Affiliative Motivation, School Attachment, and Aggression in School

Autor/inn/en	Hill, Laura Griner; Werner, Nicole E.
Titel	Affiliative Motivation, School Attachment, and Aggression in School
Quelle	In: Psychology in the Schools, 43 (2006) 2, S.231-246 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20140
Schlagwörter	Grade 3; Motivation; Path Analysis; Aggression; Attachment Behavior; Predictor Variables; Student Adjustment; School Attitudes; Correlation; Interpersonal Relationship; Antisocial Behavior; Gender Differences; Student Behavior; Social Theories; Rural Schools + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; psychologische; Motivation (psychologisch); Pfadanalyse; Attachment; Bindungsverhalten; Prädiktor; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Geschlechterkonflikt; Student behaviour; Schülerverhalten; Gesellschaftstheorie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual-level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self-report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliate orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. (Contains 3 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10