CHILDREN'S POSITIVE SCHOOL BEHAVIORS AND SOCIAL PREFERENCE IN URBAN ELEMENTARY CLASSROOMS. Issue 2 (March 2014)

• Record Type: Journal Article
• Authors: Torrente, Catalina E.; Cappella, Elise; Watling Neal, Jennifer
• Is Part Of: Journal of community psychology. Volume 42:Issue 2(2014:Mar.)
• Page Start: 143
• Page End: 161
• Publication Date: 2014-03
• Subjects: Clinical psychology -- Periodicals; Social psychiatry -- Periodicals; Community Mental Health Services -- Periodicals; 362.2205
• DOI: 10.1002/jcop.21599
• Languages: English
• ISSNs: 0090-4392

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>This study examined the associations between prosocial and academically oriented behaviors and social preference as a function of individual (i.e., gender), developmental (i.e., grade) and contextual factors (i.e., group descriptive norms). Data were gathered from a sample of 2^nd, 3^rd and 4^th grade children (51% male, 97.5% African American) in 34 classrooms from high‐poverty inner‐city neighborhoods. Multilevel analyses indicated that individual, developmental, and contextual factors moderated the association between children's prosocial and academically oriented behaviors and social preference. Taken together, results from this study support theoretical models emphasizing the relational and contextual nature of children's social preference in the peer group.</p> </abstract>