The purpose of this study was to investigate the relationships among teachers’ classroom management styles, classroom climate, and different levels of relational aggression and relational victimization. The sample consisted of 50 classes, 50 teachers and 1761 students from Taipei and Changhua. The instruments included Teachers’ Classroom Management Style Scale, Classroom Climate Scale, Relational Aggression Questionnaire – Peer Nomination, and Victimization Experiences of Relational Aggression – Self Report Scale. The main findings were: 1. There were no significant differences in classroom relational aggression and victimization among the classes with teachers of different classroom management styles. 2. Teachers’ sympathy for the victims was significantly related to the classroom relational aggression and relational victimization respectively. Teachers’ appraisals and attitudes toward relational aggression could not predict the level of classroom relational aggression, but could predict the level of classroom relational victimization. Teachers’ strategies for dealing with relational aggression could not predict the levels of classroom relational aggression and relational victimization. 3. There were significant correlations between student support, organization, cohesion and the level of classroom relational aggression; also there were significant correlations between student support, cohesion, relational aggression beliefs and the level of classroom relational victimization. The variables of classroom climate and relational aggression beliefs could not predict the level of classroom relational aggression, but could predict classroom relational victimization.
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Exploring the Factors of Classroom Management and Classroom Climate in Junior High Schools:Relational Aggression and Relational Victimization
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