Affiliative motivation, school attachment, and aggression in school

Laura Griner Hill

117 citations0/0 files storedPsychology in the Schools

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Bullying, Victimization, and Aggression Early Childhood Education and Development Psychosocial Factors Impacting Youth

Abstract

School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual-level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self-report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliative orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 231–246, 2006.

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2018Promoting or suppressing resilience to mental health outcomes in at risk young people: The role of parental and peer attachment and school connectedness 2014A latent class growth analysis of school bullying and its social context: The self-determination theory perspective.2014Mediating effects of teacher enthusiasm and peer enthusiasm on students’ interest in the college classroom 2020The Mediator Role of Academic Resilience in the Relationship of Anxiety Sensitivity, Social and Adaptive Functioning, and School Refusal With School Attachment in High School Students

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