School Aggression: Effects of Classroom Environment, Attitude to Authority and Social Reputation Among Peers

Abstract

Several researches have demonstrated the relationship between social environment in the classroom and involvement in aggressive behaviours at school. Little is known, however, about the mechanisms explaining this link and intermediating factors that may be affecting such association. In this line, the aim of the present study was to examine the role played by attitude to authority and social reputation among peers; in other words, we analysed the influence of classroom environment, considering interactions with both teachers and other classmates, on aggressive behaviours at school, and treating attitude to authority and social reputation among peers as intermediating variables. The sample was composed of 1319 adolescents, ranging in age from 11 to 16 years (47% male). Participants were drawn from seven state secondary schools in Valencia (Spain). A structural equation model was tested using the EQS Program in order to analyse interactions among variables. Results revealed an indirect association between classroom environment and aggression through attitude to authority and social reputation, both of which were, in turn, directly related to school aggression. Practical implications of these findings are discussed in relation to school policies, teacher education programs and intervention practices with students in the classroom.