Gender-Specific or Common Classroom Norms? Examining the Contextual Moderators of the Risk for Victimization

Autor/inn/en	Isaacs, Jenny; Voeten, Marinus; Salmivalli, Christina
Titel	Gender-Specific or Common Classroom Norms? Examining the Contextual Moderators of the Risk for Victimization
Quelle	In: Social Development, 22 (2013) 3, S.555-579 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2012.00655.x
Schlagwörter	Risk; Victims; Correlation; Gender Differences; Rejection (Psychology); Peer Relationship; Bullying; Elementary School Students; Regression (Statistics); Social Development; At Risk Persons; Social Attitudes; Student Attitudes; Comparative Analysis; Foreign Countries; Intervention; Finland + Suchen Sie Ihr Suchwort? Risiko; Victim; Opfer; Korrelation; Geschlechterkonflikt; Ablehnung; Peer-Beziehungen; Mobbing; Regression; Regressionsanalyse; Soziale Entwicklung; Risikogruppe; Social attidude; Soziale Einstellung; Schülerverhalten; Ausland; Finnland
Abstract	We tested whether gender-specific vs. common classroom norms were more powerful moderators of the association between a risk factor (rejection) and peer victimization among girls and boys. The participants were 1220 elementary schoolchildren from grades 4-6 (with 10-13 years of age). We compared different multilevel models including combined vs. separate regressions for boys and girls, as well as the effects of norms of the whole class, same-sex classmates, and cross-sex classmates. Among girls, the association between rejection and victimization was strongest in classes where bullying behavior was common, and anti-bullying attitudes were rare among girls. Among boys, the strength of the slope of victimization on rejection could not be explained by either common or gender-specific classroom norms, but boys' level of bullying behavior was related to overall classroom level of victimization. The findings suggest that contextual factors may contribute to victimization especially among high-risk girls. The importance of exploring multiple levels of influence on children's social development is discussed. (Contains 3 tables, 2 figures, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10