Stability of Peer Acceptance and Rejection and Their Effect on Academic Performance in Primary Education: A Longitudinal Research
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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INVESTIGACIONMetadata
Title
Stability of Peer Acceptance and Rejection and Their Effect on Academic Performance in Primary Education: A Longitudinal ResearchAuthor (s)
Date
2021Publisher
MDPIISSN
2071-1050Bibliographic citation
GARCÍA BACETE, Francisco J., et al. Stability of Peer Acceptance and Rejection and Their Effect on Academic Performance in Primary Education: A Longitudinal Research. Sustainability, 2021, vol. 13, núm. 5, p. 2650Type
info:eu-repo/semantics/articlePublisher version
https://www.mdpi.com/2071-1050/13/5/2650Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
The objectives of this study were to analyze the evolution of peer relationships and academic performance and the effect of the former on the latter in primary education, differentiating between positive and negative ... [+]
The objectives of this study were to analyze the evolution of peer relationships and academic performance and the effect of the former on the latter in primary education, differentiating between positive and negative relationships. To this end, the likes and dislikes received by each student from his/her classmates were measured at four time points between first and sixth grades, as well as the marks given by their teachers in the subjects of mathematics and Spanish language. One-hundred-sixty-nine students (52.7% girls) from 10 classes of five public schools participated in this study. To verify the objectives, we used a complex structural equation model, obtained from a combination of two autoregressive models (AR, one for social preferences and another one for academic performance), two multi-trait multi-method models (MTMM, one for acceptances and rejections and another one for academic performance in mathematics and Spanish language), and an effects model of social preferences on academic performance. This study confirms: (a) The stability of both peer relationships and academic performance throughout childhood; (b) the stable influence of social relationships on academic performance; and (c) the importance of considering acceptance and rejection differentially. This work reveals the failure of the school to address initial disadvantages, and it provides guidelines for early and inclusive interventions. [-]
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Sustainability, 2021, vol. 13, núm. 5, p. 2650Related data
http://hdl.handle.net/10234/190921Funder Name
Ministerio de Economía y Competitividad | Universitat Jaume I
Project code
EDU2012-35930 | UJI-B2019-29
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info:eu-repo/semantics/openAccess
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Except where otherwise noted, this item's license is described as © 2021 by the authors.Licensee MDPI, Basel, Switzerland.This article is an open access articledistributed under the terms andconditions of the Creative CommonsAttribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).