Beyond the individual: The impact of ethnic context and classroom behavioral norms on victims' adjustment
Beyond the individual: The impact of ethnic context and classroom behavioral norms on victims' adjustment
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DOI：
10.1037/0012-1649.40.6.1159
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发表时间：
2004-11-01
影响因子：
4
通讯作者：
Juvonen, J
中科院分区：
文献类型：
--
作者：
Bellmore, AD;Witkow, MR;Juvonen, J
作者以来自77个教室的1630名六年级学生为样本，使用分层线性模型来研究背景下的种族和课堂社会混乱如何影响同伴受害与社会心理适应（孤独和社交焦虑）之间的关系。在许多同学都有相同种族的教室里，受害学生报告说他们感到最孤独和社交焦虑。此外，课堂层面的社会障碍也起到调节作用，在低社会障碍的课堂中，受害与焦虑之间的关联更强。这两项发现都被解释为在特定环境中偏离被认为是规范的问题行为加剧了适应不良的证据。作者讨论了研究种族和课堂行为规范在同伴关系中的语境变量的含义。
With a sample of 1,630 sixth-grade students from 77 classrooms, the authors used hierarchical linear modeling to examine how ethnicity within context and classroom social disorder influenced the association between peer victimization and social-psychological adjustment (loneliness and social anxiety). Victimized students in classrooms where many classmates shared their ethnicity reported feeling the most loneliness and social anxiety. Additionally, classroom-level social disorder served as a moderator such that the association between victimization and anxiety was stronger in classrooms with low social disorder. Both findings were interpreted as evidence that problem behavior deviating from what is perceived as normative in a particular context heightens maladjustment. The authors discuss implications for studying ethnicity and classroom behavioral norms as context variables in peer relations.