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AutorenAhn, Hai-Jeong; Garandeau, Claire F.; Rodkin, Philip C.
TitelEffects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
QuelleIn: Journal of Early Adolescence, 30 (2010) 1, S.76-101 (26 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0272-4316
DOI10.1177/0272431609350922
SchlagwörterSocial Status; Educational Administration; Peer Relationship; Grade 3; Grade 4; Peer Acceptance; Aggression; Scores; Classroom Techniques; Statistical Analysis; Measures (Individuals); Surveys; Student Attitudes; Social Networks
AbstractThis study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students (N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical classrooms with high density. While children with high victimization scores were unpopular across classrooms, they were least unpopular in egalitarian classrooms with high density. Furthermore, aggressive children were more disliked in low-density classrooms, and victimized children were more disliked in hierarchical classrooms. Implications for educational management of classroom social structures are discussed. (Contains 1 table and 5 figures.) (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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