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The Role of Children's On-Task Behavior in the Prevention of Aggressive Behavior Development and Peer Rejection: A Randomized Controlled Study of the Good Behavior Game in Belgian Elementary Classrooms
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Leflot, Geertje; van Lier, Pol A. C.; Onghena, Patrick; Colpin, Hilde – Journal of School Psychology, 2013
The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior moderated the impact of a universal preventive…
Descriptors: Grade 2, Grade 3, Prevention, Program Effectiveness
Individual and Classroom Variables Associated with Relational Aggression in Elementary-School Aged Children: A Multilevel Analysis
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Kuppens, S.; Grietens, H.; Onghena, P.; Michiels, D.; Subramanian, S. V. – Journal of School Psychology, 2008
Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such aggressive behavior was more associated with girls as…
Descriptors: Aggression, Grade 5, Rejection (Psychology), Gender Differences
Social Status and Aggressive and Disruptive Behavior in Girls: Individual, Group, and Classroom Influences
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Estell, David B.; Farmer, Thomas W.; Pearl, Ruth; Van Acker, Richard; Rodkin, Philip C. – Journal of School Psychology, 2008
Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how…
Descriptors: Prosocial Behavior, Social Status, Aggression, Females
Teacher Preference, Peer Rejection, and Student Aggression: A Prospective Study of Transactional Influence and Independent Contributions to Emotional Adjustment and Grades
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Mercer, Sterett H.; DeRosier, Melissa E. – Journal of School Psychology, 2008
This study assessed the importance of teacher preference of individual students, relative to peer rejection and student aggression, as an independent predictor of children's emotional adjustment and grades. First, a longitudinal, cross-lagged path analysis was conducted to determine the patterns of influence among teacher preference, peer…
Descriptors: Grades (Scholastic), Social Adjustment, Emotional Adjustment, Path Analysis