The impact of self and peer perceptual differences on student social behaviour

Armstrong, Cole

doi:10.1348/000709910x522393

Cited by 7 publications

(5 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This process can function directly on the student in this way, or it may be more indirect if classmates observe the distinctive feedback rendered to playful boys by the teacher. Mirroring the teacher, their classmates may treat them differently as well, and the playful boys will respond to this influence to interpret their own behavior (Brown, 2012 ) and to guide their future actions (Armstrong, 2011 ). The finding that it was not until third grade that playful boys acutely perceived and reacted to social changes in how they were viewed by their peers may be attributable to enhanced social-cognitive and socio-emotional abilities as children move through middle childhood.…”

Section: Discussionmentioning

confidence: 99%

The Education of Playful Boys: Class Clowns in the Classroom

Barnett

2018

Front. Psychol.

View full text Add to dashboard Cite

This longitudinal study identified degrees of playfulness in 278 kindergarten-aged children, and followed them through their next three school years to determine how playfulness was viewed by the children themselves, their classmates, and teachers. Perceptions of the social competence, disruptiveness, and labeling as the class clown, were assessed from all perspectives in each of first through third grades. Hierarchical linear modeling was conducted to account for the nesting of the data (children within classrooms within schools) and for the lack of independence between the measures. A central finding confirmed extant literature in that gender differences were dominant, with playful boys regarded as distinct from their less playful counterparts, while no such discrepancies appeared for girls. Playful boys were increasingly negatively regarded as rebellious and intrusive and were labeled as the “class clown” by their teachers. These findings were in direct contrast with children's self-perceptions and those of their peers, who initially regarded more playful boys as appealing and engaging playmates. The data further revealed that the playful boys were stigmatized by their teachers, and this was communicated through verbal and non-verbal reprimands, and classmates assimilated this message and became increasingly denigrating of the playful quality in the boys. In stark contrast, girls' playfulness levels were not a consideration in ratings by teachers or peers at any grade, nor did their classroom behaviors show significant variation. These negative perceptions were likely transferred by teachers to peers and to the children themselves, whereupon they changed their positive perceptions to be increasingly negative by third grade. The results contribute to the literature by demonstrating that playfulness in boys (but not girls) is often associated with the “class clown” designation, and is viewed as an increasingly lethal characteristic in school classrooms, where compelling efforts are undertaken to discourage its expression and persistence.

show abstract

Section: Discussionmentioning

confidence: 99%

The Education of Playful Boys: Class Clowns in the Classroom

Barnett

2018

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…A reason may be that too little structuring, consistency, and coordination exist between the support actions chosen at the national level and the real requirements and concrete facilities at the levels of the school board, school, class, and pupil. Another reason seems to be the lack of reliable and valid assessment and implementation of specific social pedagogical characteristics in schools and the consequent assessment of longitudinal safety effects with the pupils (Armstrong, 2011). Ferraro and LaGrange (1987) and Gray, Jackson, and Farrall (2011) discuss the fear of crime research and conclude that measurement of fear of crime should be improved by giving adequate attention to conceptualization issues, tapping of emotional aspects of feelings of safety concerning specific situations, and consistent use of reliable and valid measurement procedures.…”

mentioning

confidence: 99%

School and Pupil Effects on Secondary Pupils’ Feelings of Safety in School, Around School, and at Home

Mooij

Fettelaar

2012

J Interpers Violence

View full text Add to dashboard Cite

In line with fear of crime research, schools should be secure places where pupils feel safe in order to function well. Various types of risk and promotive variables at school-level and pupil-level may differently influence a pupil's feelings of safety in school, the school surroundings, and at home. The aim is to elaborate and test a theoretical two-level model on risk and promotive variables by using national data from an Internet-based survey in all types of Dutch secondary education. The crosssectional research involves 71,560 pupils from 185 schools. Confirmatory Factor Analysis and multilevel logistic regression analysis including latent variables are used to analyse the data. The results demonstrate that school size, pupil attainment level in education, and intactness of a pupil's family, have positive effects on a pupil's feelings of safety in and around school and at home; overall negative effects concern the school's curricular differentiation and a pupil's playing truant and not feeling most at home in the Netherlands. A school's social, teaching, and instructional qualities, and a pupil's being older, being a boy, and being baptised, positively affect the feelings of safety in and around school. A school's safety policy and rules of conduct have no effects. Attending a church or mosque has negative effects on a pupil's feelings of safety around school and at home. The findings confirm part of the two-level model. The Internet-based data collection and feedback procedure enables each school to longitudinally assess and evaluate own results at school level; in addition, cross-sectional comparison of school results with national benchmarks is possible.

show abstract

“…Whether designed to help individuals cope with a serious illness or to alleviate distress in whole communities following a disaster, such services may range from mental health counselling, psycho-education, and group support to spiritual support and other assistance which is provided by psychologists, social workers, and pastoral counsellors, among others. Studies have found that student social behaviour and the availability of psycho-social support may have both positive impacts, for example, in relation to academic performance and negative impacts, such as in terms of fostering crime; substance abuse; and peer relationship problems, on students' overall well-being (Armstrong, 2011).…”

Section: Student Social Behaviour and Psycho-social Supportmentioning

confidence: 99%

Student affairs and services leadership in trying times: Student social behaviour project and psycho-social support interventions at a comprehensive university in south africa

Rheeder

2022

JSAA

View full text Add to dashboard Cite

The outbreak of COVID-19 and the lockdown measures that were widely implemented in response to the pandemic forced many of the forms of engagement and activities promoted by student affairs and services staff among students at universities to be curtailed or transformed – at first, so that they entailed no interpersonal contact and later so that they took place in line with health and safety protocols restricting contact. The moment of crisis required decisive, innovative leadership from this staff as they sought to help meet the needs of students who were now deprived of the benefits of the psycho-social, intellectual and physical engagements that had been provided by in-person contact on highly interactive campuses. Accordingly, the student affairs and services staff at North-West University in South Africa collaborated with students, leveraging their creative potential to reach out, create and implement new student support systems and programmes through structured activities that could take place online and in the form of strictly controlled contact sessions. In this context, two new initiatives were established at the university: a student behaviour project which sought to deploy student peers to promote adherence to COVID-19 occupational health and safety protocols among the student population; and a raft of psycho-social support interventions, including webinars, cultural and sporting activities, and residence activities which promoted student welfare including by helping students to manage the realities of the pandemic more effectively. This reflective article, authored by two of the North-West University student affairs and services staff responsible for launching and leading these initiatives, considers the kinds of collaboration among university staff and with students that informed the establishment and implementation of these projects. Focusing particularly on how these projects may have contributed towards increased levels of social capital among the students at the university at a moment of crisis, with a view to extract lessons that may be learned for the proactive development of student-support measures under similar conditions in future.

show abstract

The impact of self and peer perceptual differences on student social behaviour

Cited by 7 publications

References 38 publications

The Education of Playful Boys: Class Clowns in the Classroom

The Education of Playful Boys: Class Clowns in the Classroom

School and Pupil Effects on Secondary Pupils’ Feelings of Safety in School, Around School, and at Home

Student affairs and services leadership in trying times: Student social behaviour project and psycho-social support interventions at a comprehensive university in south africa

Contact Info

Product

Resources

About