Hei Long, Chen Xinyin, Liu Junsheng, Li Dan, Liu Shihong, Zhao Siman
Human Development-Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut St., Philadelphia, PA, 19104-6216, USA.
School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
Res Child Adolesc Psychopathol. 2025 Jun 12. doi: 10.1007/s10802-025-01336-8.
Classroom environment may play a significant role in shaping adolescent development. This one-year longitudinal study investigated the moderating effects of classroom cultural norms on the relations between aggression and adjustment among Chinese adolescents. Participants included 2,671 students (47.7% boys) in middle schools, initially in 7th grade (M age = 12.91 years), in China. Data on self- and group-orientations, aggression, and adjustment variables were obtained from multiple sources including self-reports, peer nominations, teacher ratings, and school records. Classroom group-oriented norm significantly moderated the relations between aggression and later adjustment. More specifically, aggression was negatively associated with academic and social competence in classrooms with higher scores on group-oriented norm. Aggression was also positively associated with distinguished studentship and negatively associated with loneliness in classrooms with lower scores on group-oriented norm. The results suggested that adolescents who were more aggressive performed worse in classrooms with a higher group-oriented norm and better in classrooms with a lower group-oriented norm. The study indicates that the context of classroom may affect school and psychosocial adjustment of adolescents high on aggression.
课堂环境可能在塑造青少年发展方面发挥重要作用。这项为期一年的纵向研究调查了课堂文化规范对中国青少年攻击行为与适应能力之间关系的调节作用。研究对象包括中国初中一年级的2671名学生（男生占47.7%），初始年龄为12.91岁。关于自我和群体取向、攻击行为以及适应变量的数据来自多个来源，包括自我报告、同伴提名、教师评分和学校记录。课堂群体取向规范显著调节了攻击行为与后期适应能力之间的关系。具体而言，在群体取向规范得分较高的课堂中，攻击行为与学业和社交能力呈负相关。在群体取向规范得分较低的课堂中，攻击行为与优秀学生身份呈正相关，与孤独感呈负相关。结果表明，攻击性较强的青少年在群体取向规范较高的课堂中表现较差，而在群体取向规范较低的课堂中表现较好。该研究表明，课堂环境可能会影响攻击性较强的青少年的学校适应和心理社会适应。
