Related Experiment Videos
A return potential measure of setting norms for aggression.
David B Henry1, Jennifer Cartland, Holly Ruchross
1Institute for Juvenile Research, Department of Psychiatry, University of Illinois at Chicago, Chicago, Illinois 60608, USA. dhenry@uic.edu
American Journal of Community Psychology
|June 24, 2004
Summary
Classroom norms significantly influence student aggression. This study quantified aggression norms using the Return Potential Model, finding they varied by grade and urban setting, impacting aggressive behaviors.
Area of Science:
- Social Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Norms shape behavior within social settings.
- The Return Potential Model quantifies group norms.
- Understanding classroom norms is crucial for addressing student aggression.
Purpose of the Study:
- To test a classroom-level measure of norms using Jackson's Return Potential Model (RPM).
- To quantify norms related to unprovoked and provoked aggression in classrooms.
- To examine the relationship between classroom norms and student aggression.
Main Methods:
- A classroom-level norm measure based on the Return Potential Model was developed.
- Data collected from 3,304 students across 158 classrooms.
- Hierarchical linear modeling analyzed the impact of norms on aggression.
Main Results:
- Classroom-level measures of aggression norms were significantly clustered.
- Four return potential measures directly affected aggression.
- Norm effects varied by student grade level and urban residence.
Conclusions:
- Classroom norms, as measured by the RPM, significantly predict student aggression.
- Normative influences on aggression differ based on age and environment.
- The RPM provides a valuable tool for assessing and understanding aggression-related norms in educational settings.