ERIC Number: EJ1048393
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 31
Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying: Implications for Adolescent School Experiences
Dijkstra, Jan Kornelis; Gest, Scott D.
Journal of Early Adolescence, v35 n1 p79-96 Jan 2015
This study investigated the significance of classroom-level norm salience, calculated as the within-classroom correlation between a behavior and peer-nominated popularity, by examining the extent to which norm salience moderated the relation of individual classroom behaviors (academic achievement, prosocial behavior, and bullying) with peer acceptance, and was associated with between-classroom differences in student-rated feelings about school and teacher-rated academic performance. Participants were students (n = 3,231, X-[bar][subscript age] = 13.60) attending 164 school classrooms in 30 secondary schools in the Netherlands. Results of our study demonstrate that norm salience scores are distinct from measures of descriptive norms, moderate the relations of individual classroom behaviors with peer acceptance, and can be used to define an overall profile of classroom peer norms that is related to independent measures of student adjustment.
Descriptors: Correlation, Peer Acceptance, Profiles, Scores, Prosocial Behavior, Academic Achievement, Secondary School Students, Foreign Countries, Bullying, Student Adjustment, Educational Experience, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands