Literaturnachweis - Detailanzeige
| Autor/inn/en | Choi, Jiyoung; Johnson, David W.; Johnson, Roger |
|---|---|
| Titel | The Roots of Social Dominance: Aggression, Prosocial Behavior, and Social Interdependence |
| Quelle | In: Journal of Educational Research, 104 (2011) 6, S.442-454 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0671 |
| DOI | 10.1080/00220671.2010.514689 |
| Schlagwörter | Elementary School Students; Bullying; Aggression; Competition; Cooperation; Prosocial Behavior; Grade 3; Grade 4; Grade 5; Multivariate Analysis; Social Attitudes; Leadership; Peer Influence; United States |
| Abstract | The authors examined the nature of dominant students in Grades 3-5 in a midwestern school system in the United States. Previous research has indicated 2 ways a student may gain dominance--through bullying and prosocial behaviors. A cluster analysis for dominant children was conducted using social interdependence attitude scores, children's self-reports of bullying and prosocial behaviors, and teacher reports of bullying and prosocial behaviors. Dominant children were clustered into cooperative-prosocial, competitive-aggressive, and individualistic groups. Competitive-aggressive children received higher teacher ratings of dominance than did cooperative-prosocial children, there was no significant among the clusters on perceived leadership by peers, and cooperative-prosocial children tended to have teachers who used more cooperative learning in their classroom. (Contains 7 tables and 1 figure.) (As Provided). |
| Anmerkungen | Routledge. 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 | 2017/4/10 |
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