The Social Failure Model: Do Classroom Norms Play a Role in the Development of Antisocial Behavior and Depressive Symptoms?

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Amy Burningham, Mara Brendgen, Lyse Turgeon, Frank Vitaro
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Abstract

This study examined the moderating role of descriptive and status norms in the stability of youth's antisocial behavior, and the link between initial antisocial behavior and the development of depressive symptoms over the course of one academic year, while controlling for initial depression levels. A total of 1081 students (51.06% girls; grades 4 through 6) in schools in low to average socio-economic status neighborhoods completed self-reports and a peer nomination inventory in the fall (T1) and spring (T2) of one year. Descriptive norms were operationalized as the classroom- and sex-specific mean level of antisocial behavior. Status norms were operationalized as the classroom- and sex-specific correlation between antisocial behavior and social preference. Descriptive norms moderated the link between T1 and T2 antisocial behavior, such that youth exhibiting high levels of antisocial behavior showed a greater increase in antisocial behavior in classrooms where descriptive norms strongly favored such behavior (i.e., + 1 SD) than in classrooms with neutral or weak descriptive norms (i.e., - 1 SD). Status norms moderated the association between T1 antisocial behavior and T2 depressive symptoms, such that youth with high levels of antisocial behavior had higher depressive symptoms in classrooms where status norms disfavored antisocial behavior than in classrooms with neutral or favorable norms. No moderating effects of sex or grade were observed. These results suggest that both descriptive norms and status norms play important, albeit distinct, roles in exacerbating youth's depressive symptoms and antisocial behavior, but they may also mitigate these same outcomes in favorable contexts.

社会失败模型:课堂规范在反社会行为和抑郁症状的发展中起作用吗?
本研究考察了描述性规范和地位规范对青少年反社会行为稳定性的调节作用,以及最初的反社会行为与一学年内抑郁症状发展之间的联系,同时控制了最初的抑郁水平。在一年的秋季(T1)和春季(T2),社会经济地位处于中下水平的社区学校中共有 1081 名学生(51.06% 为女生;4 至 6 年级)完成了自我报告和同伴提名清单。描述性标准的操作方法是根据班级和性别来确定反社会行为的平均水平。状态规范则是指反社会行为与社会偏好之间的相关性(按班级和性别分类)。描述性规范调节了 T1 和 T2 反社会行为之间的联系,表现出高水平反社会行为的青少年在描述性规范强烈倾向于反社会行为的教室(即 + 1 SD)比在描述性规范中性或弱的教室(即 - 1 SD)的反社会行为增加得更多。状态规范调节了 T1 反社会行为与 T2 抑郁症状之间的关系,在状态规范不赞成反社会行为的班级中,反社会行为程度高的青少年的抑郁症状高于在状态规范中性或有利的班级中。没有观察到性别或年级的调节作用。这些结果表明,描述性规范和地位规范在加剧青少年的抑郁症状和反社会行为方面发挥着重要作用,尽管这两种作用截然不同,但它们也可能在有利的情况下减轻这些相同的结果。
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来源期刊
Research on Child and Adolescent Psychopathology
Research on Child and Adolescent Psychopathology Psychology-Developmental and Educational Psychology
CiteScore
5.00
自引率
4.00%
发文量
107
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