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 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 (Mage = 6.4 years, SD = 0.32; ngirls = 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.
ABSTRACT
OBJECTIVES: To assess whether or not communication with parents and with peers is related to experiencing psychological complaints in an attempt to explore the hypotheses of continuity and compensation or moderation between contexts. METHODS: Questions on communication with their parents and peers, as well as on the frequency with which they experience psychological complaints were answered by 200,857 adolescents from 36 countries. RESULTS: A cluster analysis detected four groups of adolescents. Those with better communication in both social contexts were the ones showing less psychological complaints. Moreover, we have found (using a regression analysis) that good communication with peers does not improve their experience of psychological complaints if the communication with parents is not good. CONCLUSIONS: We conclude that our findings are consistent with the continuity hypothesis and against the compensating or moderating one.
Subject(s)
Communication , Internationality , Parent-Child Relations , Peer Group , Stress, Psychological/epidemiology , Adolescent , Child , Cluster Analysis , Europe/epidemiology , Female , Humans , Male , North America/epidemiology , Surveys and QuestionnairesABSTRACT
Our aim in this work is to compare the different sociometric classification formulae and to analyze possible connections between each type of formula and each behaviour assessed by peers during adolescence. We classified a total of 1,009 Spanish fourth-grade secondary education students (15-year-olds) using four different systems: two were based on a nomination technique by Coie and Dodge, Newcomb and Bukowski, the third system was a modified version of the latter based on the revision of the neglected status, and a fourth system was based on the qualification scale by Maassen and Laandsheer. Results show a significant relation between all four classifications, but there are also differences among them. The classifications proceeding from the nomination technique share more similarities and also offer a better behavioural characterization of sociometric categories.
Subject(s)
Personality , Social Behavior , Social Desirability , Sociometric Techniques , Adolescent , Humans , Peer GroupABSTRACT
El objetivo de este trabajo es contrastar distintas fórmulas para la clasificación sociométrica y analizar la relación de las tipologías obtenidas con cada sistema y la conducta evaluada por los iguales en la adolescencia. Un total de 1.009 estudiantes de 4º de ESO fueron clasificados utilizando cuatro sistemas distintos: dos basados en la técnica de nominación de Coie y Dodge y Newcomb y Bukowski, una adaptación de este último basada en la revisión del estatus de ignorados, y un cuarto sistema basado en la escala de calificación de Maassen y Laandsheer. Los resultados muestran una asociación significativa entre las cuatro clasificaciones, pero también diferencias entre ellas, mostrándose más relacionados entre sí los que parten de la técnica de nominación, además de ofrecer una mejor caracterización conductual de las categorías sociométricas
Our aim in this work is to compare the different sociometric classification formulae and to analyze possible connections between each type of formula and each behaviour assessed by peers during adolescence. We classified a total of 1,009 Spanish fourth-grade secondary education students (15-year-olds) using four different systems: two were based on a nomination technique by Coie and Dodge, Newcomb and Bukowski, the third system was a modified version of the latter based on the revision of the neglected status, and a fourth system was based on the qualification scale by Maassen and Laandsheer. Results show a significant relation between all four classifications, but there are also differences among them. The classifications proceeding from the nomination technique share more similarities and also offer a better behavioural characterization of sociometric categories
