Citation

Ivaniushina V, Alexandrov D. Front. Psychol. 2022; 13: e883750.

Copyright

(Copyright © 2022, Frontiers Research Foundation)

DOI

10.3389/fpsyg.2022.883750

PMID

36148094

PMCID

PMC9486699

Abstract

AIM: Understanding interrelations between the factors predicting students' aggressive behavior is a priority for bullying-prevention programs. Our study explores two possible mechanisms linking school disciplinary structure and students' aggression. We test students' moral disengagement and bullying by teachers as mediational pathways from school authoritative discipline to students' aggressive behavior.

METHODS: We used a regionally representative sample of 213 schools that participated in a school climate survey in Kaluga Oblast (a federal subject of Russia) in 2019. The analytical sample contained the anonymous responses of 16,809 students from grades 6-9 (12-15 years old); 51% of the respondents were girls. The analytical procedure consisted of structural equation modeling (SEM), which was implemented in Mplus 8.7.

RESULTS: The mediation model fit the data well, suggesting that the clarity and fairness of school rules negatively predicted peer aggression, while student moral disengagement and bullying by teachers independently and partially mediated this association.

CONCLUSION: We confirm that authoritative school climate, characterized by a clear and fair disciplinary structure, is associated with a decrease in bullying. Novel result is the evidence for mediating mechanisms and the influence of teachers' aggression on students' behavior. Prevention programs designed to increase the fairness and consistency of school rules, eliminate bullying and humiliation from teachers, and decrease students' moral disengagement may reduce violence and victimization at school.

Language: en

Keywords

victimization; school climate; moral disengagement; bullying by teachers; peer aggression; school discipline