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Inclusive classroom norms and adolescents' sympathy and intended inclusion towards studdents with hyperactive behavior


Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana (2018). Inclusive classroom norms and adolescents' sympathy and intended inclusion towards studdents with hyperactive behavior. Journal of School Psychology, 71:72-84.

Abstract

As the classroom represents an important social context for the development of out-group attitudes, the current study investigated the role of inclusive classroom norms for students' attitudes toward hyperactive peers. The study included 1209 Swiss children from 61 school classes who were surveyed in the fifth grade (T1) and in the sixth grade (T2) (MageT1= 11.55 years,MageT2= 12.58 years). Students' attitudes toward hyperactive children was assessed by self-re-ports on students' sympathy and intended inclusion toward hypothetical children who show hyperactive behavior. Moreover, students rated their classmates' inclusive attitudes. Analyseswith an autoregressive multilevel path model revealed that inclusive classrooms norms in the fifth grade predicted students' sympathy and intended inclusion toward hyperactive children in the sixth grade. The results implicate that group-level analyses are important in order to explain hyperactive children's peer group problems.

Abstract

As the classroom represents an important social context for the development of out-group attitudes, the current study investigated the role of inclusive classroom norms for students' attitudes toward hyperactive peers. The study included 1209 Swiss children from 61 school classes who were surveyed in the fifth grade (T1) and in the sixth grade (T2) (MageT1= 11.55 years,MageT2= 12.58 years). Students' attitudes toward hyperactive children was assessed by self-re-ports on students' sympathy and intended inclusion toward hypothetical children who show hyperactive behavior. Moreover, students rated their classmates' inclusive attitudes. Analyseswith an autoregressive multilevel path model revealed that inclusive classrooms norms in the fifth grade predicted students' sympathy and intended inclusion toward hyperactive children in the sixth grade. The results implicate that group-level analyses are important in order to explain hyperactive children's peer group problems.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Jacobs Center for Productive Youth Development
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Social Sciences & Humanities > Developmental and Educational Psychology
Language:English
Date:August 2018
Deposited On:15 Feb 2019 08:00
Last Modified:29 Jul 2020 10:15
Publisher:Elsevier
ISSN:0022-4405
OA Status:Closed
Publisher DOI:https://doi.org/10.1016/j.jsp.2018.10.005
Related URLs:https://www.sciencedirect.com/journal/journal-of-school-psychology (Publisher)

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