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Article

Academic Competence, Teacher–Student Relationship, and Violence and Victimisation in Adolescents: The Classroom Climate as a Mediator

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Department of Psychology and Sociology, University of Zaragoza, 44003 Teruel, Spain
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Department of Social Psychology, University of Valencia, 46010 Valencia, Spain
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Department of Health Psychology, Miguel Hernández University, 03202 Alicante, Spain
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Department of Applied Economics I, University of Sevilla, 41018 Sevilla, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: Paul B. Tchounwou
Int. J. Environ. Res. Public Health 2021, 18(3), 1163; https://doi.org/10.3390/ijerph18031163
Received: 23 December 2020 / Revised: 15 January 2021 / Accepted: 25 January 2021 / Published: 28 January 2021
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
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. View Full-Text
Keywords: school violence; school victimisation; classroom climate; academic competence; teacher–student relationship; adolescents; mediation school violence; school victimisation; classroom climate; academic competence; teacher–student relationship; adolescents; mediation
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MDPI and ACS Style

Jiménez, T.I.; Moreno-Ruiz, D.; Estévez, E.; Callejas-Jerónimo, J.E.; López-Crespo, G.; Valdivia-Salas, S. Academic Competence, Teacher–Student Relationship, and Violence and Victimisation in Adolescents: The Classroom Climate as a Mediator. Int. J. Environ. Res. Public Health 2021, 18, 1163. https://doi.org/10.3390/ijerph18031163

AMA Style

Jiménez TI, Moreno-Ruiz D, Estévez E, Callejas-Jerónimo JE, López-Crespo G, Valdivia-Salas S. 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. 2021; 18(3):1163. https://doi.org/10.3390/ijerph18031163

Chicago/Turabian Style

Jiménez, Teresa I., David Moreno-Ruiz, Estefanía Estévez, Juan E. Callejas-Jerónimo, Ginesa López-Crespo, and Sonsoles Valdivia-Salas. 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, no. 3: 1163. https://doi.org/10.3390/ijerph18031163

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