Literaturnachweis - Detailanzeige
Autor/inn/en | Garandeau, Claire F.; Ahn, Hai-Jeong; Rodkin, Philip C. |
---|---|
Titel | The Social Status of Aggressive Students across Contexts: The Role of Classroom Status Hierarchy, Academic Achievement, and Grade |
Quelle | In: Developmental Psychology, 47 (2011) 6, S.1699-1710 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/a0025271 |
Schlagwörter | Social Status; Aggression; Grade 5; Grade 4; Peer Acceptance; Student Behavior; Classroom Environment; Elementary School Students; Peer Relationship; Instructional Program Divisions; Correlation; Ethnicity; Racial Composition; Gender Differences; Racial Differences; Standardized Tests; Achievement Tests; African American Students; Age Differences; Illinois Sozialer Status; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Peer-Beziehungen; Korrelation; Ethnizität; Geschlechterkonflikt; Rassenunterschied; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied |
Abstract | This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed. (Contains 5 figures and 1 table.) (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |