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Presents a study sampling 4,650 students ages 13 to 16 examining the impact of teachers’ beliefs about aggressive and withdrawn behaviors in the classroom on student peer acceptance and self-perceived social competence.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teachers' aversion to aggression and empathy toward withdrawal enhanced the self-perceptions of both aggressive and withdrawn children and enforced peer rejection of aggression but not of social withdrawal.