Dataset belonging to The role of aggressive peer norms in elementary school children’s perceptions of classroom peer climate and school adjustment

The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms – rather than popularity norms – contributed to negative classroom climate perceptions irrespective of students’ social position. Next, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically.

In sum, aggressive descriptive norms and popularity norms matter in complementary ways for children’s perceptions of their adjustment in elementary education. All information about the content of the files is described in 'read me_Laninga-Wijnen et al_2021.pdf'. This file also contains information about the recruitment, participants and data collection.

Data and the syntax for the analyses as presented in the paper are also stored.