The girls set the tone: Gendered classroom norms and the development of aggression in adolescence.

Autor/inn/en	Busching, Robert; Krahé, Barbara
Titel	The girls set the tone: Gendered classroom norms and the development of aggression in adolescence. Gefälligkeitsübersetzung: Die Mädchen geben den Ton an: Geschlechtsspezifische Klassennormen und die Entwicklung der Aggression in der Adoleszenz.
Quelle	In: Personality and social psychology bulletin, 41 (2015) 5, S. 659-676 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0146-1672; 1552-7433
DOI	10.1177/0146167215573212
Schlagwörter	Aggression; Aggressivität; Einstellung (Psychologie); Verhalten; Zwischenmenschliche Beziehung; Soziale Norm; Jugend; Geschlechtsspezifischer Unterschied; Unterricht; Entwicklung; Individueller Unterschied; Jugendlicher; Mitschüler
Abstract	In a four-wave longitudinal study with 1,321 adolescents in Germany, the authors examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3