Affiliation:
1. Radboud University, The Netherlands
2. Tilburg University, The Netherlands
3. Praktikon, The Netherlands
4. CED-Groep, The Netherlands
Abstract
This study investigated the role of behavioral norms on concurrent links between problem behaviors (externalizing problems, internalizing problems, attention–hyperactivity problems) and social status (acceptance, rejection) in special education classrooms at four time points within and across school years. Two opposing models were considered, the “person–group similarity model,” suggesting moderation of behavioral norms, and the “social skill model,” suggesting no moderation. The sample included a total of 580 pupils (88% boys, Mage Time1 = 10.82 years, SD = .86) attending 37 classrooms from 13 Dutch schools for special education. Multilevel analyses revealed that the data generally supported a “social skill model,” meaning that higher individual levels of attention–hyperactivity problems and externalizing problems were related to lower acceptance and higher rejection, independent of behavioral norms. Support for behavioral norms as moderators of the link between individual behaviors and social status was limited to pupils with attention–hyperactivity problems being less rejected in classrooms in which this behavior was normative. In sum, these results provide an initial exploration of the role of behavioral norms in special education. Various explanations for the results, including special education characteristics and the value of behavioral norms, are discussed.
Subject
Developmental and Educational Psychology,Life-span and Life-course Studies,Developmental Neuroscience,Social Psychology,Social Sciences (miscellaneous),Education
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献