TY  - JOUR
PY  - 2015//
TI  - Teachers' promotion or inhibition of children's aggression depends on peer-group characteristics
JO  - Journal of clinical child and adolescent psychology
A1  - Peets, Kätlin
A1  - Kikas, Eve
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - 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>
LA  - en
SN  - 1537-4416
UR  - http://dx.doi.org/10.1080/15374416.2015.1079778
ID  - ref1
ER  -