Attitude Transference among Adolescents: The Relationship between Injunctive Classroom Norms and Individual Antisocial Attitudes

Autor/inn/en	Hofmann, Verena; Müller, Christoph M.
Titel	Attitude Transference among Adolescents: The Relationship between Injunctive Classroom Norms and Individual Antisocial Attitudes
Quelle	In: Journal of Cognitive Education and Psychology, 15 (2016) 2, S.206-224 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
DOI	10.1891/1945-8959.15.2.206
Schlagwörter	Adolescents; Grade 7; Grade 8; Grade 9; Antisocial Behavior; Social Influences; Classroom Environment; Peer Influence; Delinquency; Social Attitudes; Foreign Countries; Student Attitudes; Secondary School Students; Social Status; Gender Differences; Switzerland + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sozialer Einfluss; Klassenklima; Unterrichtsklima; Kriminalität; Social attidude; Soziale Einstellung; Ausland; Schülerverhalten; Sekundarschüler; Sozialer Status; Geschlechterkonflikt; Schweiz
Abstract	Cognition plays a major role in the development of antisocial behavior. The aim of this study was to extend the current state of research regarding the mechanisms of negative peer influence in adolescence by testing whether aggregated classroom attitudes (injunctive norms) predict individual attitudes toward antisocial behavior and vice versa. For that purpose, attitudes toward a broad range of aggressive and delinquent behaviors were assessed in 864 lower secondary school students in Switzerland. The survey took place at 4 measurement points, spanning Grade 7 to Grade 9. The reciprocal influence between group norms and individual attitudes was tested in a lagged multilevel model for change. Results indicated that injunctive classroom norms predicted subsequent individual attitudes but that individual attitudes did not predict subsequent classroom norms, even if student's social dominance status was included in the model as a moderator. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01