1
|
Chen B, Zhang C, Feng F, Xian H, Zhao Y. The association between social class and aggression: A meta-analytic review. Soc Sci Med 2024; 340:116432. [PMID: 38039768 DOI: 10.1016/j.socscimed.2023.116432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 10/22/2023] [Accepted: 11/12/2023] [Indexed: 12/03/2023]
Abstract
RATIONALE Substantial evidence links social class with aggression. Despite lower social class being recognized as a risk factor for high levels of aggression, the findings of this association have been inconsistent. Some studies have indeed illustrated that a social class level is inversely associated with aggression, while other studies have demonstrated positive or null associations. OBJECTIVE To clarify previously inconsistent findings, this meta-analysis assesses the overall magnitude of this relationship and examines the potential moderators. METHODS A total of 268 studies met the inclusion criteria, and we used 546 effect sizes in 357 independent samples from these studies. A random-effects meta-analytic model was employed and several moderator analyses were conducted. RESULTS Overall, social class shared a small but significant negative relationship with aggression (r = -0.092). Moderator analyses suggested that study-level (e.g., type of study, and national differences), sample-level (e.g., age), class-level (e.g., type, assessment, and source of social class), and aggression-level (e.g., type of aggression) characteristics accounted for heterogeneity in the relationship. Additional analyses also revealed the robustness of these effects with little evidence of publication bias. CONCLUSIONS Living in disadvantaged socioecological environments, lower-class individuals may exhibit more aggression to adapt to threats. Moreover, the relationship between social class and aggression is not fixed and can change with specific contexts, and aggression is not an essential feature of a particular social group. This research hopes to inspire future studies to explore the association between social class and aggression more thoroughly. Additionally, it provides insights into how to reduce aggression among lower-class individuals.
Collapse
Affiliation(s)
- Bing Chen
- Faculty of Psychology, Southwest University, Chongqing, China; Faculty of Education, Southwest University, Chongqing, China.
| | - Chao Zhang
- Faculty of Psychology, Southwest University, Chongqing, China.
| | - Fan Feng
- Faculty of Psychology, Southwest University, Chongqing, China.
| | - Hua Xian
- Faculty of Psychology, Southwest University, Chongqing, China.
| | - Yufang Zhao
- Faculty of Psychology, Southwest University, Chongqing, China; Center for Studies of Education and Psychology of Minorities in Southwest China, Southwest University, Chongqing, China.
| |
Collapse
|
2
|
Srisarajivakul EN, McPhee K, Choe EJY, Rice KG, Varjas K, Meyers J, Davis DE, Graybill E. The Cultural Humility Scale for Students: Development and initial validation among adolescents. J Sch Psychol 2023; 99:101224. [PMID: 37507192 DOI: 10.1016/j.jsp.2023.101224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Revised: 06/24/2022] [Accepted: 06/09/2023] [Indexed: 07/30/2023]
Abstract
Designed for middle and high school students to rate the cultural humility levels among their teachers, this two-study article reports on the development and initial validation of the Cultural Humility Scale for Students (CHS-S), which was adapted from the original Cultural Humility Scale used in psychotherapy. Having cultural humility may facilitate positive teacher-student relationships by preventing or responding to cultural differences when they occur. Study 1 validated the scale's use with a sample of middle school students (N = 1522). Exploratory and confirmatory factor analyses supported a two-factor structure (positive factor and negative factor) with 11 total items. Scalar measurement invariance was supported for gender comparisons. Partial scalar models were supported for race/ethnicity and grade comparisons. Compared with boys, girls reported that their teachers displayed significantly higher levels of positive cultural humility (estimate = 0.19, Cohen's d = 0.16, p = .005). Study 2 extended this work to examine high school students (N = 1612) and provided evidence that teacher cultural humility was predictive of teacher-student relationship quality (TSRQ). Results indicated that Black students who rated their teachers as having high cultural humility also reported having significantly more trust in their teachers compared to their White peers (p < .001). In terms of gender, boys who rated their teachers as having lower cultural humility had significantly less trust in their teachers and felt more alienated from their teachers compared to girls (p < .001). Results provide initial evidence that the CHS-S may be a reliable and valid instrument for measuring middle and high school students' perceptions regarding their teachers' cultural humility. Additionally, results suggest that perceived teacher cultural humility is significantly associated with TSRQ (p-values ranged from 0.05 to 0.001 in the areas of Trust, Communication, and Alienation) and could be used to complement evaluations of school climate. Limitations and future directions for research and practice are discussed.
Collapse
Affiliation(s)
- Emily N Srisarajivakul
- College of Arts and Sciences, University of Memphis, Memphis, TN, United States of America.
| | - Kate McPhee
- American Institutes for Research, Arlington, VA, United States of America.
| | - Elise Ji Young Choe
- The Albert & Jessie Danielsen Institute, Boston University, Boston, MA, United States of America.
| | - Kenneth G Rice
- College of Education and Human Development, Georgia State University, Atlanta, GA, United States of America.
| | - Kris Varjas
- College of Education and Human Development, Georgia State University, Atlanta, GA, United States of America.
| | - Joel Meyers
- College of Education and Human Development, Georgia State University, Atlanta, GA, United States of America.
| | - Don E Davis
- College of Education and Human Development, Georgia State University, Atlanta, GA, United States of America.
| | - Emily Graybill
- School of Public Health, Georgia State University, Atlanta, GA, United States of America.
| |
Collapse
|
3
|
Shifrer D, Phillippo K, Tilbrook N, Morton K. The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition. SOCIOLOGY OF EDUCATION 2023; 96:129-148. [PMID: 37064253 PMCID: PMC10099518 DOI: 10.1177/00380407221149016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents' math identities? Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents' perceptions of their math teachers as equitable are most salient for adolescents' math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.
Collapse
|
4
|
Patterns of problematic teacher–child relationships in upper elementary school. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
|
5
|
Charki FZ, Hornstra L, Thijs J. How Do I Get on With my Teacher? Affective Student-Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:e12457. [PMID: 34496031 PMCID: PMC9292980 DOI: 10.1111/bjep.12457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 07/24/2021] [Indexed: 11/29/2022]
Abstract
Background Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student‐teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non‐Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared. Aims We investigated whether the quality of the STR experienced by Dutch Islamic school students depended on the religious background of their teacher (Muslim vs. non‐Muslim). We also examined the role of teachers’ implicitly measured attitudes towards Muslims as a possible explanation for differences in relationship quality. Sample Participants were 707 students (56.9% female) from 35 classes (Grade 3–6) (Mage = 10.02 years, SD = 1.25) and their 35 teachers (85.7% female; Mage = 32.94 years, SD = 6.37). Methods Students reported on the quality of the relationship with their teacher (closeness, conflict, and negative expectations), and teachers’ implicit attitude towards Muslims (vs. non‐Muslims) was measured with an Implicit Association Test. Results Students reported relatively high levels of closeness and low levels of conflict and negative expectations for both Muslim and non‐Muslim teachers. Conflict was slightly higher in religiously incongruent STRs, but only when teachers’ implicitly measured attitude towards Muslims (vs. non‐Muslims) was included in our model. Conclusion Results of this study indicate that religious incongruence does not play a major role in STR quality in Islamic primary education.
Collapse
Affiliation(s)
| | | | - Jochem Thijs
- Department of Interdisciplinary Social Science, Utrecht University, The Netherlands
| |
Collapse
|
6
|
Hajovsky DB, Chesnut SR, Jensen KM. The role of teachers' self-efficacy beliefs in the development of teacher-student relationships. J Sch Psychol 2020; 82:141-158. [PMID: 32988460 DOI: 10.1016/j.jsp.2020.09.001] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2019] [Revised: 05/18/2020] [Accepted: 09/14/2020] [Indexed: 11/26/2022]
Abstract
Prior literature has suggested that teachers who are confident in their abilities to teach, assess, and manage classroom behavior may be more likely to engage in practices that lead to supportive and secure relationships with students. The current study investigated the trajectories of teacher-student relationships, examining the extent that teacher self-efficacy beliefs predicted ratings of conflict and closeness for 885 students from second to sixth grade. The trends of teacher-student closeness and conflict were modeled using a parallel curve of factors approach, controlling for student demographics and teacher-student racial and gender alignment prior to examining the extent that teacher self-efficacy beliefs influenced closeness and conflict across grades. Results from the parallel trajectories suggested that teacher-student conflict was stable from second to sixth grade, whereas teacher-student closeness demonstrated a declining curvilinear trend. The relationship between teacher-student conflict and closeness suggests that students with relatively high levels of conflict in second grade were likely to exhibit sharper declines in closeness over time. Across grades, teachers rated closer and less conflictual relationships with females but after controlling for gender and race (β = 0.083-0.328 for closeness; β = -0.118 to -0.238 for conflict), teacher-student racial and gender alignment associations with teacher-student relationship quality were less consistent. Teachers who reported higher self-efficacy beliefs were more likely to report higher ratings of closeness and lower ratings of conflict with students across all grades (β = 0.195-0.280 for closeness; β = -0.053 to -0.097 for conflict). These findings contribute to the literature regarding the role of teacher self-efficacy in teacher-student relationships. We discuss how teacher self-efficacy beliefs can be developed and leveraged to improve relationship quality in the classroom from a social cognitive perspective.
Collapse
|
7
|
Ettekal I, Shi Q. Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12. J Sch Psychol 2020; 82:17-35. [PMID: 32988461 DOI: 10.1016/j.jsp.2020.07.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Revised: 05/01/2020] [Accepted: 07/09/2020] [Indexed: 11/20/2022]
Abstract
This study examined the development and continuity of teacher-student relationship quality across the formal schooling years (Grades 1 to 12) and investigated how variations (i.e., differential trajectories) in teacher-student relationship quality were longitudinally associated with children's conduct problems across childhood and adolescence. Participants consisted of 784 students (Mage = 6.57 in Grade 1; 47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American) who were identified as being academically at risk (i.e., had low literacy scores at school entry). Distinct subgroups of children were identified based on variations in their teacher-student warmth and conflict trajectories, and patterns of continuity and change were also assessed across the transition to middle school. The findings provided insights into how the duration, magnitude, and timing of teacher-student relationship quality were associated with children's conduct problems. More specifically, relationships characterized by early-onset deficits, chronic and persistent relationship difficulties, or adolescent-onset conflict were associated with distinct patterns of conduct problems throughout childhood and adolescence.
Collapse
Affiliation(s)
- Idean Ettekal
- Department of Educational Psychology, Texas A&M University, United States of America.
| | - Qinxin Shi
- Department of Educational Psychology, Texas A&M University, United States of America
| |
Collapse
|
8
|
Spilt JL, Leflot G, Colpin H. Teacher Involvement Prevents Increases in Children's Depressive Symptoms: Bidirectional Associations in Elementary School. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 47:359-367. [PMID: 29766403 DOI: 10.1007/s10802-018-0441-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
There is accumulating evidence that social relationships can buffer the development of depression in childhood and adolescence. However, few studies have focused on teacher-child relationships in the elementary school years. In addition, research that has examined bidirectional relations between teacher involvement and depressive symptoms is virtually absent in this age period. The participants in this study were 570 children and 30 teachers from 15 elementary schools. Data on children's depressive symptoms (peer- and teacher-reports) and teacher involvement (teacher-reports) were collected in the fall and spring of Grade 2 and Grade 3 (four waves). As expected, negative cross-time effects of teacher involvement on depressive symptoms were found within grade 2 and 3. In addition, a negative cross-time effect of depressive symptoms on teacher involvement was found in grade 3 only. The results thus indicate the protective role of teacher involvement in the development of depressive symptoms but also suggest that teachers may become less involved over time when they perceive a child as more depressed.
Collapse
Affiliation(s)
- Jantine L Spilt
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Tiensestraat 102 - bus 3717, 3000, Leuven, Belgium.
| | - Geertje Leflot
- Applied Psychology, University College Thomas More Antwerpen, Antwerpen, Belgium
| | - Hilde Colpin
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Tiensestraat 102 - bus 3717, 3000, Leuven, Belgium
| |
Collapse
|
9
|
Barbarin OA, Hitti A, Copeland‐Linder N. Behavioral and Emotional Development of African American Boys Growing Up in Risky Environments. CHILD DEVELOPMENT PERSPECTIVES 2019. [DOI: 10.1111/cdep.12341] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
10
|
Marks AK, Garcia Coll C. Education and developmental competencies of ethnic minority children: Recent theoretical and methodological advances. DEVELOPMENTAL REVIEW 2018. [DOI: 10.1016/j.dr.2018.05.004] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
11
|
Bosman RJ, Roorda DL, van der Veen I, Koomen HM. Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach. J Sch Psychol 2018; 68:177-194. [DOI: 10.1016/j.jsp.2018.03.006] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Revised: 12/21/2017] [Accepted: 03/14/2018] [Indexed: 11/25/2022]
|