Variable Effects of Children's Aggression, Social Withdrawal, Prosocial Leadership as Functions of Teacher Beliefs and Behaviors

Presents a study sampling 4,650 students ages 13 to 16 examining the impact of teachers’ beliefs about aggressive and withdrawn behaviors in the classroom on student peer acceptance and self-perceived social competence. The results suggest that teachers' aversion to aggression and empathy toward withdrawal enhanced the self-perceptions of both aggressive and withdrawn children and enforced peer rejection of aggression but not of social withdrawal.

Year Resource Released

American Institutes for Research

U.S. Department of Education

The contents of the National Center on Safe Supportive Learning Environments Web site were assembled under contracts from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number  91990021A0020.

This Web site is operated and maintained by AIR. The contents of this Web site do not necessarily represent the policy or views of the U.S. Department of Education nor do they imply endorsement by the U.S. Department of Education.

©2024 American Institutes for Research — Disclaimer   |   Privacy Policy   |   Accessibility Statement