TY - JOUR
T1 - Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying
T2 - Implications for Adolescent School Experiences
AU - Dijkstra, Jan Kornelis
AU - Gest, Scott D.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research is part of the TRacking Adolescents’ Individual Lives Survey (TRAILS). Participating centers of TRAILS include various departments of the University Medical Center and University of Groningen, the Erasmus University Medical Centre Rotterdam, Utrecht University, the Radboud Medical Centre Nijmegen, and the Parnassia Bavo group, all in the Netherlands. TRAILS has been financially supported by various grants from the Netherlands Organisation for Scientific Research NWO (Medical Research Council program grant GB-MW 940-38-011; ZonMW Brainpower Grant 100-001-004; ZonMw Risk Behavior and Dependence Grants 60-60600-98-018 and 60-60600-97-118; ZonMw Culture and Health Grant 261-98-710; Social Sciences Council medium-sized investment Grants GB-MaGW 480-01-006 and GB-MaGW 480-07-001; Social Sciences Council project Grants GB-MaGW 457-03-018, GB-MaGW 452-04-314, and GB-MaGW 452-06-004; NWO large-sized investment Grant 175.010.2003.005); the Sophia Foundation for Medical Research (Projects 301 and 393), the Dutch Ministry of Justice (WODC), the European Science Foundation (EuroSTRESS project FP-006), and the participating universities.
Funding Information:
Part of this research was funded by NWO Vernieuwingsimpuls (VENI) Project number 451-10-012 awarded to Jan Kornelis Dijkstra (2010) .
Publisher Copyright:
© The Author(s) 2014.
PY - 2015/1/23
Y1 - 2015/1/23
N2 - This study investigated the significance of classroom-level norm salience, calculated as the within-classroom correlation between a behavior and peer-nominated popularity, by examining the extent to which norm salience moderated the relation of individual classroom behaviors (academic achievement, prosocial behavior, and bullying) with peer acceptance, and was associated with between-classroom differences in student-rated feelings about school and teacher-rated academic performance. Participants were students (n = 3,231, X¯age = 13.60) attending 164 school classrooms in 30 secondary schools in the Netherlands. Results of our study demonstrate that norm salience scores are distinct from measures of descriptive norms, moderate the relations of individual classroom behaviors with peer acceptance, and can be used to define an overall profile of classroom peer norms that is related to independent measures of student adjustment.
AB - This study investigated the significance of classroom-level norm salience, calculated as the within-classroom correlation between a behavior and peer-nominated popularity, by examining the extent to which norm salience moderated the relation of individual classroom behaviors (academic achievement, prosocial behavior, and bullying) with peer acceptance, and was associated with between-classroom differences in student-rated feelings about school and teacher-rated academic performance. Participants were students (n = 3,231, X¯age = 13.60) attending 164 school classrooms in 30 secondary schools in the Netherlands. Results of our study demonstrate that norm salience scores are distinct from measures of descriptive norms, moderate the relations of individual classroom behaviors with peer acceptance, and can be used to define an overall profile of classroom peer norms that is related to independent measures of student adjustment.
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U2 - 10.1177/0272431614524303
DO - 10.1177/0272431614524303
M3 - Article
AN - SCOPUS:84919756229
SN - 0272-4316
VL - 35
SP - 79
EP - 96
JO - Journal of Early Adolescence
JF - Journal of Early Adolescence
IS - 1
ER -