LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	79869
Collocazione	UPS BIBL CENTR 39-C-1994
Autore	GASSER, L.
Titolo	Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior. Parte componente di periodico
Descrizione fisica	pp. 72-84
Nota generale	Estratto da: Journal of School Psychology 2018, 71
Riassunto	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) (M ageT 1 = 11.55 years, M ageT 2 = 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.
Tipo di documento	RICERCA.
Soggetto	AMBIENTE.
	STUDENTI.
	DISTURBI.
	ATTENZIONE.
	COMPORTAMENTO.
	NORMA.
	SVIZZERA.
Ambito	Psicologico
Autore Secondario	GRÜTTER, J.
Autore Secondario	TORCHETTI, L.
Titolo correlato	Journal of School Psychology 2018, 71
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133069364&lang=it&site=ehost-live

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