Socially Responsible Children: A Link between School Climate and Aggression and Victimization

Autor/inn/en	da Cunha, Josafá M.; Thomas, Kendra J.; Sukhawathanakul, Paweena; Santo, Jonathan B.; Leadbeater, Bonnie
Titel	Socially Responsible Children: A Link between School Climate and Aggression and Victimization
Quelle	In: International Journal of Behavioral Development, 45 (2021) 6, S.504-512 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (da Cunha, Josafá M.) ORCID (Thomas, Kendra J.) ORCID (Santo, Jonathan B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/01650254211020133
Schlagwörter	Social Responsibility; Aggression; Educational Environment; Prediction; Peer Relationship; Victims; Intervention; Personality Traits; Social Emotional Learning; Classroom Techniques; Correlation; Longitudinal Studies; Positive Attitudes; Student Attitudes; Teacher Student Relationship; Grade 4; Grade 5; Elementary School Students; Behavior Change; Behavior Problems; Bullying; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Soziale Verantwortung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vorhersage; Peer-Beziehungen; Victim; Opfer; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Klassenführung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mobbing; Ausland; Brasilien
Abstract	Positive perceptions of school climate are associated with lower frequency of peer victimization and aggression in children. Understanding "how" school climate influences aggression and victimization is essential to guiding school-level interventions to enhance character strengths such as social responsibility. In this short-term longitudinal study, we test a theoretical model arguing that children's social responsibility mediates the links between their positive perceptions of school climate (comprised of authoritative disciplinary classroom structure, classroom support, and teachers' use of social-emotional learning [SEL] strategies) and changes in their reports of victimization and aggression, in a sample of Brazilian students in Grades 4 and 5 (N = 1,850). Findings gave some support to our model, particularly in the prediction of aggression. Children's perceived social responsibility mediated the effects of positive school climate in predicting declines in aggressive behaviors. Specifically, teachers' use of SEL strategies and classrooms with more structure and support predicted lower levels of aggression through increases in students' social responsibility. In addition, social responsibility mediated the association between teachers' use of social emotional strategies and declines in victimization. The direct effect of classroom support on victimization was also significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01