Searched for: author:"Laninga-Wijnen, L."
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Laninga-Wijnen, L. (author), Steglich, C. (author), Harakeh, Z. (author), Vollebergh, W. (author), Veenstra, R. (author), Dijkstra, J.K. (author)
Prior work has shown that popular peers can set a powerful norm for the valence and salience of aggression in adolescent classrooms, which enhances aggressive friendship processes (selection, maintenance, influence). It is unknown, however, whether popular peers also set a norm for prosocial behavior that can buffer against aggressive friendship...
article 2020
document
Stevens, G.W.J.M. (author), Veldkamp, C. (author), Harakeh, Z. (author), Laninga-Wijnen, L. (author)
Although there are theoretical reasons to expect an association between ethnic minority status and popularity, research on this topic is scarce. Therefore, this association was investigated including the moderating role of the ethnic classroom composition and the mediating role of aggression. Data from the longitudinal Dutch SNARE (Social...
article 2020
document
Laninga-Wijnen, L. (author), Harakeh, Z. (author), Dijkstra, J.K. (author), Veenstra, R. (author), Vollebergh, W. (author)
Previous work has shown that during adolescence, classrooms vary greatly in the extent to which aggression is rewarded with popularity (the 'popularity norm'). Aggressive popularity norms may promote the proliferation of aggression and negatively affect the classroom climate. It is, however, unknown how these norms emerge in the first place....
article 2020