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The effects of normative classroom aggression and teacher support on changes in ethnically diverse elementary students' aggression

机译：规范的课堂攻击行为和教师支持对族裔多元化小学生攻击行为变化的影响

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摘要

This study examined the joint effects of the quality of teacher-student relationship support (TSRS) and normative levels of classroom aggression on individual aggression in a sample of 687 second-grade children who entered first grade with relatively low reading readiness skills. Using a prospective design, the present study explored the joint effects of teacher-rated TSRS and normative classroom aggression on both teacher- and peer-rated aggression, controlling for levels of baseline aggression. The study also examined the effect of peer-rated TSRS on teacher- and peer-rated aggression. Furthermore, ethnic and sex differences on study variables and on their relationships were examined. Boys were rated by teachers and peers as having higher aggression levels and lower Time 1 and Time 2 TSRS than girls. African American students were rated by teachers and peers as having higher Time 1 and Time 2 aggression levels. African American students were rated by teachers as having lower Time 1 and Time 2 TSRS than Hispanic and White students. Hispanic students had higher peer-rated TSRS than African American students at Time 1. Furthermore, African American and Hispanic students were more likely to be placed in higher aggressive classrooms than were White students. Regression analyses found that, after controlling for baseline aggression, teacher-rated TSRS predicted peer- and teacher-rated aggression. However, neither normative classroom aggression nor the interaction of normative classroom aggression with teacher-rated or peer-rated TSRS predicted teacher-rated aggression. Peer-rated TSRS did not predict teacher-rated or peer-rated aggression. There was no evidence ethnicity moderated the relationships between TSRS and aggression. Study limitations and implications for intervention are also discussed.
机译：这项研究在687名二年级儿童中，他们的阅读准备能力相对较低，他们调查了师生关系支持质量（TSRS）和课堂侵略性规范水平对个人侵害的联合影响。使用前瞻性设计，本研究探讨了教师评分的TSRS和规范性课堂攻击对教师评分和同伴评分的攻击的共同影响，控制了基线攻击的水平。该研究还研究了同等评价的TSRS对教师和同等评价的攻击行为的影响。此外，检查了研究变量及其关系的种族和性别差异。老师和同伴认为男孩的攻击性比女孩高，时间1和时间2的TSRS比女孩低。非洲裔美国学生被老师和同伴评为较高的时间1和时间2攻击水平。非洲裔美国学生被老师评为与西班牙裔和白人学生相比，TS1和Time 2的TSRS较低。在时间1，西班牙裔学生的TSRS等级高于非裔美国人学生。此外，与白人学生相比，非裔美国人和西班牙裔学生更有可能被安排在更具攻击性的教室中。回归分析发现，在控制了基线攻击之后，教师评分的TSRS预测了同伴和教师评分的攻击。但是，无论是规范性课堂攻击还是规范性课堂攻击与教师评级或同伴评级TSRS的相互作用都无法预测教师评级的侵略。同行评等的TSRS并未预测教师评等或同行评等的侵略。没有证据表明种族缓和了TSRS与侵略之间的关系。还讨论了研究的局限性和对干预的意义。

著录项

  • 作者

    Kuhns, Clarissa Ivette.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Educational psychology.;Behavioral psychology.;Developmental psychology.;Hispanic American studies.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 74 p.
  • 总页数 74
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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