@article{ref1,
title="Teachers' promotion or inhibition of children's aggression depends on peer-group characteristics",
journal="Journal of clinical child and adolescent psychology",
year="2015",
author="Peets, Kätlin and Kikas, Eve",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="Researchers have increasingly started to pay attention to how contextual factors, such as the classroom peer context and the quality of student-teacher interactions, influence children's aggressive behavior. This longitudinal study was designed to examine the degree to which benefits and costs of different teaching practices (child-centered and child-dominated) would be dependent on the initial peer-group composition (aggregate levels of aggression and victimization at the beginning of first grade). Teachers provided ratings of aggression and victimization (N = 523 first-grade students; M age at the beginning of first grade = 7.49 years, SD = 0.52). Information about different teaching practices was obtained via observations. Our results show that whereas child-centered practices are beneficial in high-victimization classrooms, child-dominated practices inhibit the development of aggression in low-victimization classroom contexts. Our findings highlight the importance of moving beyond main-effect models to studying how different contextual influences interact to promote, or inhibit, the development of aggression.<p /> <p>Language: en</p>",
language="en",
issn="1537-4416",
doi="10.1080/15374416.2015.1079778",
url="http://dx.doi.org/10.1080/15374416.2015.1079778"
}