Classroom-Level Predictors of the Social Status of Aggression: Friendship Centralization, Friendship Density, Teacher-Student Attunement, and Gender

Autor/inn/en	Ahn, Hai-Jeong; Rodkin, Philip C.
Titel	Classroom-Level Predictors of the Social Status of Aggression: Friendship Centralization, Friendship Density, Teacher-Student Attunement, and Gender
Quelle	In: Journal of Educational Psychology, 106 (2014) 4, S.1144-1155 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036091
Schlagwörter	Predictor Variables; Aggression; Friendship; Peer Relationship; Teacher Student Relationship; Gender Differences; Longitudinal Studies; Elementary School Students; Grade 4; Grade 5; Social Status; Teacher Role; Student Role; Racial Differences; Ethnic Groups; Racial Composition; African American Students; White Students; Correlation; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Prädiktor; Freundschaft; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Sozialer Status; Lehrerrolle; Rassenunterschied; Ethnie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Korrelation; Statistische Analyse; Regression; Regressionsanalyse
Abstract	This study investigated moderating effects of classroom friendship network structures (centralization and density), teacher-student attunement on aggression and popularity, and gender on changes in the social status of aggression over 1 school year. Longitudinal multilevel analyses with 2 time points (fall and spring) were conducted on a sample of 856 fourth and fifth graders from 45 classrooms. Aggressive boys lost social status over time in classrooms where friendship networks were egalitarian (not centralized) and dense (with many friendship ties) and where the teacher and students were attuned to (shared perceptions about) who in their classroom was aggressive and popular. There were no effects for girls. Educational implications and prospects for setting-level theory, measurement, and intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01