Impact of Classroom Climate on Bullying Behavior: An Environmental Psychology Perspective

Authors

  • Xiao Ma SEGi

Keywords:

Classroom Climate, Bullying Behavior, Bystander Responses, Environmental Psychology

Abstract

Classroom climate significantly shapes students' interactions, influencing bullying dynamics and intervention responses. This study investigates the role of classroom climate in reducing self-reported bullying (SBB), promoting constructive bystander responses (BRB), and enhancing proactive teacher interventions (TRB). Using a sample of 510 Chinese primary school students and validated questionnaires, results reveal that positive classroom environments reduce bullying (β = -0.537, p < 0.001), foster bystander support (β = 0.533, p < 0.001), and strengthen teacher interventions (β = 0.538, p < 0.001). These findings underscore the need for supportive educational spaces, offering actionable insights for enhancing students’ well-being and school dynamics.

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Published

2024-11-26

How to Cite

Ma, X. (2024). Impact of Classroom Climate on Bullying Behavior: An Environmental Psychology Perspective. Environment-Behaviour Proceedings Journal, 10(31). Retrieved from https://ebpj.e-iph.co.uk/index.php/EBProceedings/article/view/6339

Issue

Vol. 10 No. 31 (2025): Jan. AicQoL2025Pangkor, 17-18 Jan 2025 (Draft)

Section

Educational / Learning Environment

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Copyright (c) 2024 Xiao Ma

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