Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters
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Otros documentos de la autoría: García Bacete, Francisco Juan; Carrero Planes, Virginia; Marande Perrin, Ghislaine; Musitu , Gonzalo
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Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by RejectersAutoría
Fecha de publicación
2017-04-04Editor
Frontiers MediaCita bibliográfica
GARCÍA BACETE, Francisco Juan; CARRERO PLANES, Virginia; MARANDE PERRIN, Ghislaine; MUSITU OCHOA, Gonzalo. Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters. Frontiers in Psychology (2017), v. 8, article 462Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00462/fullVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Objective: The aim of this research was to obtain the views of young children regarding
their reasons for rejecting a peer.
Method: To achieve this goal, we conducted a qualitative study in the context of
theory ... [+]
Objective: The aim of this research was to obtain the views of young children regarding
their reasons for rejecting a peer.
Method: To achieve this goal, we conducted a qualitative study in the context of
theory building research using an analysis methodology based on Grounded Theory.
The collected information was extracted through semi-structured individual interviews
from a sample of 853 children aged 6 from 13 urban public schools in Spain.
Results: The children provided 3,009 rejection nominations and 2,934 reasons for
disliking the rejected peers. Seven reason categories emerged from the analysis.
Four categories refer to behaviors of the rejected children that have a cost for
individual peers or peer group such as: direct aggression, disturbance of wellbeing,
problematic social and school behaviors and dominance behaviors. A further two
categories refer to the identities arising from the preferences and choices of rejected and
rejecter children and their peers: personal identity expressed through preferences and
disliking, and social identity expressed through outgroup prejudices. The “no-behavior
or no-choice” reasons were covered by one category, unfamiliarity. In addition, three
context categories were found indicating the participants (interpersonal–group), the
impact (low–high), and the subjectivity (subjective–objective) of the reason.
Conclusion: This study provides researchers and practitioners with a comprehensive
taxonomy of reasons for rejection that contributes to enrich the theoretical knowledge
and improve interventions for preventing and reducing peer rejection. [-]
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Frontiers in Psychology (2017), v. 8Derechos de acceso
info:eu-repo/semantics/openAccess
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