Table 1.
Description of the sample, network characteristics, and behavioral attributes for classrooms with aggressive, prosocial and mixed popularity norm combinations
| Prosocial popularity norm classrooms (N= 23) | Mixed popularity norm classrooms (N= 36) | Aggressive popularity norm classrooms (N= 22) | |||||||
|---|---|---|---|---|---|---|---|---|---|
| T1 | T2 | T3 | T1 | T2 | T3 | T1 | T2 | T3 | |
| M (SD) | M (SD) | M (SD) | M (SD) | M (SD) | M (SD) | M (SD) | M (SD) | M (SD) | |
| Network indicators | |||||||||
| Average number of friends | 5.86 (3.06)a | 6.13 (3.13)a | 5.88 (2.86)a | 5.06 (2.58)b | 5.52 (2.69)b | 5.25 (2.56)b | 4.92 (2.43)b | 5.52 (2.69)b | 5.31 (2.82)b |
| Cohesion in friendship network | 0.27 (0.08) | 0.29 (0.08) | 0.28 (0.07) | 0.23 (0.06) | 0.25 (0.05) | 0.24 (0.06) | 0.24 (0.08) | 0.26 (0.06) | 0.25 (0.08) |
| Proportion reciprocated relationships | 61.7% (10.7%) | 60.9% (10.3%) | 63.4% (9.2%) | 63.8% (9.4%) | 64.3% (9.8%) | 65.5% (12.5%) | 67.2% (10.5%) | 64.1% (9.7%) | 62.1% (11.9%) |
| Proportion triadic friendships | 64.3% (9.1%) | 64.6% (8.3%) | 65.2% (7.1%) | 62.7% (9.7%) | 64.6% (9.4%) | 63.4% (11.5%) | 61.8% (10.1%) | 62.6% (8.6%) | 63.1% (11.1%) |
| Proportion same-gender friendships | 82.9% (9.9%) | 80.2% (9.5%) | 83.5% (8.6%) | 85.9% (8.8%) | 87.3% (9.4%) | 86.8% (8.8%) | 88.8% (8.5%) | 88.6% (8.8%) | 87.4% (9.9%) |
| Aggressive behavior | |||||||||
| Total average | 0.03 (0.04)ab | 0.04 (0.04)a | 0.04 (0.05)a | 0.03 (0.04)b | 0.03 (0.04)a | 0.04 (0.06)a | 0.04 (0.06)a | 0.04 (0.06)b | 0.04 (0.06)a |
| Average boys | 0.04 (0.05)a | 0.04 (0.05)a | 0.05 (0.05)a | 0.06 (0.08)a | 0.07 (0.08)a | 0.07 (0.06)a | 0.05 (0.07)a | 0.06 (0.07)a | 0.06 (0.07)a |
| Average girls | 0.03 (0.03)b | 0.03 (0.04)b | 0.03 (0.04)b | 0.03 (0.05)a | 0.03 (0.06)b | 0.03 (0.06)b | 0.02 (0.04)b | 0.03 (0.05)b | 0.02 (0.04)b |
| Average highly popular students | 0.05 (0.04)b | 0.06 (0.06)b | 0.06 (0.06)b | 0.06 (0.05)a | 0.07 (0.06)a | 0.06 (0.09)a | 0.07 (0.06)a | 0.11 (0.09)a | 0.10 (0.08)a |
| Average moderately popular students | 0.03 (0.04)a | 0.03 (0.04)a | 0.04 (0.04)a | 0.03 (0.04)b | 0.03 (0.04)b | 0.04 (0.05)b | 0.03 (0.04)b | 0.03 (0.05)b | 0.04 (0.06)b |
| Average non-popular students | 0.04 (0.05)ab | 0.03 (0.05)a | 0.03 (0.04)a | 0.01 (0.02)c | 0.02 (0.04)c | 0.04 (0.02)b | 0.03 (0.04)b | 0.03 (0.06)b | 0.02 (0.03)b |
| Prosocial behavior | |||||||||
| Total average | 0.13 (0.07)a | 0.13 (0.07)a | 0.12 (0.08)a | 0.11 (0.06)b | 0.11 (0.06)b | 0.11 (0.07)b | 0.11 (0.07)b | 0.11 (0.08)b | 0.10 (0.07)b |
| Average boys | 0.10 (0.05)a | 0.11 (0.06)a | 0.10 (0.07)a | 0.08 (0.05)a | 0.09 (0.06)b | 0.08 (0.07)a | 0.08 (0.05)a | 0.09 (0.07)a | 0.08 (0.06)a |
| Average girls | 0.15 (0.08)b | 0.15 (0.07)b | 0.14 (0.09)b | 0.11 (0.06)a | 0.15 (0.08)a | 0.13 (0.07)b | 0.13 (0.06)b | 0.14 (0.08)b | 0.12 (0.08)b |
| Average highly popular students | 0.17 (0.07)c | 0.19 (0.08)c | 0.18 (0.10)a | 0.16 (0.06)a | 0.14 (0.07)a | 0.15 (0.08)a | 0.15 (0.08)a | 0.13 (0.08)a | 0.13 (0.09)a |
| Average moderately popular students | 0.13 (0.07)b | 0.13 (0.06)b | 0.11 (0.08)b | 0.11 (0.06)b | 0.11 (0.06)b | 0.11 (0.07)b | 0.11 (0.07)b | 0.12 (0.08)a | 0.10 (0.07)b |
| Average non-popular students | 0.07 (0.05)a | 0.07 (0.04)a | 0.06 (0.05)c | 0.06 (0.04)c | 0.07 (0.05)c | 0.07 (0.05)c | 0.07 (0.05)c | 0.06 (0.05)b | 0.06 (0.06)c |
| Correlation prosocial behavior and aggression | −0.12* | −0.13* | −0.06 | 0.00 | −0.09* | −0.03 | −0.15*** | −0.11* | −0.22*** |
| Respondents | |||||||||
| % boys | 49.8%a | 50.2%a | 51.6%b | ||||||
| Probability similarity in friendship dyads in aggression (Moran’s I) | 0.09 | 0.15 | 0.13 | 0.09 | 0.16 | 0.18 | 0.21 | 0.16 | 0.15 |
| Probability similarity in friendship dyads in prosocial behavior (Moran’s I) | 0.25 | 0.22 | 0.21 | 0.19 | 0.16 | 0.20 | 0.31 | 0.23 | 0.22 |
| T1–T2 | T2–T3 | T1–T2 | T2–T3 | T1–T2 | T2–T3 | ||||
| Friendship change | |||||||||
| Average number of friendship changes | 73.14 | 67.72 | 75.22 | 72.22 | 71.95 | 73.14 | |||
| Proportion of stable friendships | 0.55 (0.11) | 0.53 (0.11) | 0.50 (0.14) | 0.51 (0.10) | 0.51 (0.10) | 0.53 (0.09) | |||
Differences between (percentage of) boys and girls and different types of popular peers (non-popular, moderately popular and highly popular, based on +/− 1 SD relative to M) were calculated with ANOVA’s and indicated with superscripts letters
*p< 0.05; **p< 0.01; ***p< 0.001