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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >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

机译：学术能力教师 - 学生的关系和青少年的暴力和受害：课堂气候作为调解员

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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.
机译：学校暴力是全世界普遍的严重社会和公共卫生问题。虽然教师和课堂因素的相关性在文献中得到了很好的成熟，但很少有研究侧重于教师看法在学校暴力和受害者中的作用以及课堂气候在这种关系中的潜在媒体作用。共有2399名青少年（50％的女孩），年龄在11到18岁之间（m = 14.65，SD = 1.78），并注册了五个西班牙二级义务教育学校的课堂气候措施，学校暴力走向同龄人和对同行受害者的看法他们的老师了解他们的学术能力和师生关系。相关分析显示，虽然教师所感知的学术能力与公开暴力和受害者负相关，但其与纯关系暴力的关系是积极的。结构方程建模分析表明，学生们所察觉的课堂气候（参与，隶属关系和教师支持）的变量在教师对学术能力和教师学生的关系和暴力和受害者之间的局部调解员中发挥作用。在媒体模型中，教师对学术能力的看法是对暴力和受害的直接保护因素，教师对师生关系的看法担任暴力的直接风险，以及通过课堂气候造成的受害者的间接保护因素。对这些结果的解释指出了教师对预防暴力和受害问题的主观看法的重要性以及他们对学生所察觉的课堂气候的实际影响。

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