Reasons for disliking a classmate: A comparative study with Spanish and Portuguese students
Ver/ Abrir
Impacto
Scholar |
Otros documentos de la autoría: García Bacete, Francisco Juan; Freire, Sofia; Marande Perrin, Ghislaine; Gamboa, Patricia
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Reasons for disliking a classmate: A comparative study with Spanish and Portuguese studentsFecha de publicación
2020-11-21Editor
ElsevierISSN
0883-0355Cita bibliográfica
GARCIA BACETE, F., et al. Reasons for disliking a classmate: A comparative study with Spanish and Portuguese students. International Journal of Educational Research, vol. 105, 2021, p. 101700.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.sciencedirect.com/science/article/pii/S0883035520318061?via%3DihubVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
Socioemotional competence and peers’ social experiences have a mutually affecting relationship. Exploring students’ reasons for disliking a classmate within the classroom context has theoretical importance for peer ... [+]
Socioemotional competence and peers’ social experiences have a mutually affecting relationship. Exploring students’ reasons for disliking a classmate within the classroom context has theoretical importance for peer interaction literature and practical importance for assisting teachers in building positive social environments. The goal of the study was to evaluate a system of categorization of reasons for disliking a classmate. For that, and in line with grounded theory, an enlarged heterogeneous sample of fourth and sixth grade Spanish and Portuguese students was used. Data collection was done through a sociometric task followed by a semi-structured interview (Spanish students) or by completing a questionnaire (Portuguese students). 1596 reasons provided by the Spanish students and 638 provide by the Portuguese students were analysed following the grounded theory procedure. Results showed that students tended to mention the same type of reasons; differences within groups relate to reasons’ salience. Implications are drawn for teaching practice and for exploring the effect of culture and school organization on students’ appreciation of each other. [-]
Proyecto de investigación
info:eu-repo/grantAgreement/SENSES-PTDC/MHC-CED/4150/2014info:eu-repo/grantAgreement/MINECO/EDU2012-35930
info:eu-repo/grantAgreement/UJI/B2019/29
Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- PSI_Articles [594]