Reasons for displeasure in room girls, sixth and eighth grade, in Portugal

Article Sidebar

PDF (Español (España))
Published: Jul 13, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n1.v2.1424
Keywords:
peer relationships reasons for rejection sociometric task content analysis

Main Article Content

S. Freire
Universidade de Lisboa Portugal
P Gamboa
Universidade de Lisboa, Lisboa, Portugal
F. J. García Bacete
Universitat Jaume I, Castellón, España

Abstract

The studies regarding peer relationships have reported the positive outcomes for social and
emotional development as for adjustment to school. However, some characteristics are associated with less acceptance by peers. Other studies suggest that there are differences between genders: girls usually tend to establish friendships between dyads or triads while boys tend to create bonds in larger groups. Besides, the relation between aggression and social status also seems to differ between genders: girls use more social or relational aggression, exhibited by more behaviours of exclusion, negative gossip and verbal threats and these behaviours are as well considered less adequate,prompting more rejection of the girls who display them. Therefore, understanding the reasons expressed by girls for rejecting a peer is particularly relevant in order to understand the more valued aspects of the interaction and relationships with peers and consequently, to improve the interventions which aim for the integration in the peer group. In the present study we identify the reasons expressed by girls for rejecting peers when playing or hanging out during recess. 841 students (418 girls) answered a sociometric task. Students were enrolled in 4th grade (126 girls), 6th grade (83 girls) and 8th grade (209 girls). Content analysis of the 1272 reasons using a previous categorization suggested that, in general, reasons mentioned by girls and boys for not choosing a peer to play with or hang out with are related to the behaviours of
the nominated. However, girls mentioned more frequently aggressive behaviours, in particular the ones involving intimidation.

Downloads

Download data is not yet available.

Article Details

How to Cite
Freire, S., Gamboa, P., & García Bacete, F. J. (2019). Reasons for displeasure in room girls, sixth and eighth grade, in Portugal. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 161–172. https://doi.org/10.17060/ijodaep.2019.n1.v2.1424
Issue
Vol. 2 No. 1 (2019): Childhood and Developmental Psychology
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 
Author Biographies

S. Freire, Universidade de Lisboa Portugal

Instituto de Educação da Universidade de Lisboa Portugal.

P Gamboa, Universidade de Lisboa, Lisboa, Portugal

Instituto de Educação da Universidade de Lisboa.

F. J. García Bacete, Universitat Jaume I, Castellón, España

Departamento Psicología Evolutiva y Educativa.Grupo GREI

References

Asher, S. R., & Weeks, M. S. (2018). Friendships in childhood. In A. L. Vangelisti, & D. Perlman (Eds.), The Cambridge Handbook of Personal Relationships (2nd edition; pp. 119-134).Cambridge: Cambridge University Press. doi: 10.1017/9781316417867.011.

Coie, J. D., Dodge, K. A., Terry, R. & Wright, V. (1991). The role of aggression in peer relations: An analysis of aggression episodes in boys’ play groups. Child Development, 62, 812-826.

Bell-Dolan, D. J., Foster, S. L. & Christopher, J. S. (1995). Girl’s peer relations and internalizing problems: Are socially neglected, rejected, and withdrawn girls at risk? Journal of Clinical Child Psychology, 24 (4), 463-473. doi: 10.1207/s15374424jccp2404_10.

Farmer, T. W., Hall, C. M., Leung, M.-C., Estell, D. B., & Brooks, D. (2011). Social prominence and the heterogeneity of rejected status in late elementary school. School Psychology Quarterly, 26 (4), 260-274. doi:10.1037/a0025624.

French, D.C. (1988). Heterogeneity of Peer-rejected boys: aggressive and nonaggressive subtypes. Child Development, 59, 976-985.

French, D.C. (1990). Heterogeneity of Peer-rejected Girls. Child Development, 61(6), 2028-2031.

García Bacete, F. J., Carrero Planes, V. E., Marande Perrin, G., & Musitu Ochoa, G. (2017). Understanding rejection between first-and-second-grade elementary students through reasons expressed by rejecters. Frontiers in Psychology, 8, 462 - 485. doi: 10.3389/fpsyg.2017.00462

García Bacete, F., Sureda, I., & Monjas, M. I. (2008). Distribución sociométrica en las aulas de chicos y chicas a lo largo de la escolaridad /Sociometric distribution of boys and girls during all the schooling period. Revista de Psicología Social, 23, 63-74. doi: 10.1174/021347408783399480

García Bacete, F. J., Jiménez, I., Muñoz, M. V., Marande Perrin, G., Monjas, M. I., Sureda, I., Martín, L.J., Ferrà, P. & Sanchiz, M. L. (2014). El rechazo entre iguales en su contexto interpersonal: Una investigación con niños y niñas de primer ciclo de primaria. Castellón: Fundacion Davalos - Fletcher.

García Bacete, F. J., Sureda, I., & Monjas, M. I. (2010). El rechazo entre iguales en la educación primaria: Una panorámica general. Anales de Psicología, 26, 123-136.

Gifford-Smith, M. & Brownell, C. (2003). Childhood peer relationships: social acceptance, friendships and peer networks. Journal of School Psychology, 41, 235-294. doi: 10.1016/S0022-4405(03)00048-7.

Hennessy, L., Swords, E., & Heary, C. (2007). Children’s understanding of psychological problems displayed by their peers: a review of the literature. Child: care, health and development, 34 (1), 4–9. doi: 10.1111/j.1365-2214.2007.00772.x

Kuhne, M., & Wiener, J. (2000). Stability of Social Status of Children with and without Learning Disabilities. Learning Disability Quarterly, 23, 64-75. doi:10.2307/1511100.

Ladd, G. (2005). Children’s peer relations and social competence. New Haven: Yale University Press.

Lev-Wiesel, R., Nuttman-Shwartz O., & Sternberg, R. (2006). Peer rejection during adolescence: psychological long-term effects - a brief report. Journal of Loss and Trauma, 11, 131–142. doi: 10.1080/15325020500409200.

Maccoby, E. E. (2002a). Gender and Group Process: A Developmental Perspective. Current Directions in Psychological Science, 11(2), 54-58. doi:10.1111/1467-8721.00167.

Maccoby, E. E. (2002b). Gender and Social Exchange: A developmental Perspective. New Directions for Child and Adolescent Development, 95, 87-103. doi: 10.1002/cd.39.

Martin-Antón, L. J., Monjas, M. I., García Bacete, F. J., & Jiménez-Lagares, I. (2016). Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School. Frontiers in Psychology, 7, 1-11. doi:10.3389/fpsyg.2016.01925.

Rodkin, P. C., Pearl, R., Farmer, T. W., & Van Acker, R. (2003). Enemies in the gendered societies of middle childhood: Prevalence, Stability, Associations with Social Status and Aggression. New Directions for Child and Adolescent Development, 102, 73-88. doi: 10.1002/cd.90.

Rubin, K. H., Bukowski, W.M., & Bowker, J. C. (2015). Children in Peer Groups. In Bornstein, M. H., Leventhal, T. & Lerner, R. M. Handbook of Child Psychology and Developmental Science (7th Edition; pp.175-222). Hoboken, NJ: John Wiley & Sons, Inc. doi: 10.1002/9781118963418.

Sandstrom, M. & Zakriski, A. (2004). Understanding the experience of peer rejection. In J. Kupersmidt & K. Dodge (Eds.). Children’s peer relations (pp.100-118). Washington D.C.:American Psychological Association.

Van den Berg, Y., Burk, W., & Cillessen, A. (2015). Identifying Subtypes of Peer Status by Combining Popularity and Preference: A Cohort-Sequential Approach. Journal of Early Adolescence, 35 (8), 1108–1137. doi: 10.1177/0272431614554704

Wood, J. J., Cowan, P. A., & Baker, B. L. (2002). Behavior problems and peer rejection in preschool boys and girls. Journal of Genetic Psychology, 163 (1), 72-88. doi:10.1080/00221320209597969