Peer group descriptive norms and social cohesion socialize individual children's prosocial and aggressive behavior over time¶

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? Individuals tended to become more prosocial over time when the classroom descriptive norm for prosocial behavior was initially high, and a similar mechanism was found for aggressive behavior. → Krijnen 2024 q2 i? High density and low centrality benefit individual citizenship: aggressive boys became less accepted over time in high-density or low-centrality classrooms. → 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 a longitudinal study among adolescents (Laninga-Wijnen et al., 2018), that "individuals tended to become more prosocial over time when the descriptive norm for prosocial behavior was initially high," with a similar mechanism found for aggression in several cited studies.

"individuals tended to become more prosocial over time when the descriptive norm for prosocial behavior was initially high (Laninga-Wijnen et al., 2018)"

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 Ahn and Rodkin (2014), that "in high-density or low-centrality classrooms, they became less accepted over time," suggesting social cohesion shapes peaceful behavior; Zwaan et al. (2013) found well-included boys in high-centrality classrooms showed less aggression.

"In low-density or high-centrality classrooms, aggressive boys were more accepted, whereas in high-density or low-centrality classrooms, they became less accepted over time (Ahn & Rodkin, 2014)."

Discussion¶

Related Claims¶

• Prosocial behavior is associated with peer acceptance and aggression with rejection, though aggression can be accepted in some classrooms — related
• Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines — related
• Prosocial and aggressive descriptive norms vary considerably between classrooms — related
• Peer-nominated aggressive behavior varies widely between children, with physical aggression nominations ranging up to all classmates — related