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The Association between School Climate and Aggression: A Moderated Mediation Model.
Zhenhua Li1, Chengfu Yu1, Yangang Nie1
1Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China.
Summary
A positive school climate reduces aggression in students by enhancing self-control. This effect is stronger when students have a good parent-child relationship, offering insights for aggression prevention strategies.
Area of Science:
- Psychology
- Educational Psychology
- Child Development
Background:
- Previous research indicates a link between school climate and student aggression.
- The underlying mechanisms, including self-control and parent-child relationships, require further investigation.
Purpose of the Study:
- To examine the mediating role of self-control in the school climate-aggression association.
- To investigate the moderating effect of the parent-child relationship on this association.
Main Methods:
- Cross-sectional study involving 1030 Chinese students (elementary and middle school).
- Anonymous survey data collected on school climate, aggression, self-control, and parent-child relationship.
- Statistical analyses included mediation and moderated mediation models.
Main Results:
- School climate was negatively correlated with aggression.
- Self-control significantly mediated the relationship between school climate and aggression.
- The parent-child relationship moderated the path from school climate to self-control, strengthening the association with better relationships.
Conclusions:
- Positive school climate can mitigate aggression through enhanced self-control.
- Strong parent-child relationships amplify the positive impact of school climate on self-control.
- Findings provide a basis for interventions to improve self-control and prevent aggression in youth.
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