The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence

Autor/inn/en	Behrhorst, Kathryn L.; Sullivan, Terri N.; Sutherland, Kevin S.
Titel	The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence
Quelle	In: Journal of Early Adolescence, 40 (2020) 5, S.689-711 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Behrhorst, Kathryn L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431619870616
Schlagwörter	Classroom Environment; Aggression; Bullying; Victims; Grade 6; Grade 7; Grade 8; Middle School Students; Teacher Student Relationship; Student Attitudes; Conflict Resolution; Peer Relationship; Student Behavior; Teacher Attitudes + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Mobbing; Victim; Opfer; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Conflict solving; Konfliktlösung; Konfliktregelung; Peer-Beziehungen; Student behaviour; Lehrerverhalten
Abstract	Identifying factors that influence peer aggression and victimization is important because of their high prevalence rates and associated negative outcomes during early adolescence. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. This study longitudinally examined bidirectional relations between school climate and peer aggression and between school climate and victimization over 6 months. Participants were 265 sixth-, seventh-, and eighth-grade students (50% female; 82% African American). Bidirectional path regression analyses showed that students who reported higher levels of positive student-teacher relationships at Time 1 engaged in lower frequencies of aggression and experienced less victimization at Time 2. Students who reported higher levels of awareness and reporting of violence at Time 1 had more positive student-teacher relationships and engaged in lower frequencies of aggression at Time 2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01