Predicting Changes in Classroom Aggression Status Norms: The Role of Teachers' Normative Beliefs and Students' Perceived Support

Autor/inn/en	Velásquez, Ana M.; Saldarriaga, Lina M.; Bukowski, William M.
Titel	Predicting Changes in Classroom Aggression Status Norms: The Role of Teachers' Normative Beliefs and Students' Perceived Support
Quelle	In: International Journal of Behavioral Development, 47 (2023) 3, S.275-281 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Velásquez, Ana M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/01650254231152423
Schlagwörter	Aggression; Teacher Attitudes; Foreign Countries; Student Behavior; Classroom Environment; Peer Influence; Social Influences; Behavior Standards; Social Behavior; Peer Relationship; Peer Acceptance; Grade 4; Grade 5; Grade 6; Urban Schools; Elementary School Students; Student Attitudes; Teacher Role; Beliefs; Socioeconomic Status; Colombia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Social behaviour; Soziales Verhalten; Peer-Beziehungen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerrolle; Belief; Glaube; Socio-economic status; Sozioökonomischer Status; Kolumbien
Abstract	This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers' aggression beliefs and students' perceptions of teachers' support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonlinear trajectory with an increase that peaks at the end of the school year. Also, we found that teachers' aggression beliefs were concurrently associated with aggression popularity norms across time, and that teachers' support prevented the increase in these norms. These findings are discussed considering their practical implications for preventing aggression in the school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01