Literaturnachweis - Detailanzeige
| Autor/inn/en | Estell, David B.; Farmer, Thomas W.; Pearl, Ruth; Van Acker, Richard; Rodkin, Philip C. |
|---|---|
| Titel | Social Status and Aggressive and Disruptive Behavior in Girls: Individual, Group, and Classroom Influences |
| Quelle | In: Journal of School Psychology, 46 (2008) 2, S.193-212 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4405 |
| DOI | 10.1016/j.jsp.2007.03.004 |
| Schlagwörter | Prosocial Behavior; Social Status; Aggression; Females; Group Behavior; Grade 3; Student Behavior; Rejection (Psychology); Social Influences; Elementary School Students; Peer Acceptance; Antisocial Behavior; Peer Relationship; Incidence; Classroom Environment |
| Abstract | Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how the kind of status measured and the social ecology affect the association between overt aggression and social status in a sample of 187 3rd grade girls. Cluster analysis uncovered aggressive-popular, aggressive-unpopular, and prosocial-popular configurations. Although likeability was related solely to prosocial behavior, other measures of status co-occurred with both prosocial and aggressive behavior. Peer-group behavior complemented that of individuals, though peer-group and classroom acceptance of aggression were not related to cluster prevalence. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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