Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors.

Examined link between Chinese teachers' beliefs about classroom aggression and withdrawal and their support of middle schoolers, and student behaviors, peer acceptance, and self-perceived social competence. Found that teachers' aversion to aggression and empathy toward withdrawal enhanced self-perceptions of both aggressive and withdrawn children and enforced peer rejection of aggression, but not of social withdrawal. Prosocial leadership influenced social behavior independent of teacher beliefs. (Author/KB)