Perception of pear acceptance and rejection in elementary school children
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Abstract
The acceptance that children receive from their peers can be very uneven, as well as the perception they have of the acceptance received. Both the actual acceptance and the accuracy (or biases) with which they perceive it can have consequences on children normal adaptation to their social environment. The objective of this study is to explore the relationship between the acceptance/rejection that primary school children receive from their peers and the perception ofsuch acceptance/rejection,comparing the profiles of the differentsociometriccategories. Thestudy was carried out with a sample of 97 children (50 girls, 47 boys) aged between 6 and 12 years, recruited from educational centers of Basic Education in Quito (Ecuador). A sociometric questionnaire was administered, from which their sociometric status (popular, rejected, controversial, ignored, average) and measures of perception of acceptance and rejection, both generalized and dyadic, were estimated for each participant. The results show that rejected children overestimate the global acceptance received (they think they have more acceptance than they really have); and that, regarding the dyadic perception (or exact perception of specific peers who choose or reject them), ignored children underestimate the acceptance of the few peers who choose them, while the popular and average children underestimate the cases of rejection they receive. These results provide interesting clues for the design of educational situations in which schoolchildren have the opportunity to check and adjust the perception of peer acceptance and /or rejection.
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