Literaturnachweis - Detailanzeige
Autor/inn/en | Velásquez, Ana M.; Saldarriaga, Lina M.; Bukowski, William M. |
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Titel | Predicting Changes in Classroom Aggression Status Norms: The Role of Teachers' Normative Beliefs and Students' Perceived Support |
Quelle | In: International Journal of Behavioral Development, 47 (2023) 3, S.275-281 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Velásquez, Ana M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0165-0254 |
DOI | 10.1177/01650254231152423 |
Schlagwörter | Aggression; Teacher Attitudes; Foreign Countries; Student Behavior; Classroom Environment; Peer Influence; Social Influences; Behavior Standards; Social Behavior; Peer Relationship; Peer Acceptance; Grade 4; Grade 5; Grade 6; Urban Schools; Elementary School Students; Student Attitudes; Teacher Role; Beliefs; Socioeconomic Status; Colombia Lehrerverhalten; Ausland; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Social behaviour; Soziales Verhalten; Peer-Beziehungen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerrolle; Belief; Glaube; Socio-economic status; Sozioökonomischer Status; Kolumbien |
Abstract | This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers' aggression beliefs and students' perceptions of teachers' support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonlinear trajectory with an increase that peaks at the end of the school year. Also, we found that teachers' aggression beliefs were concurrently associated with aggression popularity norms across time, and that teachers' support prevented the increase in these norms. These findings are discussed considering their practical implications for preventing aggression in the school context. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |