A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Effects of classroom embeddedness and density on the social status of aggressive and victimized children
Tekijät: Hai-Jeong Ahn, Claire F Garandeau, Philip C Rodkin
Julkaisuvuosi: 2010
Journal: Journal of Early Adolescence
Numero sarjassa: 1
Vuosikerta: 30
Numero: 1
Aloitussivu: 76
Lopetussivu: 101
Sivujen määrä: 26
ISSN: 0272-4316
DOI: https://doi.org/10.1177/0272431609350922
Tiivistelmä
This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students (N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical classrooms with high density. While children with high victimization scores were unpopular across classrooms, they were least unpopular in egalitarian classrooms with high density. Furthermore, aggressive children were more disliked in low-density classrooms, and victimized children were more disliked in hierarchical classrooms. Implications for educational management of classroom social structures are discussed.
This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students (N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical classrooms with high density. While children with high victimization scores were unpopular across classrooms, they were least unpopular in egalitarian classrooms with high density. Furthermore, aggressive children were more disliked in low-density classrooms, and victimized children were more disliked in hierarchical classrooms. Implications for educational management of classroom social structures are discussed.
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