Is Social Mindfulness an Antidote to Early Adolescents' Aggressive Behavior in Daily School Life? The Moderating Role of Classroom Interpersonal Climate

Bibliographic Data

ID7160359
AuthorsLiu Yang (0000-0003-3048-3392, Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing China), Christina Salmivalli (0000-0002-6253-146X, INVEST Research Flagship Center University of Turku Turku Finland), Jiayi Wang (0000-0003-2720-8218, Capital Normal University Beijing China), Jiahui Chen (0000-0003-2516-0863, Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing China), Muhua Lyu (Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing China), Ping Ren (0000-0002-0035-1041, Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing China, corresponding author)
Year2026
Volume94
Issue1
Pages109-123
Publication date2026-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Personality (JOURNAL)
Journal identifiersISSN: 0022-3506 • E-ISSN: 1467-6494
PublisherWiley (PUBLISHER • GB)
DOI10.1111/jopy.13020
PMID40083211
OpenAlexW4408466711
LanguageEN
Citations received2
References cited88

OBJECTIVE: The current study aimed to elucidate how fluctuations in social mindfulness were related to early adolescents' proactive and reactive aggressive behavior on a day-to-day basis. Daily (within-person) fluctuations and average between-person differences in classroom interpersonal climate were further examined as potential moderators of the aforementioned daily association, respectively. METHOD: = 10.40 years, SD = 0.94; 55.97% boys) completed a questionnaire once a day for 10 days. RESULTS: Daily increases in social mindfulness were linked to concurrent and next-day reductions in reactive but not proactive aggressive behavior. Daily increases in social mindfulness were associated with reductions in the next day's reactive aggressive behavior, particularly among those who perceived the classroom interpersonal climate as average or below average. Within-day links between social mindfulness and both types of aggressive behavior did not change whether the classroom interpersonal climate perceived by early adolescents was better or worse than usual. CONCLUSIONS: These findings provide a valuable reference for the prevention and intervention of aggressive behavior in early adolescents, in which cultivating social mindfulness and fostering a friendly and supportive interpersonal climate in the classroom may represent promising avenues to explore

Aggression · Developmental psychology · Interpersonal communication · Interpersonal relationship · Mindfulness · Bullying, Victimization, and Aggression · Clinical Psychology · Martial Arts: Techniques, Psychology, and Education · Mindfulness and Compassion Interventions · Psychology · Social Psychology

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