The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.
The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.
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不同背景下攻击性学生的社会地位：课堂地位等级、学业成绩和成绩的作用。
DOI：
10.1037/a0025271
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发表时间：
2011
影响因子：
4
通讯作者：
Rodkin,PhilipC
中科院分区：
文献类型：
--
作者：
Garandeau,ClaireF;Ahn,Hai-Jeong;Rodkin,PhilipC
本研究测试了5个课堂情境特征对小学高年级攻击性学生的社会地位（感知受欢迎程度和社会偏好）的影响，包括课堂同伴地位等级（课堂内受欢迎程度差异是大还是小）、课堂学术水平和年级水平作为兴趣的主要预测因子，以及课堂攻击性和种族构成作为对照。本研究对来自9所学校46个班级的968名四、五年级学生进行了多种族分析。在不同的教室里，攻击性和社会地位之间的联系差别很大。好斗的学生在同伴地位等级较高的教室里更受欢迎，也更受欢迎。攻击性学生在五年级的社会地位高于四年级，在学术水平较高的课堂上的社会偏好较低。课堂攻击和种族构成对攻击状态的关联没有调节作用。讨论了这些发现的局限性和实际意义。（PsycInfo数据库记录(c) 2022 APA，版权所有）
This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth-and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression–status associations. Limitations and practical implications of these findings are discussed.(PsycInfo Database Record (c) 2022 APA, all rights reserved)