Prosocial behavior is associated with peer acceptance and aggression with rejection, though aggression can be accepted in some classrooms¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children who receive more prosocial nominations are more accepted and less rejected, especially in classrooms with a high prosocial descriptive norm. → Krijnen 2024 q2 i? Children perceived as aggressive are generally less accepted and more rejected, but a few studies show positive aggression-acceptance associations in classrooms where aggression was generally accepted or a few children were clearly more popular. → Krijnen 2024 (2)

Evidence¶

Krijnen 2024¶

Krijnen, M. A., Wansink, B. G. J., van den Berg, Y. H. M., van Tartwijk, J., & Mainhard, T. (2024). Citizenship in the Elementary Classroom Through the Lens of Peer Relations. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09870-5

q2 · i? · review · r2

The review reports, citing Torrente et al. (2014) and Wang et al. (2019), that "children who receive more nominations on prosocial behavior are more accepted and less rejected," with the association stronger in high-prosocial-norm classrooms; a longitudinal study (Wentzel, 2003) showed accepted children later behaved more prosocially.

"children who receive more nominations on prosocial behavior are more accepted and less rejected (Torrente et al., 2014; Wang et al., 2019), especially in classrooms with a high prosocial descriptive norm"

Krijnen 2024 (2)¶

Krijnen, M. A., Wansink, B. G. J., van den Berg, Y. H. M., van Tartwijk, J., & Mainhard, T. (2024). Citizenship in the Elementary Classroom Through the Lens of Peer Relations. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09870-5

q2 · i? · review · r3

The review reports, citing multiple studies, that children "are less accepted and more rejected by classmates when they are perceived as aggressive," but notes a few studies found positive aggression-acceptance associations in classrooms where aggression was generally accepted or popularity was concentrated.

"studies generally indicate that children are less accepted and more rejected by classmates when they are perceived as aggressive"

Discussion¶

Related Claims¶

• Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines — related
• Peer group descriptive norms and social cohesion socialize individual children's prosocial and aggressive behavior over time — related
• Peer-nominated aggressive behavior varies widely between children, with physical aggression nominations ranging up to all classmates — related
• Children differ substantially in peer-nominated prosocial behavior in elementary classrooms — related
• Prosocial and aggressive descriptive norms vary considerably between classrooms — related