Moderating Effects of Group Status, Group Cohesion, and Gender on Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups

2012 ◽  
Author(s):  
Bing Shi ◽  
Hongling Xie
Keyword(s):  
Early Adolescents ◽  
Peer Groups ◽  
Group Cohesion ◽  
Social Aggression ◽  
Moderating Effects ◽  
Group Status ◽  
Status Group ◽  
And Gender

Evaluation of Violence Prevention Approaches Among Early Adolescents: Moderating Effects of Disability Status and Gender

2016 ◽  
Vol 26 (4) ◽  
pp. 1151-1163 ◽  
Author(s):  
Terri N. Sullivan ◽  
Kevin S. Sutherland ◽  
Albert D. Farrell ◽  
Katherine A. Taylor ◽  
Sarah T. Doyle
Keyword(s):  
Violence Prevention ◽  
Early Adolescents ◽  
Moderating Effects ◽  
Disability Status ◽  
And Gender

Girl fights: exploring females’ resistance to educational structures

2003 ◽  
Vol 23 (11) ◽  
pp. 15-46 ◽  
Author(s):  
Lisa Leitz
Keyword(s):  
Educational Achievement ◽  
Peer Groups ◽  
Peer Culture ◽  
Oppositional Culture ◽  
Student Culture ◽  
School Girl ◽  
Family Expectations ◽  
Oppositional Culture Theory ◽  
Educational Structures ◽  
And Gender

This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.

scholarly journals Individual and group antecedents of satisfaction: One lab- multilevel study

2016 ◽  
Vol 32 (2) ◽  
pp. 565 ◽  
Author(s):  
Isabel M. Martínez ◽  
Eva Cifre
Keyword(s):  
Hierarchical Linear Modeling ◽  
Self Efficacy ◽  
Work Group ◽  
Gender Diversity ◽  
Group Cohesion ◽  
Future Research ◽  
Linear Modeling ◽  
Level 1 ◽  
And Gender ◽  
Individual Self

<p>This study examines the simultaneous effect of individual (self-efficacy) and group variables (cohesion and gender diversity) on satisfaction. A laboratory study was conducted involving 373 college students randomly distributed across 79 small groups, who performed a laboratory task in about five hours. Two-level Hierarchical Linear Modeling (HLM) method was used. Results show the main effect from individual self-efficacy to satisfaction (both level 1), the cross-level effect from group cohesion (level 2) to individual satisfaction (level 1), and the interaction effect between self-efficacy and gender diversity to satisfaction. These results suggest that in a work group, satisfaction has a background in individual and group variables. Group cohesion and gender diversity have important effects on satisfaction. The article concludes with practical strategies and with limitations and suggestions for future research.</p>

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