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Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School
dc.contributor.author | Martín Antón, Luis Jorge | |
dc.contributor.author | Monjas Casares, María Inés | |
dc.contributor.author | García Bacete, Francisco Juan | |
dc.contributor.author | Jiménez Lagares, Irene | |
dc.date.accessioned | 2016-12-21T10:55:47Z | |
dc.date.available | 2016-12-21T10:55:47Z | |
dc.date.issued | 2016-12 | |
dc.identifier.citation | Martín-Antón LJ,MonjasMI, García BaceteFJand Jiménez-LagaresI(2016)Problematic Social SituationsforPeer-Rejected Students intheFirstYearof ElementarySchool. Front. Psychol.7:1925. doi: 10.3389/fpsyg.2016.01925 | ca_CA |
dc.identifier.issn | 1664-1078 | |
dc.identifier.uri | http://hdl.handle.net/10234/165148 | |
dc.description.abstract | This study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985) in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5–7) enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169). The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a) respect for authority and rules, (b) being disadvantaged, (c) prosocial and empathic behavior, and (d) response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed. | ca_CA |
dc.description.sponsorShip | This work was supported by grant EDU2012-35930 from the Spanish Ministry of Economy and Competitiveness and grant P1-1A2012-04 from the Jaume I University. | ca_CA |
dc.format.extent | 13 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.relation.isPartOf | Frontiers in Psychology, december 2016 | ca_CA |
dc.rights | Copyright © 2016 Martín-Antón, Monjas, García Bacete and Jiménez-Lagares. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC-BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licens or are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. | ca_CA |
dc.rights | Atribución 4.0 España | * |
dc.rights.uri | http://creativecommons.org/licenses/by-sa/4.0/ | * |
dc.subject | peer rejection | ca_CA |
dc.subject | peer relations | ca_CA |
dc.subject | social status | ca_CA |
dc.subject | gender | ca_CA |
dc.subject | elementary school | ca_CA |
dc.title | Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School | ca_CA |
dc.type | info:eu-repo/semantics/article | ca_CA |
dc.identifier.doi | http://dx.doi.org/10.3389/fpsyg.2016.01925 | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_CA |
dc.relation.publisherVersion | http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01925/full | ca_CA |
dc.type.version | info:eu-repo/semantics/publishedVersion | ca_CA |
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Excepto si se señala otra cosa, la licencia del ítem se describe como: Copyright © 2016 Martín-Antón, Monjas, García Bacete and Jiménez-Lagares. This
is an open-access article distributed under the terms of the Creative Commons
Attribution License (CC-BY). The use, distribution or reproduction in other forums
is permitted, provided the original author(s) or licens or are credited and that the
original publication in this journal is cited, in accordance with accepted academic
practice. No use, distribution or reproduction is permitted which does not comply
with these terms.