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

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

  • Gasser L University of Teacher Education Lucerne, Switzerland. Electronic address: luciano.gasser@phlu.ch.
  • Grütter J University of Teacher Education Lucerne, Switzerland.
  • Torchetti L University of Teacher Education Lucerne, Switzerland.
  • 2018-11-23
Published in:
  • Journal of school psychology. - 2018
Attitudes toward inclusion
Classroom norms
Hyperactivity
Sympathy
Attitude
Child
Empathy
Female
Humans
Hyperkinesis
Interpersonal Relations
Male
Peer Group
Schools
Social Behavior
Social Environment
Social Norms
Students
English 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.
Language
  • English
Open access status
closed
Identifiers
Persistent URL
https://sonar.ch/global/documents/189044
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