University of Groningen, Groningen, The Netherlands.
Utrecht University, Utrecht, The Netherlands.
J Youth Adolesc. 2021 Aug;50(8):1582-1600. doi: 10.1007/s10964-021-01432-0. Epub 2021 Apr 17.
Although prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students' classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (M = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms-rather than popularity norms-contributed to negative classroom climate perceptions irrespective of students' social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children's classroom climate perceptions and adjustment in elementary education.
尽管先前的研究表明，同伴的攻击行为规范会促进课堂上攻击行为的传播，但目前尚不清楚这些规范与学生对课堂氛围的感知和学校适应之间的关系。攻击性描述性规范反映了课堂上所有学生的平均攻击性，而攻击性受欢迎规范则代表了攻击性行为与同伴受欢迎程度之间的关系。本研究考察了课堂氛围感知（合作、冲突、凝聚力、孤立）和学校适应（归属感；社交、学业和一般自尊）方面，攻击性描述性规范和攻击性受欢迎规范在受欢迎、受喜爱和受欺负儿童中的作用。本研究从 58 个五年级班级中获得了 1511 名儿童（M=10.60 岁，SD=0.50；47.2%的女孩）的自我报告和同伴提名数据。结果表明，攻击性描述性规范和受欢迎规范在小学阶段都很重要，但方式不同。具体来说，攻击性描述性规范——而不是受欢迎规范——会导致负面的课堂氛围感知，而不论学生的社会地位如何。此外，虽然描述性规范会导致一些方面的学校适应在不同班级之间存在差异，但攻击性受欢迎规范与受欢迎和受欺负儿童的学校适应不良有关。因此，在小学阶段，攻击性描述性规范和受欢迎规范以互补的方式影响着儿童的课堂氛围感知和适应。
