The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors
Abstract
Teachers' beliefs about aggressive and withdrawn behaviors in the classrooms and teachers' overall caring and support of students were hypothesized to influence the relations between these classroom behaviors and peer acceptance and self-perceived social competence. These hypotheses were tested in a sample of 82 middle school classes consisting of 4,650 students ages 13 to 16. The results suggest that teachers' aversion to aggression and empathy toward withdrawal enhanced the self-perceptions of both aggressive and withdrawn children and enforced peer rejection of aggression but not of social withdrawal. Teacher warmth had similar effects. Prosocial leadership had a positive social impact among students independent of teacher beliefs. These findings are discussed in an attempt to reconceptualize children's social behaviors and peer status.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Perceived Competence Scale for Children
Harter, S. (1982) · Child Development · doi:10.2307/1129640 · Cited by 3,639
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428 · cited 1×
“Studies on younger children further demonstrate the association between teacher warmth and peer relations and social adjustment (Hughes, Cavell, & Willson, 2001; Kuperminc, Leadbeater, & Blatt, 2001; Skinner & Belmont, 1993).”
BackgroundSocial Anxiety among Adolescents: Linkages with Peer Relations and Friendships
La Greca, A. M., & Lopez, N. (1998) · Journal of Abnormal Child Psychology · doi:10.1023/a:1022684520514 · Cited by 1,656
Children's social and scholastic lives in kindergarten: related spheres of influence?
Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999) · Child Development · doi:10.1111/1467-8624.00101 · Cited by 1,136
Wentzel, K. R. (2002) · Child Development · doi:10.1111/1467-8624.00406 · Cited by 797
Cited by
Children's Social Competence in Cultural Context
Chen, X., & French, D. C. (2008) · Annual Review of Psychology · doi:10.1146/annurev.psych.59.103006.093606 · Cited by 708
Mikami, A. Y., Griggs, M. S., Lerner, M. D., Emeh, C. C., Reuland, M. M., Jack, A., & Anthony, M. R. (2013) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0029654 · Cited by 148
Metadata
- Authors
- Chang, L.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-03-01
- Volume
- 74
- Issue
- 2
- Pages
- 535-548
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2134055336
- Cited by
- 246
- References
- 5
- FWCI
- 12.65
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors. https://app.cochat.ai/papers/10.1111/1467-8624.7402014
- The paper
- Chang, L. (2003). Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors. Child Development. https://doi.org/10.1111/1467-8624.7402014
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
