2026-06-29T08:02:22Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/1168922025-03-18T13:57:48Zcom_20.500.14352_14col_20.500.14352_15

Student Misbehaviour and School Climate: A Multilevel Study Martínez Fernández, María Belén Díaz-Aguado Jalón, María José Chacón Gómez, José Carlos Martín Babarro, Javier Martínez Arias, María Del Rosario 37.015.3 Misbehaviour Adolescents School rules fairness Teacher-student relationship Family-school relationship Multilevel study Psicología de la educación (Psicología) 6102.04 Psicología Escolar This study examines how teacher perceptions of student misbehaviour correlate with their perceptions of school climate and student self-reports, using multi-informant two-level multilevel modelling. School climate questionnaires completed by 4,055 teachers and 16,017 students (1rd to 4th year of compulsory secondary education from 187 schools) showed that teachers’ characteristics are marginally related to perceived disruption. Fair rules and support of students’ families acted as protective factors, while a lack of educational leadership was a risk factor. Furthermore, the student variable of pro-violence messages from parents acted as a moderator for leadership and rules, while perceived coercive treatment from teachers acted as a moderator for family support of teachers Depto. de Investigación y Psicología en Educación Fac. de Psicología TRUE pub 2025-01-29T12:52:37Z 2025-01-29T12:52:37Z 2020-07-08 journal article VoR https://hdl.handle.net/20.500.14352/116892 XXXX-XXXX 10.5093/psed2020a10 eng Martínez-Fernández, M. B., Díaz-Aguado, M. J., Chacón, J. C.; Martín-Babarro, J., & Martínez-Arias, R. (2020). Student misbehaviour and school climate: A multilevel study. Psicología Educativa, 27(1), pp. 1-11 Attribution-NonCommercial-ShareAlike 4.0 International http://creativecommons.org/licenses/by-nc-sa/4.0/ open access application/pdf Colegio Oficial de la Psicología de Madrid