Classroom Climate Shapes Student Behaviour: A mediated-moderation approach to bullying

Ma Xiao; Lim Boon Hooi; Xing Li; Xuan Yinan; Wang Shuai; Zhao Peihong

doi:10.21834/e-bpj.v10i32.6618

Authors

Ma Xiao Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Lim Boon Hooi Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia,
Xing Li Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Xuan Yinan Communist Youth League Committee, Hebei North University, China
Wang Shuai Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Zhao Peihong Faculty of Literature, XingTai University, China

DOI:

https://doi.org/10.21834/e-bpj.v10i32.6618

Keywords:

Teacher Responses, Classroom Climate, Bullying Behavior, Grade-Level Moderation

Abstract

This study investigates the relationships between teachers' responses to bullying (TRB), classroom climate (CC), and student bullying behaviour (SBB), with a focus on how grade level moderates these dynamics. The findings indicate that TRB significantly reduces SBB, with CC acting as a key mediator in this relationship. Notably, younger students (Grade 4) show a stronger response to teacher interventions compared to older students (Grade 6), highlighting the importance of developmental considerations in anti-bullying strategies. The study emphasizes the need for age-specific, environment-focused interventions to foster safer, more supportive classroom environments and reduce bullying.

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