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On the Microfoundations of the Link between Classroom Social Norms and Behavioral Development

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Title: On the Microfoundations of the Link between Classroom Social Norms and Behavioral Development
Language: English
Authors: Veenstra, René (ORCID 0000-0001-6686-6307), Lodder, Gerine M. A.
Source: International Journal of Behavioral Development. Sep 2022 46(5):453-460.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Behavior Standards, Social Behavior, Student Behavior, Classroom Environment, Bullying, Aggression, Group Dynamics, Power Structure, Gender Differences, Children, Adolescents
DOI: 10.1177/01650254221100228
ISSN: 0165-0254
1464-0651
Abstract: This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children's decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1348985
Database: ERIC
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  Data: On the Microfoundations of the Link between Classroom Social Norms and Behavioral Development
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  Data: <searchLink fieldCode="AR" term="%22Veenstra%2C+René%22">Veenstra, René</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6686-6307">0000-0001-6686-6307</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lodder%2C+Gerine+M%2E+A%2E%22">Lodder, Gerine M. A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Behavioral+Development%22"><i>International Journal of Behavioral Development</i></searchLink>. Sep 2022 46(5):453-460.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Behavior+Standards%22">Behavior Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink>
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  Data: This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children's decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms.
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      – SubjectFull: Aggression
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