”They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F18%3A00495026" target="_blank" >RIV/68081740:_____/18:00495026 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11230/18:10382609

Výsledek na webu

<a href="http://dx.doi.org/10.1007/s10964-018-0918-2" target="_blank" >http://dx.doi.org/10.1007/s10964-018-0918-2</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10964-018-0918-2" target="_blank" >10.1007/s10964-018-0918-2</a>

Jazyk výsledku

angličtina

Název v původním jazyce

”They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

Popis výsledku v původním jazyce

Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female, Mage at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms

Název v anglickém jazyce

”They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

Popis výsledku anglicky

Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female, Mage at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Youth and Adolescence

ISSN

0047-2891

e-ISSN

—

Svazek periodika

47

Číslo periodika v rámci svazku

11

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

2424-2439

Kód UT WoS článku

000448985600010

EID výsledku v databázi Scopus

2-s2.0-85053240124