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Predicting Changes in Classroom Aggression Status Norms: The Role of Teachers' Normative Beliefs and Students' Perceived Support
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- Author(s): Velásquez, Ana M. (ORCID
Velásquez, Ana M. (ORCID 0000-0002-6868-6198 ); Saldarriaga, Lina M.; Bukowski, William M.- Language:
English- Source:
International Journal of Behavioral Development. May 2023 47(3):275-281.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
- Peer Reviewed: Y
- Source: 7
- Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6 - Subject Terms: Aggression; Teacher Attitudes; Foreign Countries; Student Behavior; Classroom Environment; Peer Influence; Social Influences; Behavior Standards; Social Behavior; Peer Relationship; Peer Acceptance; Grade 4; Grade 5; Grade 6; Urban Schools; Elementary School Students; Student Attitudes; Teacher Role; Beliefs; Socioeconomic Status
- Subject Terms:
- Accession Number: 10.1177/01650254231152423
- ISSN: 0165-0254
1464-0651 - Abstract: This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers' aggression beliefs and students' perceptions of teachers' support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonlinear trajectory with an increase that peaks at the end of the school year. Also, we found that teachers' aggression beliefs were concurrently associated with aggression popularity norms across time, and that teachers' support prevented the increase in these norms. These findings are discussed considering their practical implications for preventing aggression in the school context.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1374664
- Availability:
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