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Normative influences on aggression in urban elementary school classrooms
D Henry1, N Guerra, R Huesmann
1Institute for Juvenile Research (M/C 747), University of Illinois at Chicago, Chicago, Illinois 60612, USA.
American Journal of Community Psychology
|May 29, 2000
Summary
Classroom norms influence aggression. Making anti-aggression rules clear reduced aggressive behavior in elementary students, while peer behavior had no impact.
Area of Science:
- Child Psychology
- Social Psychology
- Educational Psychology
Background:
- Aggressive behavior in children is a significant concern.
- Understanding classroom social dynamics is crucial for intervention.
- Normative influences play a role in shaping individual behavior.
Purpose of the Study:
- To investigate how classroom normative influences affect aggressive behavior in elementary students.
- To examine the impact of descriptive and injunctive norms on aggression.
- To assess the role of norm salience in modifying aggressive conduct.
Main Methods:
- Longitudinal study of 614 and 427 urban elementary school children.
- Assessment of aggressive behavior and normative beliefs.
- Analysis of personal beliefs, descriptive norms, injunctive norms, and norm salience.
Main Results:
- Injunctive classroom norms significantly influenced individual normative beliefs and aggression.
- Descriptive classroom norms did not show a significant effect on aggression or beliefs.
- Increased norm salience (sanctions) correlated with a decrease in aggressive behavior over time.
Conclusions:
- Classroom interventions should focus on establishing clear injunctive norms against aggression.
- Highlighting sanctions against aggression can effectively reduce aggressive behavior.
- Future research should explore the mechanisms behind these normative effects.