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NCJ Number: 229432 Find in a Library
Title: Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
Journal: Journal of Early Adolescence  Volume:30  Issue:1  Dated:February 2010  Pages:76-101
Author(s): Hai-Jeong Ahn; Claire F. Garandeau; Philip C. Rodkin
Date Published: February 2010
Page Count: 26
Document: HTML (Publisher Site)
Publisher: http://www.sagepub.com 
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study examined the effects of classroom embeddedness and density on the perceived popularity and social status of a sample of aggressive and victimized children.
Abstract: 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.(Published Abstract)
Main Term(s): Juveniles
Index Term(s): Adolescent victims; Aggression; Behavioral science research; Bullying; Peer influences on behavior; Victimization
Note: For additional articles in this special issue see NCJ-229429-31 and NCJ-229433-36.
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=251459

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