Evolution of the interpersonal metaperceptions of boys and girls during primary education. Introduction

Abstract

Interpersonal metaperceptions are a fundamental element in the development of one’s own social relationships according to numerous theories (e.g. social information processing). According to theories of social development, these interpersonal perceptions become more accurate as age increases. The objective of this work is to study their evolution throughout primary education with gender perspective. Method: Using repeated measures we have analyzed the perceptual adjustment (positive APP, negative APN) and realism (positive RPP, negative RPN) of 88 girls and 80 boys (mean age in 1st grade = 76.5 months). Results: The adjustment and realism of girls and boys improve significantly from 1st to 6th grade. Girls especially omit each year less to mention the classmates who like them (APP changes from 45 in 1st to 69 in 6th) and those who dislike them (APN from 37 to 60). In 6th grade, gender differences are observed in RPN (girls 50 and boys 62), APN (60 and 48 respectively) and APP (70 and 56 respectively). As a rule, at any level of primary education, the identification of the accepting peers is more accurate than that of the rejecting peers. Discussion: As age increases, greater social maturity allows more accuracy in metaperceptions. However, the covert nature of social dislike makes the identification of peers who dislike one more difficult than that of those peers who like him/her. Boys receive more rejection than girls, which is why they manage to be more successful than girls in their negative realism (RPN, in 6th grade boys fail less than girls in mentioning as rejecters peers that actually do not reject them), but their adjustment is worse. The greater sensitivity of girls towards the rejection can also play a role.