Children's positive school behaviors and social preference in urban elementary classrooms

Catalina E. Torrente, Elise Cappella, Jennifer Watling Neal

Research output: Contribution to journalArticle

Abstract

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 2nd, 3rd and 4th 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.

Original languageEnglish (US)
Pages (from-to)143-161
Number of pages19
JournalJournal of Community Psychology
Volume42
Issue number2
DOIs
StatePublished - Mar 2014

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Multilevel Analysis
Peer Group
Poverty
African Americans
Theoretical Models

ASJC Scopus subject areas

  • Social Psychology

Cite this

Children's positive school behaviors and social preference in urban elementary classrooms. / Torrente, Catalina E.; Cappella, Elise; Watling Neal, Jennifer.

In: Journal of Community Psychology, Vol. 42, No. 2, 03.2014, p. 143-161.

Research output: Contribution to journalArticle

Torrente, Catalina E. ; Cappella, Elise ; Watling Neal, Jennifer. / Children's positive school behaviors and social preference in urban elementary classrooms. In: Journal of Community Psychology. 2014 ; Vol. 42, No. 2. pp. 143-161.
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