Classroom environment influences on aggression, peer relations, and academic focus

Barth, Joan M.; Dunlap, Sarah T.; Dane, Heather E.; Lochman, John E.; Wells, Karen C.

doi:10.1016/j.jsp.2003.11.004

Cited by 224 publications

(173 citation statements)

References 20 publications

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“…Research suggests that exposure to grade school classrooms with many aggressive members may increase risk for persistent aggressive behavior problems Barth, Dunlap, Dane, Lochman, & Wells, 2004;Kellam, Ling, Merisca, Brown, & Ialongo, 1998!. However, important questions remain unanswered.…”

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confidence: 99%

The impact of classroom aggression on the development of aggressive behavior problems in children

Thomas

Bierman

2006

Develop. Psychopathol.

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Prior research suggests that exposure to elementary classrooms characterized by high levels of student aggression may contribute to the development of child aggressive behavior problems. To explore this process in more detail, this study followed a longitudinal sample of 4,907 children and examined demographic factors associated with exposure to high-aggression classrooms, including school context factors (school size, student poverty levels, and rural vs. urban location) and child ethnicity (African American, European American). The developmental impact of different temporal patterns of exposure (e.g., primacy, recency, chronicity) to highaggression classrooms was evaluated on child aggression. Analyses revealed that African American children attending large, urban schools that served socioeconomically disadvantaged students were more likely than other students to be exposed to high-aggressive classroom contexts. Hierarchical regressions demonstrated cumulative effects for temporal exposure, whereby children with multiple years of exposure showed higher levels of aggressive behavior after 3 years than children with primacy, less recent, and less chronic exposure, controlling for initial levels of aggression. Implications are discussed for developmental research and preventive interventions. AbstractPrior research suggests that exposure to elementary classrooms characterized by high levels of student aggression may contribute to the development of child aggressive behavior problems. To explore this process in more detail, this study followed a longitudinal sample of 4,907 children and examined demographic factors associated with exposure to high-aggression classrooms, including school context factors~school size, student poverty levels, and rural vs. urban location! and child ethnicity~African American, European American!. The developmental impact of different temporal patterns of exposure~e.g., primacy, recency, chronicity! to high-aggression classrooms was evaluated on child aggression. Analyses revealed that African American children attending large, urban schools that served socioeconomically disadvantaged students were more likely than other students to be exposed to high-aggressive classroom contexts. Hierarchical regressions demonstrated cumulative effects for temporal exposure, whereby children with multiple years of exposure showed higher levels of aggressive behavior after 3 years than children with primacy, less recent, and less chronic exposure, controlling for initial levels of aggression. Implications are discussed for developmental research and preventive interventions.There is mounting evidence that school environments can contribute to the socialization and promotion of childhood aggressive behav-

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confidence: 99%

The impact of classroom aggression on the development of aggressive behavior problems in children

Thomas

Bierman

2006

Develop. Psychopathol.

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“…Possibly, a multidimensional measure of self-esteem could have detected some influence in the dimensions of social and academic self-esteem. Previously, the relationship of classroom environment to students' characteristics (Barth, Dunlap, Dane, Lochman, & Wells, 2004) and teachers' instructional practices (Donohue et al, 2003) have been analyzed; but the perceptions of students have not been considered as a risk factor for victimization by peer. The findings of this study indicated that students' perceptions of classroom environment could play a significant role in overt victimization by peers, through its association with variables directly related with victimization.…”

Section: Discussionmentioning

confidence: 99%

Individual and Social Risk Factors Related to Overt Victimization in a Sample of Spanish Adolescents

Cava¹

2007

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Summary.-This study analyzes the role of adolescents' self-esteem, loneliness, sociometric status, and perceptions of family and classroom environment on overt victimization by peers in a sample of 1319 Spanish adolescents (48% boys and 52% girls), ages 11 to 16 years (M=13.7, SD=1.5). The findings from structural equation modeling suggest that adolescents' self-esteem, loneliness, and sociometric status had a significant direct effect on overt victimization by peer; and adolescents' perceptions of family and classroom environment had a significant indirect effect on peer overt victimization mediated by self-esteem, loneliness, and sociometric status. The findings are discussed with the consideration of these variables as individual and social risk factors for overt victimization by peer.

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“…Classrooms as a context can be thought of in many ways, but for the purposes of this study, the classroom is a socializing agent where the aggregated attitudes of the individual's peers are posited to influence their own. This approach is supported in research on classroom effect generally, showing that the attitudinal environment can influence things such as bullying (Sentse et al 2015), aggression, focus and pro-social behaviour (Barth et al 2004;Chang 2017). Furthermore, school and classroom climate context can influence interest in civic and political engagement (Lenzi et al 2014;Campbell 2008), and the classroom peer effect has also been shown to influence learning outcomes (Burke and Sass 2013).…”

Section: Classrooms As a Contextual Socialization Factormentioning

confidence: 92%

Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes

Mitchell

2018

Ethnic and Racial Studies

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This article analyses how the classroom context contributes to attitude change in adolescence. By analysing the relationship that the primary school classroom context has on anti-immigrant attitudes over time, it addresses the single factor fallacy that has troubled previous research on classrooms, which has largely tested the contact hypothesis. The dataset includes 849 participants over fivetime points from 2010 to 2015. Findings show that over time individual's antiimmigrant attitudes increased in classrooms with a higher average level of anti-immigrant sentiment net of the effect of classroom heterogeneity. However, this finding was true only while students were still enrolled in the same class over the first three waves of the study. After students entered high school, the classroom/time interaction effect disappears, suggesting that other contextual influences take over. This article highlights the crucial importance of classroom context on attitude development in adolescence.

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Classroom environment influences on aggression, peer relations, and academic focus

Cited by 224 publications

References 20 publications

The impact of classroom aggression on the development of aggressive behavior problems in children

The impact of classroom aggression on the development of aggressive behavior problems in children

Individual and Social Risk Factors Related to Overt Victimization in a Sample of Spanish Adolescents

Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes

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