Skip to main content
padlock icon - secure page this page is secure

Middle school students overestimate normative support for aggression and underestimate normative support for nonviolent problem‐solving strategies

Buy Article:

$52.00 + tax (Refund Policy)

Abstract

This study tested five hypotheses related to the accuracy of students' perceptions of school norms for aggression and nonviolent problem‐solving strategies with two cohorts (ns = 852 and 968) of 6th‐grade students in 12 schools. Students consistently overestimated peer normative support for aggression and underestimated peer normative support for nonviolent problem‐solving strategies. This effect remained significant in tests of moderation by gender, ethnicity, and aggression level. Tests for moderation by the degree of provocation (e.g., if a student was hit first) and a test measuring actual norms from eighth graders and perceived norms from seventh graders suggested that the discrepancy was not due to self‐serving bias or social desirability. Longitudinal analysis found that the discrepancy remained through 8th grade. The discrepancy between actual and perceived norms has implications for risk and violence prevention, which are discussed.
No References
No Citations
No Supplementary Data
No Article Media
No Metrics

Document Type: Research Article

Publication date: February 1, 2013

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more