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| LEADER |
00000ctm a2200000Ka 4500 |
| 001 |
in00001568607 |
| 005 |
20190325093642.0 |
| 008 |
001113s1999 xx b 000 0 eng d |
| 035 |
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|a (OCoLC)ocm45341964
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| 037 |
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|a 99-57437
|b UMI
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| 040 |
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|a TXA
|c TXA
|d UtOrBLW
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| 049 |
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|a TXAM
|a TXAR
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| 099 |
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|a 1999
|a Dissertation
|a G77
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| 100 |
1 |
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|a Grossman, Barry G.
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| 245 |
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|a The impact of classroom context on the development of aggression in children /
|c by Barry G. Grossman.
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| 264 |
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|a [Place of publication not identified] :
|b [publisher not identified] ;
|c 1999.
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| 300 |
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|a ix, 97 leaves ;
|c 28 cm.
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a unmediated
|b n
|2 rdamedia
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 502 |
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|b Ph. D.
|c Texas A&M University
|d 1999.
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| 504 |
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|a Includes bibliographical references (leaves 70-81).
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| 500 |
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|a Vita.
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| 500 |
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|a "Major Subject: School Psychology".
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| 530 |
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|a Issued also on microfiche from University Microfilm Inc.
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| 520 |
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|a The purpose of this dissertation was to examine the influence of the classroom context on the developmental trajectory of aggression in an aggressive sample. One hundred and sixty-four subjects were participants in one of two centering programs targeting aggressive children in second and third grade. Sociometric procedures and My Class Inventory were used to assess the level of acceptance and cohesion at the classroom level. Individual measures of perception of belonging to the classroom were administered to aggressive children. Teacher-rated aggression was measured at the beginning and end of the school year. It was hypothesized that aspects of the classroom context (cohesion, acceptance, and classroom-aggression) would be significantly related to one another. Furthermore, it was expected that these contextual variables would be positively related to a child's perception of belonging to the classroom. It was hypothesized that main effects would be found for classroom cohesion and classroom-aggression in the prediction of Time 2 aggression. Moreover, it was hypothesized that a child's sense of belonging would moderate the relationship between contextual variables and Time 2 aggression. Pearson correlations were conducted to test the first hypothesis. The positive relationship between cohesion and acceptance was statistically significant, supporting the construct validity of the MCI Cohesion scale. Classroom-aggression was not related to either cohesion or acceptance. Belonging was not statistically significantly related to contextual variables. An independent t-test was conducted on social preference and classroom-aggression. A statistically significant difference was found such that aggressive students in high-aggressive classrooms were more highly accepted by their classmates than aggressive children in low-aggressive classrooms. Hierarchical multiple regression was conducted to test the final hypotheses. No significant main effects were found for classroom cohesion, classroom-aggression, or belonging in the prediction of individual aggression at Time 2. However, after controlling for initial aggression and either classroom cohesion or classroom-aggression, a small, but significant main effect was found. Specifically, individual belonging predicted teacher-rated decreases in individual aggression. No significant interactions were found between individual belonging and either classroom cohesion or classroom-aggression in the prediction of Time 2 aggression. Implications and future directions for research are discussed.
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| 650 |
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|a Major school psychology.
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| 856 |
4 |
1 |
|u http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731681281&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD
|t 0
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| 948 |
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|a cataloged
|b h
|c 2000/11/13
|d c
|e eneff
|f 2:30:25 pm
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| 994 |
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|a E0
|b TXA
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| 999 |
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|a MARS
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| 952 |
f |
f |
|p noncirc
|a Texas A&M University
|b College Station
|c Cushing Memorial Library & Archives
|s cush tdrm
|d Cushing: Theses & Dissertations Microforms (Does not check out)
|t 0
|e 1999 Dissertation G77
|h Other scheme
|i unmediated -- volume
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| 952 |
f |
f |
|a Texas A&M University
|b College Station
|c Electronic Resources
|s www_evans
|d Available Online
|t 0
|e 1999 Dissertation G77
|h Other scheme
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| 998 |
f |
f |
|a 1999 Dissertation G77
|t 0
|l Cushing: Theses & Dissertations Microforms (Does not check out)
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| 998 |
f |
f |
|a 1999 Dissertation G77
|t 0
|l Available Online
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