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Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior

Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana (2018). Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior. Journal of School Psychology, 71, pp. 72-84. 10.1016/j.jsp.2018.10.005

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As the classroom represents an important social context for the development of out-group attitudes, the current study investigated the role of inclusive classroom norms for students' attitudes toward hyperactive peers. The study included 1209 Swiss children from 61 school classes who were surveyed in the fifth grade (T1) and in the sixth grade (T2) (MageT1 = 11.55 years, MageT2 = 12.58 years). Students' attitudes toward hyperactive children was assessed by self-reports on students' sympathy and intended inclusion toward hypothetical children who show hyperactive behavior. Moreover, students rated their classmates' inclusive attitudes. Analyses with an autoregressive multilevel path model revealed that inclusive classrooms norms in the fifth grade predicted students' sympathy and intended inclusion toward hyperactive children in the sixth grade. The results implicate that group-level analyses are important in order to explain hyperactive children's peer group problems.

Item Type:

Journal Article (Original Article)

PHBern Contributor:

Gasser, Luciano, Torchetti, Loredana

ISSN:

0022-4405

Language:

English

Submitter:

Jessica Brunner

Date Deposited:

29 Nov 2022 15:10

Last Modified:

04 Dec 2022 06:59

Publisher DOI:

10.1016/j.jsp.2018.10.005

PHBern DOI:

10.57694/476

URI:

https://phrepo.phbern.ch/id/eprint/476

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