Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying: Implications for Adolescent School Experiences
Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying: Implications for Adolescent School Experiences
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DOI：
10.1177/0272431614524303
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发表时间：
2015-01-01
影响因子：
2.1
通讯作者：
Gest, Scott D.
中科院分区：
文献类型：
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作者：
Dijkstra, Jan Kornelis;Gest, Scott D.
本研究通过考察规范显着性在多大程度上调节个体课堂行为（学业成绩、亲社会行为和欺凌行为）与同侪接受度之间的关系，调查了课堂规范显着性的重要性，计算为行为与同侪提名受欢迎程度之间的课堂内相关性，并与学生评价的学校感受和教师评价的学业表现的课堂间差异相关。参与者是荷兰 30 所中学 164 个教室的学生（n = 3,231，(X) over bar（年龄）= 13.60）。我们的研究结果表明，规范显着性分数与描述性规范的测量不同，它调节个体课堂行为与同伴接受度的关系，并且可用于定义与学生调整的独立测量相关的课堂同伴规范的整体概况。
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) over bar (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.