@article{ref1,
title="School-based mentoring in secondary education: its effect on school climate and aggression among peers",
journal="Canadian journal of school psychology",
year="2022",
author="Fernández-Rouco, Noelia and Fernández-Fuertes, Andres A. and García-Lastra, Marta and España-Chico, Celia",
volume="37",
number="4",
pages="328-343",
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. <br><br>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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="0829-5735",
doi="10.1177/08295735221127059",
url="http://dx.doi.org/10.1177/08295735221127059"
}