Examining the Normative Systems of High School Students in the Classroom and Online

Abstract

Peer communities are crucial in adolescents’ lives, with a particular emphasis on both classroom and online interactions. This study aims to examine the normative systems of high school students both in classroom and online. The study involved 726 high school students, of which 289 were female and 437 were male. The participants completed an online questionnaire. A norm questionnaire was customized to assess classroom and online behaviours. Furthermore, the BPQ was applied for school bullying, the SPPA scale for self-esteem, and the Student Burnout Questionnaire to measure student burnout. Results showed significant differences in both classroom and online behaviours, indicating that students perceive personal and prescriptive norms differently, and that the phenomenon of pluralistic ignorance occurs regardless of the platform. However, no significant differences were found between grade levels. Additionally, no correlation was found between pluralistic ignorance and self-esteem. A weak correlation was identified between classroom bossy behaviour and online pluralistic ignorance, as well as between online prosocial behaviour and classroom pluralistic ignorance. Classroom aggressive and disruptive behaviours showed a weak positive relationship with burnout. The research shows that interventions aimed at addressing aggressive and disruptive behaviours stemming from negative norms perceived in both classroom and online environments - whether through group sessions or individual psychological support - may help improve students’ mental well-being. Moreover, promoting prosocial and empathetic behaviours in online settings is essential. Our results can contribute to a better understanding of students’ social and emotional development and support the development of effective educational and preventive strategies.