ERIC Number: EJ873586
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: 32
The Impact of Context on the Development of Aggressive Behavior in Special Elementary School Children
Visser, Marieke; Kunnen, Saskia E.; van Geert, Paul L. C.
Mind, Brain, and Education, v4 n1 p34-43 Mar 2010
The role of context in the development of child aggression was studied. The effects of peer aggregation and group composition on aggression development in intervention contexts and classroom contexts were compared using 71 elementary school children. We hypothesized that, due to peer group effects, group-trained children would benefit less from a social skills intervention program than individually trained children. We further hypothesized that children who transferred from special to regular education would show a change toward less aggression. This was hypothesized because of the relatively fewer accounts of negative peer-group effects in regular education. The results show that the social skills intervention program did not have differential effects for group-trained versus individually trained children. However, a change toward less aggression was found in children who transferred from special to regular education. We suggest that interventions toward decreasing child aggression might be more fruitful if the social context in which the children operate daily is considered.
Descriptors: Elementary School Students, Intervention, Aggression, Peer Groups, Social Environment, Interpersonal Competence, Context Effect, Student Behavior, Antisocial Behavior, Classroom Environment, Comparative Analysis, Peer Influence, Group Activities, Hypothesis Testing, Special Education, General Education, Educational Environment, Program Effectiveness, Behavior Modification
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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