ERIC Number: EJ1049483
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 73
Classroom-Level Predictors of the Social Status of Aggression: Friendship Centralization, Friendship Density, Teacher-Student Attunement, and Gender
Ahn, Hai-Jeong; Rodkin, Philip C.
Journal of Educational Psychology, v106 n4 p1144-1155 Nov 2014
This study investigated moderating effects of classroom friendship network structures (centralization and density), teacher-student attunement on aggression and popularity, and gender on changes in the social status of aggression over 1 school year. Longitudinal multilevel analyses with 2 time points (fall and spring) were conducted on a sample of 856 fourth and fifth graders from 45 classrooms. Aggressive boys lost social status over time in classrooms where friendship networks were egalitarian (not centralized) and dense (with many friendship ties) and where the teacher and students were attuned to (shared perceptions about) who in their classroom was aggressive and popular. There were no effects for girls. Educational implications and prospects for setting-level theory, measurement, and intervention are discussed.
Descriptors: Predictor Variables, Aggression, Friendship, Peer Relationship, Teacher Student Relationship, Gender Differences, Longitudinal Studies, Elementary School Students, Grade 4, Grade 5, Social Status, Teacher Role, Student Role, Racial Differences, Ethnic Groups, Racial Composition, African American Students, White Students, Correlation, Statistical Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A