Cross-Sectional and Longitudinal Effects of Sixth-Grade Setting-Level Norms for Nonviolent Problem Solving on Aggression and Associated Attitudes

Autor/inn/en	Henry, David; Chan, Wing Yi
Titel	Cross-Sectional and Longitudinal Effects of Sixth-Grade Setting-Level Norms for Nonviolent Problem Solving on Aggression and Associated Attitudes
Quelle	In: Journal of Community Psychology, 38 (2010) 8, S.1007-1022 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20411
Schlagwörter	Self Efficacy; Prevention; Problem Solving; Case Studies; Aggression; Grade 6; Behavior Standards; Violence; Longitudinal Studies; Beliefs; Reliability; Intervention; Measures (Individuals); Social Environment; Middle School Students + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Prävention; Vorbeugung; Problemlösen; Case study; Fallstudie; Case Study; School year 06; 6. Schuljahr; Schuljahr 06; Gewalt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Belief; Glaube; Reliabilität; Messdaten; Soziales Umfeld; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Setting-level norms are typically measured by using the mean of individual reports. Investigating norms for nonviolent problem solving, this study assessed the added value of two additional characteristics: the range of acceptable behaviors and the degree of consensus among individuals in each setting. Using data from 5,386 participants in a violence prevention project (74 classes), this study estimated the cross-sectional and longitudinal effects of norm characteristics on aggression, beliefs about aggression, self-efficacy for nonviolence, and beliefs about nonviolence. Each norm measure showed acceptable setting-level reliability. Class mean approval predicted beliefs about aggression, self-efficacy, and beliefs about nonviolence. With class means already in the model, the range of acceptable behaviors predicted additional cross-sectional variance in all four outcomes. Consensus predicted aggression and beliefs about nonviolence beyond other characteristics. Mean approval and consensus had effects on growth in at least one outcome. Discussion focuses on the importance of setting-level measurement and implications for intervention. (Contains 3 tables, 2 figures, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10