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Academic competence, teacher-student relationship, and violence and victimisation in adolescents: the classroom climate as a mediator.

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Academic competence, teacher-student relationship, and violence and victimisation in adolescents: the classroom climate as a mediator.

dc.contributor.author	Jiménez Gutiérrez, Teresa Isabel
dc.contributor.author	Moreno Ruiz, David
dc.contributor.author	Estévez López, Estefanía
dc.contributor.author	Callejas Jerónimo, Juan Evaristo
dc.contributor.author	López Crespo, Ginesa
dc.contributor.author	Valdivia Salas, Sonsoles
dc.date.accessioned	2022-05-04T09:11:53Z
dc.date.available	2022-05-04T09:11:53Z
dc.date.issued	2021
dc.identifier.citation	Jiménez Gutiérrez, Teresa Isabel Moreno Ruiz, David Estévez López, Estefanía Callejas Jerónimo, Juan Evaristo López Crespo, Ginesa Valdivia Salas, Sonsoles 2021 Academic competence, teacher-student relationship, and violence and victimisation in adolescents: the classroom climate as a mediator. International Journal Of Environmental Research And Public Health 18 3 1163
dc.identifier.uri	https://hdl.handle.net/10550/82559
dc.description.abstract	School violence is a serious social and public health problem prevalent worldwide. Although 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 potential 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 Compulsory 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.
dc.language.iso	eng
dc.relation.ispartof	International Journal Of Environmental Research And Public Health, 2021, vol. 18, num. 3, p. 1163
dc.subject	Violència escolar
dc.subject	Adolescents
dc.subject	Violència juvenil
dc.title	Academic competence, teacher-student relationship, and violence and victimisation in adolescents: the classroom climate as a mediator.
dc.type	journal article	es_ES
dc.date.updated	2022-05-04T09:11:53Z
dc.identifier.doi	10.3390/ijerph18031163
dc.identifier.idgrec	152340
dc.rights.accessRights	open access	es_ES