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AutorenGarandeau, Claire F.; Ahn, Hai-Jeong; Rodkin, Philip C.
TitelThe Social Status of Aggressive Students across Contexts: The Role of Classroom Status Hierarchy, Academic Achievement, and Grade
QuelleIn: Developmental Psychology, 47 (2011) 6, S.1699-1710 (12 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0012-1649
DOI10.1037/a0025271
SchlagwörterSocial 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
AbstractThis 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).
AnmerkungenAmerican 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 vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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