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ERIC Number: EJ1150805
Record Type: Journal
Publication Date: 2017-Sep
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1598-1037
EISSN: N/A
Examining Early Adolescents' Peer Climate Using Descriptive and Status Norms on Academic Engagement and Aggressive Behavior in the Classroom
Shin, Huiyoung
Asia Pacific Education Review, v18 n3 p309-320 Sep 2017
This study is aimed to gain insights into adolescents' classroom peer climate by examining descriptive and status norms of academic and social behaviors. Descriptive norm was assessed as the average score for each behavior and status norm was assessed using the correlation between each behavior and social status within each classroom. Expanded sets of academic and social behaviors (i.e., academic engagement, disruptive, overt and relational aggressive, bullying, and prosocial behavior) and three different social status of admired, popularity, and leader were examined. The sample was from 28 elementary school classrooms in South Korea (N = 736 at w1 and N = 677 at w2; 13 fifth and 13 sixth grade classrooms). Results indicated that descriptive norms for disruptive, relational aggressive, and bullying behavior became more positive over time across the school year. Status norms displayed distinct pattern for each social status. Although admired was associated with academic engagement and prosocial behavior, popularity and leader were associated with both positive and negative behaviors in both academic and social domain. Further, when adolescents increased their level of behaviors that are perceived to be important (i.e., associated with positive status norms) in their classrooms, they gained elevated social status over time across the school year.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A