International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(2) 430-448

The Relationship between School Climate and Students' Aggressive Behaviors

Yener Akman

pp. 430 - 448   |  DOI:   |  Manu. Number: MANU-2008-27-0001.R2

Published online: April 07, 2021  |   Number of Views: 31  |  Number of Download: 227


This study analyses the correlations between students’ aggressive behaviours, school climate and a number of demographic variables on the basis of students’ views. This study was carried out in Ankara in the 2019-2020 academic year. The sample for the study was composed of 914 students who attended schools located in 9 districts of Ankara. The research data were collected with Buss-Perry Aggression Questionnaire and School Climate Scale. The data were put into quantitative analysis in this study- which used correlational survey model. In this process, the data were analysed with mean, standard deviation, correlation analysis and hierarchical multiple regression analysis. The findings demonstrated that there were low and negative significant correlations between students’ aggressive behaviours and their perceptions of school climate. It was also found that supportive teacher behaviours, safe learning environments and positive peer interactions, gender and academic achievement had significant effects on students’ aggressive behaviours.

Keywords: Aggression, School Climate, Secondary School, Students, Relationship

How to Cite this Article?

APA 6th edition
Akman, Y. (2021). The Relationship between School Climate and Students' Aggressive Behaviors . International Journal of Progressive Education, 17(2), 430-448. doi: 10.29329/ijpe.2021.332.26

Akman, Y. (2021). The Relationship between School Climate and Students' Aggressive Behaviors . International Journal of Progressive Education, 17(2), pp. 430-448.

Chicago 16th edition
Akman, Yener (2021). "The Relationship between School Climate and Students' Aggressive Behaviors ". International Journal of Progressive Education 17 (2):430-448. doi:10.29329/ijpe.2021.332.26.

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