Peer Community and Teacher Closeness as Moderators of the Association between Peer Status and Aggression

Autor/inn/en	Kim, Jingu; Cillessen, Antonius H. N.
Titel	Peer Community and Teacher Closeness as Moderators of the Association between Peer Status and Aggression
Quelle	In: Journal of Early Adolescence, 43 (2023) 8, S.1043-1070 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Jingu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316221142254
Schlagwörter	Aggression; Peer Relationship; Teacher Student Relationship; Gender Differences; Predictor Variables; Social Status; Age Differences; Foreign Countries; Classroom Environment; Cultural Influences; Asian Culture; Preadolescents; Early Adolescents; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; South Korea; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Prädiktor; Sozialer Status; Age; Difference; Age difference; Altersunterschied; Ausland; Klassenklima; Unterrichtsklima; Cultural influence; Kultureinfluss; Pre-adolescence; Präadoleszenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Korea; Republik
Abstract	The goal of this study was to examine the unique associations of aggression with peer status in a non-Western context. The moderating effects of peer community and teacher closeness at the classroom level and gender and grade at the individual level were considered. Participants were 1954 third to sixth grade students (M[subscript age] = 9.60 years, SD = 0.97; 49% girls) in South Korea. As in Western studies, overt aggression negatively predicted preference, relational aggression positively predicted popularity, and these associations were stronger in early adolescence than in middle childhood. "Whereas" the association between relational aggression and peer status was stronger for boys than girls and peaked in sixth grade. Peer community moderated the association between relational aggression and popularity. Specifically, relational aggression predicted popularity in non-communal classrooms, but not in communal classrooms. Future research should address cultural differences in social relatedness and their implications for fostering peer community in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01