{'fraction_non_alphanumeric': 0.023657870791628753, 'fraction_numerical': 0.011828935395814377, 'mean_word_length': 5.25, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Be a Little Rude, but not too Much: Exploring Classroom Incivility and Social Network Position in Adolescents

Classroom incivility is a critical concept relating to the academic and psychosocial well-being of children and youth. However, there has yet to be research investigating whether there are social benefits to this behavior in early adolescence. Therefore, the goal of this study was to explore the relationship between classroom incivility and measures of social network position, including incoming and mutual friendships, two forms of centrality, and social network prestige. We investigated network position of 488 students between the ages of 9 and 14 (M = 11.48; SD = 1.14). Our findings highlight a general negative curvilinear association between classroom incivility and social network position. Specifically, children and youth who engage in moderate levels of classroom incivility have more friends and are leaders in the group (higher network prestige). In contrast, those who engage in higher or lower levels of classroom incivility have fewer friends and are less prestigious.