Interpersonal Perceptions of Adverse Peer Experiences in First-Grade Students
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Title
Interpersonal Perceptions of Adverse Peer Experiences in First-Grade StudentsAuthor (s)
Date
2018-07-10Publisher
Frontiers MediaBibliographic citation
GARCÍA BACETE, Francisco J.; SUREDA GARCÍA, Inmaculada; MUÑOZ-TINOCO, Victoria; JIMÉNEZ LAGARES, Irene; MARANDE PERRIN, Ghislaine; ROSEL REMÍREZ, Jesús, (2018). Interpersonal Perceptions of Adverse Peer Experiences in First-Grade Students. Frontiers in Psycholiogy, v. 9Type
info:eu-repo/semantics/articlePublisher version
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01165/fullVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
Aim:
The aim of this study was to identify which adverse peer experiences better predict
perceived negative peer relationships among elementary school first graders according
to sex. The peer experiences ... [+]
Aim:
The aim of this study was to identify which adverse peer experiences better predict
perceived negative peer relationships among elementary school first graders according
to sex. The peer experiences examined were peer rejection, peer victimization,
and mutual antipathy; the interpersonal perceptions studied were perceived peer
victimization, dyadic meta-perception of peer disliking, and loneliness.
Methods:
The participants were 809 children (
M
age
= 6.4 years,
SD
= 0.32;
n
girls
= 412,
50.9%) enrolled in 35 first-grade classes from 15 schools in 4 Spanish regions:
Valencia,
n
= 276, 34.1%; Balearic Islands,
n
= 140, 17.3%; Andalusia,
n
= 199,
24.6%; Castile-Leon,
n
= 194, 24%. We calculated sex differences in peer experiences
and interpersonal perceptions by means of one-way ANOVA for means differences
and Fisher’s
r
-to-
z
transformation for correlations differences. We used a multilevel
regression analysis (nesting variables: class and region) to determine whether the
associations between each peer experiences and each perception were unique.
Results:
Each adverse peer relationship predicted each interpersonal perception
differentially. Peer victimization was a good predictor of the three interpersonal
perceptions, and the only predictor of perceived peer victimization. Peer rejection
predicted loneliness, whereas mutual antipathies predicted dyadic meta-perception of
peer disliking, although more so among girls. A significant effect at region level was
found but not at class level.
Conclusion:
Our findings suggest that research should take into account the different
levels of the social peer system when analyzing peer experiences within the classroom
context. The study contributes to sensitize teachers about the greater responsiveness
of 6-year-old girls to adverse peer experiences, and it could be useful for designing
interventions that would help children oppose rejection and empower active bystanders
to fight against peer mistreatment. [-]
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