{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T02:44:48Z","timestamp":1785725088624,"version":"3.56.0"},"reference-count":84,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>The classroom climate is a multidimensional construct that embraces didactic practices, relational quality, shared norms, discipline, and a sense of belonging. A positive classroom climate conveys to students and teachers a feeling of safety and promotes a learning environment characterized by engagement, mutual respect, warmth, and a shared school vision. The current study, embracing the Prosocial Classroom Theoretical Model, aims to understand whether teachers\u2019 socio-emotional competencies in terms of mentalized affectivity would affect their perception of the classroom climate via subjective dimensions of well-being in terms of life and job satisfaction. A total of 338 female teachers [M (SD) = 47.11 (10.17) years]\u201450.9% primary and 49.1% lower secondary education [M (SD)years of experience = 17.79 (11.62)]\u2014completed an e-survey. We tested a parallel mediation model in which teachers\u2019 mentalized affectivity served as the potential personal resource for improving the classroom climate through the mediating role of job and life satisfaction. School grade and teaching experience were used as covariates. Results highlighted significant total, direct, and indirect effects. Although the cross-sectional design of the study limits causal inference, the preliminary findings are encouraging and may contribute to a better understanding of the resources that support the development of a positive school climate, with potential cascading effects on students\u2019 socio-emotional and academic outcomes.<\/jats:p>","DOI":"10.3390\/bs16081305","type":"journal-article","created":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T01:43:27Z","timestamp":1785721407000},"page":"1305","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["The Classroom Climate and the Role of Teachers\u2019 Mentalized Affectivity: Mediation Through Job and Life Satisfaction"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3250-3839","authenticated-orcid":false,"given":"Annalisa","family":"Levante","sequence":"first","affiliation":[{"name":"Department of Human and Social Sciences, University of Salento, 73100 Lecce, Italy"},{"name":"Lab of Applied Psychology, Department of Human and Social Sciences, University of Salento, 73100 Lecce, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1846-7402","authenticated-orcid":false,"given":"Flavia","family":"Lecciso","sequence":"additional","affiliation":[{"name":"Department of Human and Social Sciences, University of Salento, 73100 Lecce, Italy"},{"name":"Lab of Applied Psychology, Department of Human and Social Sciences, University of Salento, 73100 Lecce, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0271-9628","authenticated-orcid":false,"given":"Ilaria","family":"Castelli","sequence":"additional","affiliation":[{"name":"Department of Human and Social Sciences, University of Bergamo, 24129 Bergamo, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,1]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Alghamdi, M. 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