021

Publicado en: International journal of environmental research and public health 18, 3 (2021), 1163 [17 pp]
ISSN: 1661-7827

Factor impacto JCR: 4.614 (2021)

Categ. JCR: PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH rank: 45 / 182 = 0.247 (2021) - Q1 - T1
Categ. JCR: ENVIRONMENTAL SCIENCES rank: 100 / 279 = 0.358 (2021) - Q2 - T2
Categ. JCR: PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH rank: 71 / 210 = 0.338 (2021) - Q2 - T2

Factor impacto CITESCORE: 4.5 - Medicine (Q2) - Environmental Science (Q2)

Factor impacto SCIMAGO: 0.814 - Pollution (Q1) - Health, Toxicology and Mutagenesis (Q1)

Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2019-109442RB-I00

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Área (Departamento): Área Person.Eval.Trat.Psicoló. (Dpto. Psicología y Sociología)