The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors

Introduction: School is a socializing environment where a substantial part of children's socio-emotional development takes place. For many children, their school years are imbued with experiences of rejection by their peers and feelings that the teacher also berates them constantly. But the rol...

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Autores: Esturgó Deu, Estrella, Sala Roca, Josefina|||0000-0001-9829-5131
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:222900
Acceso en línea:https://ddd.uab.cat/record/222900
https://dx.doi.org/urn:doi:10.1344/ANPSIC2019.49.9
Access Level:acceso abierto
Palabra clave:Peer acceptance
Peer rejection
Disruptive behaviours
Emotional intelligence
Sociometric test
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spelling The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factorsEsturgó Deu, EstrellaSala Roca, Josefina|||0000-0001-9829-5131Peer acceptancePeer rejectionDisruptive behavioursEmotional intelligenceSociometric testIntroduction: School is a socializing environment where a substantial part of children's socio-emotional development takes place. For many children, their school years are imbued with experiences of rejection by their peers and feelings that the teacher also berates them constantly. But the role that social-emotional skills and disruptive behaviours play in these experiences is not clear. Methodology: This study analyses the relationship between integration in the class group, social-emotional skills and disruptive behaviours in a sample of 149 pupils between the ages of 10 and 12 years, using an EQI test, sociometric test, and a teacher questionnaire. Data analysis has been done using statistic descriptive and inferential tests. Results: The results show that socio-empathy and self-assessment are the best predictors for reciprocity in peer group relationships. Emotional intelligence and disruptive behaviours have a mild effect on peer acceptance and rejection. But there are differences in the rejection factors depending on sex. The most rejected boys are the ones who have poorer emotional intelligence and who overvalue selection by their peers. The most rejected girls are the ones who are less open to the group and make fewer selections. These girls also seem to exhibit lower adaptability than girls more open to the group. Conclusions: In peer acceptance there are multiple factors involved that have synergic effects, creating a loop that could magnify the differences in children's social abilities and in the construction of their peer social network throughout their development. 22019-01-0120192019-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/222900https://dx.doi.org/urn:doi:10.1344/ANPSIC2019.49.9reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.https://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2229002026-06-06T12:50:31Z
dc.title.none.fl_str_mv The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
title The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
spellingShingle The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
Esturgó Deu, Estrella
Peer acceptance
Peer rejection
Disruptive behaviours
Emotional intelligence
Sociometric test
title_short The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
title_full The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
title_fullStr The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
title_full_unstemmed The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
title_sort The relationship between group class integration, socio-emotional abilities and disruptive behaviours peer group integration factors
dc.creator.none.fl_str_mv Esturgó Deu, Estrella
Sala Roca, Josefina|||0000-0001-9829-5131
author Esturgó Deu, Estrella
author_facet Esturgó Deu, Estrella
Sala Roca, Josefina|||0000-0001-9829-5131
author_role author
author2 Sala Roca, Josefina|||0000-0001-9829-5131
author2_role author
dc.subject.none.fl_str_mv Peer acceptance
Peer rejection
Disruptive behaviours
Emotional intelligence
Sociometric test
topic Peer acceptance
Peer rejection
Disruptive behaviours
Emotional intelligence
Sociometric test
description Introduction: School is a socializing environment where a substantial part of children's socio-emotional development takes place. For many children, their school years are imbued with experiences of rejection by their peers and feelings that the teacher also berates them constantly. But the role that social-emotional skills and disruptive behaviours play in these experiences is not clear. Methodology: This study analyses the relationship between integration in the class group, social-emotional skills and disruptive behaviours in a sample of 149 pupils between the ages of 10 and 12 years, using an EQI test, sociometric test, and a teacher questionnaire. Data analysis has been done using statistic descriptive and inferential tests. Results: The results show that socio-empathy and self-assessment are the best predictors for reciprocity in peer group relationships. Emotional intelligence and disruptive behaviours have a mild effect on peer acceptance and rejection. But there are differences in the rejection factors depending on sex. The most rejected boys are the ones who have poorer emotional intelligence and who overvalue selection by their peers. The most rejected girls are the ones who are less open to the group and make fewer selections. These girls also seem to exhibit lower adaptability than girls more open to the group. Conclusions: In peer acceptance there are multiple factors involved that have synergic effects, creating a loop that could magnify the differences in children's social abilities and in the construction of their peer social network throughout their development.
publishDate 2019
dc.date.none.fl_str_mv 2
2019-01-01
2019
2019-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/222900
https://dx.doi.org/urn:doi:10.1344/ANPSIC2019.49.9
url https://ddd.uab.cat/record/222900
https://dx.doi.org/urn:doi:10.1344/ANPSIC2019.49.9
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
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