The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools

Figures & data

Table 1. Intercorrelations between latent variables.

Variable	(2)	(3)	(4)	(5)	(6)	(7)
(1) Attitudes towards peers with non-compliant classroom behaviour	.55***	–.03	–.01	.11*	–.02	–.01
(2) Contact experiences with peers with non-compliant classroom behaviour		–.03	.01	.05	.00	.02
(3) Emotional symptoms			.32***	–.22***	.29***	.38***
(4) Hyperactivity/Inattention				–.43***	.65***	.38***
(5) Prosocial behaviour					–.55***	–.44***
(6) Conduct problems						.44***
(7) Peer relationship						–

z-standardised scores; *) p ≤ .05, ***) p ≤ .001

Table 2. Estimates of the multi-level regression analysis to predict students’ attitudes towards peers with non-compliant classroom behaviour (model with predictors) .

Variable	β	p	CI	S.E.
Individual level
Students’ gender	.24	.00	.09–.38	.07
Students’ formally assessed SEN	–.12	.37	–.38–.14	.13
Students’ prosocial behaviour	.03	.54	–.07–.13	.05
Students’ emotional symptoms	–.05	.22	–.13–.03	.04
Students’ conduct problems	.02	.77	–.09–.12	.05
Students’ hyperactivity/inattention	.06	.23	–.04–.16	.05
Students’ peer relationship	–.02	.74	–.11–.08	.05
Students’ contact experiences	.54	.00	.47–61	.04
Class level
Case (without/with explanation)	–.02	.80	–.02–.16	.09
Class’ prosocial behaviour	.06	.28	–.05–.17	.06
Class’ emotional symptoms	.10	.04	.00–.19	.05
Class’ conduct problems	.04	.51	–.09–.18	.07
Class’ hyperactivity/inattention	–.08	.17	–.21–.04	.06
Class’ peer relationship	.04	.47	–.06–.13	.05
Intra-group-variance	65.20	.00		.04
Inter-group variance	.01	.41		.01
Deviance	1341.03

z-standardised scores.