Literaturnachweis - Detailanzeige
| Autor/inn/en | Cillessen, Toon; Ferguson, Tamara J. |
|---|---|
| Titel | Aggression and Liking in Same-Status versus Different-Status Groups. |
| Quelle | (1989), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Aggression; Antisocial Behavior; Elementary School Students; Foreign Countries; Grade 1; Group Dynamics; Heterogeneous Grouping; Homogeneous Grouping; Kindergarten Children; Longitudinal Studies; Popularity; Primary Education; Rejection (Psychology); Videotape Recordings; Netherlands |
| Abstract | Research questions addressed were: (1) Do homogeneous rejected groups of children score higher on antisocial behavior and aggression than mixed-status groups? (2) Are rejected children less antisocial and aggressive when playing with same-status peers than with other-status peers? (3) Are rejected children as disliked for being aggressive in homogeneous rejected groups as in mixed-status groups? Two waves of data collection each consisted of a sociometric screening phase and a play sessions phase. Based on sociometric scores in Wave I, 114 kindergarten and 117 first-grade boys were selected to participate in four play sessions in triads, creating a total sample of 231 boys and 77 triads. Triads were either homogeneous rejected, heterogeneous or mixed, or homogeneous popular. In Wave II, a year after Wave I, the selected boys' status was determined in their new classes, and 70 of the original 77 triads participated in four play sessions. Each session consisted of a cooperative, a competitive, and an unstructured game. All sessions were videotaped and coded for social behavior. In individual interviews, boys evaluated their own and their play partners' social behaviors. Three sets of analyses were performed using adult ratings of antisocial behavior, objective codings of aggressive acts, and post-play peer ratings for liking versus disliking. Results are discussed and tables and figures are attached. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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