Jackson Daisy R, Cappella Elise, Neal Jennifer Watling
The Reeds Center for the Treatment of Anxiety, OCD, and Related Disorders, New York, NY, USA.
Department of Applied Psychology, New York University, 246 Greene Street, 8th Floor, New York, NY, 10003, USA.
Am J Community Psychol. 2015 Dec;56(3-4):293-306. doi: 10.1007/s10464-015-9757-4.
In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.
在一个非裔美国二至四年级学生的横断面样本（N = 681）中，我们研究了课堂公开攻击和关系攻击规范对城市学校中表现出公开攻击和关系攻击行为的同学的同伴社会接纳度的调节作用。在拓展关于课堂规范的理论和研究时，我们整合社会网络数据，根据儿童在课堂中的直接和间接联系来调整攻击规范。多层次模型的结果表明，基于网络的课堂攻击规范调节了儿童攻击行为与其社会偏好之间的关系。具体而言，当儿童的攻击行为形式与课堂社会背景中的规范相符时，他们在社交方面会受益。课堂攻击规范对公开攻击与社会偏好之间关系的调节作用，比对关系攻击与社会偏好之间关系的调节作用更强。无论课堂规范如何，具有关系攻击行为的青少年在社交上都受到同伴的喜爱，尽管这种积极关联在关系攻击水平较高的课堂中会被放大。我们讨论了未来聚焦于课堂社会网络中攻击规范的研究，并考虑了其对学校预防工作的启示。
