Hai-Jeong Ahn
Dados Biográficos
| ID | 3983199 |
|---|---|
| NOME | Hai-Jeong Ahn |
| PRENOMES | Hai-Jeong |
| SOBRENOME | Ahn |
| ASSINATURA | AHN H |
| AFILIAÇÕES | Korean Educational Development Institute |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 68 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2013 |
| ÍNDICE H | 3 |
Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
This article examined teacher–student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully–victim dyads reported by teachers and victim prominence were positive predictors, and class size was a negative predictor, of teacher–student agreement. Gender and grade differences emerged. …
The social status of aggressive students across contexts
This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as c…
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students ( N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical clas…
Social integration between African American and European American children in majority black, majority white, and multicultural elementary classrooms
How are African American and European American children getting along in integrated elementary schools? The authors find substantial integration in majority black and multicultural classrooms, but ethnic segregation and cross-ethnic antipathies are more common in majority white classrooms
The social status of aggressive students across contexts
This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as c…
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students ( N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical clas…
Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
This article examined teacher–student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully–victim dyads reported by teachers and victim prominence were positive predictors, and class size was a negative predictor, of teacher–student agreement. Gender and grade differences emerged. …
Social integration between African American and European American children in majority black, majority white, and multicultural elementary classrooms
How are African American and European American children getting along in integrated elementary schools? The authors find substantial integration in majority black and multicultural classrooms, but ethnic segregation and cross-ethnic antipathies are more common in majority white classrooms
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students ( N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical clas…
The social status of aggressive students across contexts
This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as c…
Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
This article examined teacher–student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully–victim dyads reported by teachers and victim prominence were positive predictors, and class size was a negative predictor, of teacher–student agreement. Gender and grade differences emerged. …
Psychology (4 obras) · Bullying, Victimization, and Aggression (3 obras) · Developmental psychology (3 obras) · Child Development and Digital Technology (2 obras) · Education Discipline and Inequality (2 obras) · Ethnic group (2 obras) · Multilevel model (2 obras) · Popularity (2 obras) · Social Psychology (2 obras) · Social Psychology (2 obras)