Using a four-wave/seven-month longitudinal design with a sample of 1595 preadolescents (53% boys, 47% girls, M_age = 10.2 years) from 63 fourth-, fifth- and sixth- grade classrooms in nine mixed-sex schools in Bogotá, Colombia, we examined whether growth trajectories of measures of overt and relational aggression varied as a function of classroom norms for aggression. Multilevel growth mixture modeling revealed (a) distinct trajectories of overt and relational aggression for boys and girls and (b) that norm salience (i.e., the process by which a group norm is made salient via the punishments or reinforcements to the behavior within the group) was a better predictor of associations with trajectories of overt and relational aggression than were perceived injunctive norms (i.e., the perceived standards of what is approved or disapproved in a social context). In classrooms where popular or accepted children were perceived by their peers as aggressive, more boys followed an increasing trajectory of overt and relational aggression than a low-stable trajectory, and more girls followed a high-stable trajectory of relational aggression than a low-stable trajectory. These findings are discussed in terms of the practical implications for the design of educational interventions aimed at preventing aggression in classroom settings.

中文翻译：

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课堂攻击相关的同伴群体规范对学生短期攻击轨迹的影响

使用四波/七个月纵向设计，样本为 1595 名青春期前儿童（53% 男孩，47% 女孩，M_岁） = 10.2 年）来自哥伦比亚波哥大 9 所男女混合学校的 63 个四年级、五年级和六年级教室，我们检查了公开攻击和关系攻击的衡量指标的增长轨迹是否随课堂攻击规范的函数而变化。多级增长混合模型揭示了 (a) 男孩和女孩明显和关系攻击的不同轨迹和 (b) 规范显着性（即，通过对群体内行为的惩罚或强化，群体规范变得显着的过程) 比感知到的禁令规范（即在社会环境中认可或不认可的标准）更好地预测与公开和关系攻击轨迹的关联。在同龄人认为受欢迎或被接受的孩子具有攻击性的教室中，与低稳定性轨迹相比，更多男孩遵循明显和关系攻击性的增加轨迹，而更多的女孩遵循高稳定性关系攻击轨迹而不是低稳定性轨迹。这些发现是根据对旨在防止课堂环境中的攻击性的教育干预设计的实际意义进行讨论的。