School-based Mentoring in Secondary Education: Its Effect on School Climate and Aggression Among Peers

IF 3.3 4区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Canadian Journal of School Psychology Pub Date : 2022-09-28 DOI:10.1177/08295735221127059

N. Fernández-Rouco, Andrés A. Fernández-Fuertes, Marta García-Lastra, Celia España-Chico

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Abstract

Background: School-based mentoring provided by teachers contributes to the ultimate goal of education: all-round student development and a good mutual coexistence. Aims: This study investigates secondary school students’ perceptions of a school climate and school-based mentoring provided by teachers; it also examines the relationship between the school climate and peer aggression, and the moderating effect that teacher-led school mentoring could have on this relationship. Methodology: A total of 441 students between 12 and 17 years old (M = 13.99, SD = 1.33) were surveyed in Cantabria (Spain); the high schools were selected by means of a random sampling of two-stage clusters. Findings: The results demonstrated a direct negative relationship between a school climate and school-based mentoring with respect to peer aggression victimization. Likewise, mentoring showed a moderating effect on the relationship between a school climate and peer aggression victimization. Further implications: These findings highlight the importance of the school climate in preventing peer aggression and the central role that school-based mentoring plays in the relationship between a school climate and peer aggression victimization.

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中学校本师徒:对学校氛围和同伴攻击的影响

背景:教师的校本辅导有助于实现教育的最终目标:学生的全面发展和良好的相互共存。目的:本研究探讨中学生对学校氛围与教师校本辅导的认知;研究还考察了学校氛围与同伴攻击之间的关系，以及教师主导的学校指导对这种关系的调节作用。方法:在西班牙坎塔布里亚对441名12 ~ 17岁的学生(M = 13.99, SD = 1.33)进行调查;这些高中是通过两阶段聚类随机抽样的方式选择的。结果发现:学校氛围与校本辅导在同伴攻击受害方面呈直接负相关。同样，师徒对学校氛围和同伴攻击受害之间的关系也有调节作用。进一步的启示:这些发现强调了学校氛围在防止同伴攻击方面的重要性，以及学校指导在学校氛围和同伴攻击受害之间的关系中所起的核心作用。

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来源期刊

Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.