title: Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style.
abstract: Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (Mage= 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited-resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct.
authors.affiliation: King's University College at Western University.
authors.forename: Wendy
authors.initials: W
authors.lastname: Ellis
authors.affiliation: Western University.
authors.forename: Lynne
authors.initials: L
authors.lastname: Zarbatany
authors.affiliation: University of Pennsylvania.
authors.forename: Xinyin
authors.initials: X
authors.lastname: Chen
authors.affiliation: Western University.
authors.forename: Megan
authors.initials: M
authors.lastname: Kinal
authors.affiliation: Western University.
authors.forename: Lisa
authors.initials: L
authors.lastname: Boyko
mesh_terms: D000293:Adolescent; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D005260:Female; D006126:Group Processes; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D055361:Multilevel Analysis; D010379:Peer Group; D000066553:Problem Behavior / Q000523:psychology*; D012574:Schools; D013334:Students / Q000523:psychology*