Aggressive and Prosocial Peer Norms: Change, Stability, and Associations with Adolescent Aggressive and Prosocial Behavior Development

Autor/inn/en	Laninga-Wijnen, Lydia; Harakeh, Zeena; Dijkstra, Jan Kornelis; Veenstra, René; Vollebergh, Wilma
Titel	Aggressive and Prosocial Peer Norms: Change, Stability, and Associations with Adolescent Aggressive and Prosocial Behavior Development
Quelle	In: Journal of Early Adolescence, 38 (2018) 2, S.178-203 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431616665211
Schlagwörter	Longitudinal Studies; Aggression; Peer Influence; Prosocial Behavior; Adolescents; Social Development; Social Attitudes; Foreign Countries; Secondary School Students; Student Behavior; Measures (Individuals); Social Influences; Scores; Peer Relationship; Hypothesis Testing; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Entwicklung; Social attidude; Soziale Einstellung; Ausland; Sekundarschüler; Student behaviour; Schülerverhalten; Messdaten; Sozialer Einfluss; Peer-Beziehungen; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Niederlande
Abstract	This longitudinal study examined the extent to which the development of prosocial and aggressive peer norms was related to individual prosocial and aggressive behavior development across the first year of secondary education (three waves, n = 1,134 adolescents from 51 classes, M[subscript age] = 12.66). A distinction was made between descriptive norms (the aggregated average peer-perceived behavior within the classroom) and status norms (the within-classroom correlation between peer-perceived popularity and behavior). Results indicated that descriptive norms represented a stable, static peer ecology, whereas status norms were somewhat more dynamic and changed across the school year. The development of descriptive and status norms was associated with initial levels of individual prosocial and aggressive behavior, whereas the development of status norms was also associated with the development of prosocial behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01