TY  - JOUR
PY  - 2022//
TI  - School-based mentoring in secondary education: its effect on school climate and aggression among peers
JO  - Canadian journal of school psychology
A1  - Fernández-Rouco, Noelia
A1  - Fernández-Fuertes, Andres A.
A1  - García-Lastra, Marta
A1  - España-Chico, Celia
SP  - 328
EP  - 343
VL  - 37
IS  - 4
N2  - 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>
LA  - en
SN  - 0829-5735
UR  - http://dx.doi.org/10.1177/08295735221127059
ID  - ref1
ER  -