Predicting Changes in Classroom Aggression-Related Peer Norms: The Role of Teachers' Normative Beliefs and Support

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-5 - The Importance of Teacher Knowledge, Efficacy, and Empathy in Creating Effective Classroom Management Practices

Abstract

Classrooms have been regarded as a powerful developmental context that can influence multiple aspects of children's functioning and wellbeing. This study examined the transformations that elementary school classrooms undergo in their social structure, particularly in aggression-related peer norms, as well as the role of teachers’ tolerance of aggression and social support on predicting such changes. These issues were addressed in a sample of 1594 Colombian children, who were assessed at four time points during a school academic year. Results indicated that teachers’ support prevented classroom aggression-norms from increasing over time. Results from this study could be applied to design research-based interventions directed at preventing aggression and promoting social competence in the school context.

Authors

• Ana Maria Velasquez, Universidad de los Andes, Columbia

• Lina M. Saldarriaga, Red Papaz

• William Bukowski, Concordia University - Montreal