Empathy and Effortful Control Effects on Early Adolescents' Aggression: When Do Students' Perceptions of Their School Climate Matter?

Autor/inn/en	Batanova, Milena; Loukas, Alexandra
Titel	Empathy and Effortful Control Effects on Early Adolescents' Aggression: When Do Students' Perceptions of Their School Climate Matter?
Quelle	In: Applied Developmental Science, 20 (2016) 2, S.79-93 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2015.1067145
Schlagwörter	Aggression; Early Adolescents; Empathy; Student Attitudes; Educational Environment; Perspective Taking; Self Management; Student Surveys; Grade 6; Grade 7; Regression (Statistics); Gender Differences; Interpersonal Relationship; Correlation; Inhibition; Questionnaires; Student Behavior; Interaction; Middle School Students; Texas; Interpersonal Reactivity Index; My Class Inventory + Suchen Sie Ihr Suchwort? Empathie; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zukunftsperspektive; Selbstmanagement; Schülerbefragung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Regression; Regressionsanalyse; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Hemmung; Fragebogen; Student behaviour; Interaktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Guided by the social emotional learning framework, this study examined whether early adolescents' social awareness (empathic concern, perspective taking) and self-management (effortful control) would uniquely contribute to early adolescents' subsequent forms of aggression, and whether perceptions of their school climate (friction, cohesion, competition, satisfaction with classes) would moderate those associations. Participants were 479 10- to 14-year old students (54% female; 78% European American) who completed the first wave of a survey in sixth and seventh grades and the second wave 1 year later. Hierarchical regression analyses indicated that across gender, empathic concern was the only competency to reduce subsequent overt and relational aggression. None of the school climate perceptions made unique contributions to aggression, nor did they show protective functions. Rather, several instances of cumulative advantage were observed, whereby positive school climate perceptions only reduced aggression for students with high levels of empathic concern. Unexpectedly, boys' perceived cohesion contributed to overt aggression if they reported high levels of effortful control. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01