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Cillessen A.h.n. - One of the best experts on this subject based on the ideXlab platform.
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The role of defending norms in victims' Classroom Climate perceptions and psychosocial maladjustment in secondary school
'Springer Science and Business Media LLC', 2021Co-Authors: Laninga-wijnen L., Berg, Y.h.m. Van Den, Mainhard M.t., Cillessen A.h.n.Abstract:Victims of bullying are at increased risk of developing psychosocial problems. It is often claimed that it helps victims when others stand up against the bullying and when defending is typical (descriptive norm) or rewarded with popularity (popularity norm) in Classrooms. However, recent work on the healthy context paradox suggests that victims-paradoxically-tend to do worse in more positive Classrooms. Therefore, it is possible that defending norms are counterproductive and exacerbate victims' adjustment difficulties, possibly because social maladjustment is more apparent in Classrooms where everybody else is doing well. The current study examined whether descriptive and popularity norms for defending predicted victims' Classroom Climate perceptions and psychosocial adjustment. Using data of 1,206 secondary school students from 45 Classrooms (Mage = 13.61), multi-level analyses indicated that descriptive norms for defending increased rather than decreased negative Classroom Climate perceptions and maladjustment of victimized youths. In contrast, popularity norms for defending positively predicted all students' Classroom Climate perceptions and feelings of belonging, except victims' self-esteem. Interventions may benefit more from promoting popularity norms for defending rather than descriptive norms for defending
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The role of defending norms in victims' Classroom Climate perceptions and psychosocial maladjustment in secondary school
'Springer Science and Business Media LLC', 2021Co-Authors: Laninga-wijnen L., Berg, Y.h.m. Van Den, Mainhard M.t., Cillessen A.h.n.Abstract:Contains fulltext : 227285.pdf (publisher's version ) (Open Access)Victims of bullying are at increased risk of developing psychosocial problems. It is often claimed that it helps victims when others stand up against the bullying and when defending is typical (descriptive norm) or rewarded with popularity (popularity norm) in Classrooms. However, recent work on the healthy context paradox suggests that victims-paradoxically-tend to do worse in more positive Classrooms. Therefore, it is possible that defending norms are counterproductive and exacerbate victims' adjustment difficulties, possibly because social maladjustment is more apparent in Classrooms where everybody else is doing well. The current study examined whether descriptive and popularity norms for defending predicted victims' Classroom Climate perceptions and psychosocial adjustment. Using data of 1,206 secondary school students from 45 Classrooms (Mage = 13.61), multi-level analyses indicated that descriptive norms for defending increased rather than decreased negative Classroom Climate perceptions and maladjustment of victimized youths. In contrast, popularity norms for defending positively predicted all students' Classroom Climate perceptions and feelings of belonging, except victims' self-esteem. Interventions may benefit more from promoting popularity norms for defending rather than descriptive norms for defending.16 p
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Dataset belonging to The role of defending norms in victims’ Classroom Climate perceptions and psychosocial maladjustment in secondary school
[S.n.], 2021Co-Authors: Laninga-wijnen L., Berg, Y.h.m. Van Den, Mainhard M.t., Cillessen A.h.n.Abstract:Victims of bullying are at increased risk of developing psychosocial problems. It is often claimed that it helps victims when others stand up against the bullying and when defending is typical (descriptive norm) or rewarded with popularity (popularity norm) in Classrooms. However, recent work on the healthy context paradox suggests that victims – paradoxically – tend to do worse in more positive Classrooms. Therefore, it is possible that defending norms are counterproductive and exacerbate victims’ adjustment difficulties, possibly because social maladjustment is more apparent in Classrooms where everybody else is doing well. The current study examined whether descriptive and popularity norms for defending predicted victims’ Classroom Climate perceptions and psychosocial adjustment. Using data of 1,206 secondary school students from 45 Classrooms (Mage = 13.61), multi-level analyses indicated that descriptive norms for defending increased rather than decreased negative Classroom Climate perceptions and maladjustment of victimized youths. In contrast, popularity norms for defending positively predicted all students’ Classroom Climate perceptions and feelings of belonging, except victims’ self-esteem. Interventions may benefit more from promoting popularity norms for defending rather than descriptive norms for defending in secondary schools. All information about the content of the files is described in 'read me_Laninga-Wijnen et al_2021.pdf'. This file also contains information about the recruitment, participants and data collection. Data and the syntax for the analyses as presented in the paper are also stored
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Dataset belonging to The role of defending norms in victims’ Classroom Climate perceptions and psychosocial maladjustment in secondary school
[S.n.], 2021Co-Authors: Laninga-wijnen L., Berg, Y.h.m. Van Den, Mainhard M.t., Cillessen A.h.n.Abstract:Item does not contain fulltextVictims of bullying are at increased risk of developing psychosocial problems. It is often claimed that it helps victims when others stand up against the bullying and when defending is typical (descriptive norm) or rewarded with popularity (popularity norm) in Classrooms. However, recent work on the healthy context paradox suggests that victims – paradoxically – tend to do worse in more positive Classrooms. Therefore, it is possible that defending norms are counterproductive and exacerbate victims’ adjustment difficulties, possibly because social maladjustment is more apparent in Classrooms where everybody else is doing well. The current study examined whether descriptive and popularity norms for defending predicted victims’ Classroom Climate perceptions and psychosocial adjustment. Using data of 1,206 secondary school students from 45 Classrooms (Mage = 13.61), multi-level analyses indicated that descriptive norms for defending increased rather than decreased negative Classroom Climate perceptions and maladjustment of victimized youths. In contrast, popularity norms for defending positively predicted all students’ Classroom Climate perceptions and feelings of belonging, except victims’ self-esteem. Interventions may benefit more from promoting popularity norms for defending rather than descriptive norms for defending in secondary schools. All information about the content of the files is described in 'read me_Laninga-Wijnen et al_2021.pdf'. This file also contains information about the recruitment, participants and data collection. Data and the syntax for the analyses as presented in the paper are also stored.nul
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The role of aggressive peer norms in elementary school children's perceptions of Classroom peer Climate and school adjustment
'Springer Science and Business Media LLC', 2021Co-Authors: Laninga-wijnen L., Berg, Y.h.m. Van Den, Mainhard M.t., Cillessen A.h.n.Abstract:Although prior research has indicated that peer norms for aggression enhance the spread of aggression in Classrooms, it is unclear to date how these norms relate to students' Classroom Climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in Classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the Classroom Climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peernominated data were obtained from 1,511 children (Mage = 10.60 years, SD = .50; 47.2% girls) from 58 fifthgrade Classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms - rather than popularity norms - contributed to negative Classroom Climate perceptions irrespective of students' social position. In addition, whereas descriptive norms contributed to between-Classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s Classroom Climate perceptions and adjustment in elementary education
Katherine C Cheng - One of the best experts on this subject based on the ideXlab platform.
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early childhood student teacher relationships what is the role of Classroom Climate for children who are disadvantaged
Early Childhood Education Journal, 2019Co-Authors: Amanda L Moen, Susan M Sheridan, Rachel Schumacher, Katherine C ChengAbstract:The current study reports the results of a study examining the relationship between Classroom Climate and the development of the student-teacher relationship for young children at-risk. Participants were 267 children and 93 early educators. All children were from low income backgrounds and were experiencing developmental concerns in the area of language, cognition or social-emotional development. Teacher surveys were administered twice during the academic year (fall and spring) during a child’s first preschool year, and observations of Classroom Climate were conducted in the spring of the same year. Findings indicated that Classroom emotional support predicted the development of the student-teacher relationship, such that children in Classrooms characterized by higher levels of emotional support experienced greater improvement in the overall relationship and closeness in the relationship, and greater decreases in conflict in the relationship relative to peers in less emotionally supportive Classrooms. Classroom organization and instructional support were not found to predict changes in the student-teacher relationship. Implications for research and practice are discussed.
Muhamad Hugerat - One of the best experts on this subject based on the ideXlab platform.
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How teaching science using project-based learning strategies affects the Classroom learning environment
Learning Environments Research, 2016Co-Authors: Muhamad HugeratAbstract:This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students’ perceptions of the science Classroom Climate. The results of the study revealed that students who learned sciences by project-based teaching strategies perceived their Classroom learning Climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher–Student Relationships as significantly more positive. The differences between the experimental (project-based learning strategies) and control (non-project) groups regarding their perceptions of the science Classroom learning Climate could be explained by differences between the two science teaching and learning strategies.
Evelien Buyse - One of the best experts on this subject based on the ideXlab platform.
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child engagement in the transition to school contributions of self regulation teacher child relationships and Classroom Climate
Early Childhood Research Quarterly, 2015Co-Authors: Joana Cadima, Sarah Doumen, Karine Verschueren, Evelien BuyseAbstract:Abstract Framed by a systemic-ecological model of engagement, this study examined cross-grade patterns of behavioral engagement in learning over kindergarten and first grade and the contributions of child inhibitory control and facets of the Classroom context (i.e., teacher–child relationship quality, perceived peer–teacher conflict, and Classroom organization) to behavioral engagement over this period. Participants were 145 children. Behavioral engagement was rated by teachers in kindergarten, and it was both observed by independent observers and rated by teachers in first grade. At the beginning of kindergarten, inhibitory control was observed and kindergarten teachers reported on teacher–child relationship quality. In first grade, observers rated the quality of Classroom organization. Multilevel analyses indicated that inhibitory control, closer teacher–child relationships and lower levels of perceived peer–teacher conflict contributed to higher levels of behavioral engagement in kindergarten, which in turn combined with the quality of Classroom organization in first grade to predict both observed and teacher-reported engagement in first grade. The results suggest that multiple contributors at the individual, dyadic, and Classroom-level are relevant for behavioral engagement over the important period of transition to school.
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predicting school adjustment in early elementary school impact of teacher child relationship quality and relational Classroom Climate
Elementary School Journal, 2009Co-Authors: Evelien Buyse, Karine Verschueren, Pieter Verachtert, Jan Van DammeAbstract:Abstract This longitudinal study evaluated the impact of dyadic and Classroom‐level teacher‐child relationship quality in first grade on children's psychosocial and academic adjustment in first (N = 3,784), second (N = 3,666), and third (N = 3,582) grade, controlling for several child features, namely, child demographics and children's initial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first‐grade dyadic relationship variables (i.e., teacher‐child conflict and closeness) as well as Classroom relational Climate variables (i.e., the average level of teacher‐child conflict and closeness in the Classroom) were associated with children's psychosocial adjustment in the first years of primary school. Associations between first‐grade dyadic relationship quality and Classroom relational Climate, on the one hand, and academic achievement on the other, however, were negligible.
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Classroom problem behavior and teacher child relationships in kindergarten the moderating role of Classroom Climate
Journal of School Psychology, 2008Co-Authors: Evelien Buyse, Karine Verschueren, Sarah Doumen, Jan Van Damme, Frederik MaesAbstract:Abstract Young children with problem behavior in the Classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten ( N = 3798; N = 237) shed light on some aspects of Classroom Climate that can moderate this risk for relational problems. Results showed problematic Classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research.
Anne Milatz - One of the best experts on this subject based on the ideXlab platform.
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student teacher relationships and Classroom Climate in first grade how do they relate to students stress regulation
Attachment & Human Development, 2012Co-Authors: Lieselotte Ahnert, Elena Harwardtheinecke, Gregor Kappler, Tina Ecksteinmadry, Anne MilatzAbstract:The present study involved 105 German students at the end of their first semester in elementary school in order to explore the stress that students may experience within the school environment, and how the relationship with the teacher buffers or exacerbates the stress. Student–teacher relationships were explored on both Classroom and individual interaction levels. Classrooms were described by external observers in terms of teachers’ support and Classroom organization. Teachers reported on the relationships with their students regarding closeness, conflict, and dependency, which determined four specific patterns of student–teacher relationships. Furthermore, saliva samples were taken on a Monday and a Friday of the same week (four times each day) to display diurnal cortisol profiles. These profiles were later evaluated by means of slopes and intercepts, reflecting students’ daily stress regulation. Comparisons between Monday and Friday profiles of the same student served as an estimate for the stress regu...