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Partial Mediation And Moderation Effects Of Class Peer Norms On The Relations Of Teacher Support With Student Aggression And Academic Engagement During Early Adolescence, Huanhuan Wang
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to examine the mediation and moderation effects of classroom peer norms (CPN) on the associations of teacher support with student engagement and aggression during sixth grade (first year of middle school). Current literature suggests that early adolescence is a critical developmental period with many changes occurring, including a peak in aggression, decreased academic engagement, increased peer influence, and decreased teacher support. Despite these challenging changes, teachers often serve as a powerful yet “invisible hand” (Farmer, Lines, & Hamm, 2011) that can influence student behaviors directly or indirectly via CPN. However, these two routes of …