Interpersonal Perceptions of Adverse Peer Experiences in First-Grade Students

Bacete, Francisco Juan García; Sureda-García, Inmaculada; Muñoz-Tinoco, Victoria; Lagares, Irene Jiménez; Perrin, Ghislaine Marande; Rosel, Jesús

doi:10.3389/fpsyg.2018.01165

Cited by 7 publications

(6 citation statements)

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“… Sidera et al (2020) explain that this misperception can be related to the type and quantity of bullying actions that someone experiences. These students may not be aware of being disliked if they are not overtly disliked and treated aversively by their peers ( García Bacete et al, 2018 ). Thus, some victimized students may habituate to direct verbal and physical aggression and would normalize such behaviors.…”

Section: Discussionmentioning

confidence: 99%

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Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders

et al. 2021

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Previous studies have shown that teachers and parents of children with language disorders report them to have higher victimization scores, a heightened risk of low-quality friendships and social difficulties, and may be more vulnerable to peer rejection than control peers. However, there are few studies of bullying in children with developmental language disorder (DLD) and reading difficulties (RD), and none has considered the mutual relationships between teacher reports, the perceptions of classmates, and children’s self-reports. We analyzed the experiences of bullying and peer relationships in primary school students with DLD and RD as compared to their age-matched peers using teacher reports, peer reports, and self-reports on victimization. Additionally, we explored how these three perspectives are associated. Results indicated lower levels of peer-rated prosocial skills in DLD and RD students compared to their peers, as well as higher levels of victimization as assessed by peers for students with DLD. In the same line, the teachers’ ratings showed that students with DLD presented poorer social skills, less adaptability, and more withdrawal in social interaction. Contrastingly, self-reports informed of similar rates of interpersonal relationships, social stress, and peer victimization between the three groups. Consequently, we found significant correlations between measures of peer reports and teacher reports that contrasted with the lack of correlations between self and other agents’ reports. These findings stress the importance of using self-reports, peer reports, and teacher reports at the same time to detect bullying situations that might go unnoticed.

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Section: Discussionmentioning

confidence: 99%

“…In this sense, authors such as Kilpatrick et al (2019) found that bullying mediated the effect between a history of DLD and internalizing symptomatology (depression, anxiety, etc.). This situation might lead to a more obvious sociometric profile of rejection by class peers ( García Bacete et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders

et al. 2021

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“…A esta corta edad, parece que las chicas perciben más, o saben interpretar mejor, las pistas sociales que los chicos. Más concretamente, parece que las chicas son más sensibles a las muestras de rechazo de los compañeros-as (García Bacete, Sureda-García, et al, 2018). Esto haría que fallasen menos que los chicos en omisión de rechazadores.…”

Section: Discusión Conclusionesunclassified

Meta-percepción social en primer curso de educación primaria. Diferencias de género

Marande¹,

Bacete²,

Tinoco³

et al. 2019

Revista INFAD de Psicología

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Ser consciente de las atracciones y rechazos que uno suscita en los compañeros-as de clase es esencial para poder ajustar el propio comportamiento durante las interacciones con los iguales. El objetivo de este estudio es conocer los errores de subestimación y sobreestimación que cometen los niños y niñas al identificar los iguales que los aceptan o los rechazan. Los errores pueden ser de cuatro tipos: subestimación positiva y negativa, sobreestimación positiva y negativa. La subestimación consiste en omitir mencionar que un determinado compañero nos ha nominado, positivamente o negativamente. A la inversa, la sobreestimación consiste en creer que un determinado compañero- a nos ha nominado, positivamente o negativamente, cuando en realidad no lo ha hecho. La muestra estudiada se compone de 809 niños-as (51.3% chicas), que respondieron a un cuestionario de nominaciones sociométricas al inicio de primer curso de educación primaria (Edad media: 6.4 años). Los niños y niñas fueron clasificados sociométricamente en promedios-as, preferidos- as, rechazados-as, controvertidos-as e ignorados-as.Los resultados indican altos porcentajes de errores de metapercepciones sociales, tanto en los chicos como en las chicas. Sin embargo, se observan diferencias de género: las niñas tienen menos subestimación negativa que los niños. Además, las frecuencias de errores cometidos por chicos y chicas varían en función del tipo sociométrico. En general, en los cuatro tipos de errores, los porcentajes de errores cometidos por las chicas son más bajos que en los chicos, independientemente de su tipo sociométrico. A esta corta edad, parece que las chicas perciben más, o saben interpretar mejor, las pistassociales que los chicos. Más concretamente, parece que las chicas son más sensibles a las muestras de rechazo de los compañeros-as, lo que hace que fallan menos que los chicos en omisión de rechazadores.

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Section: Introductionmentioning

confidence: 99%

“…Having a positive peer relationship with classmates is important during the elementary school years. Elementary school children who are not liked by their classmates or who have no or only a few friends are at risk of bullying [8,9] with associated emotional and behavioral needs [10][11][12][13].Teachers can support mental health among elementary school children [14]. Thus, children's access to supportive adults, particularly teachers, is important [15][16][17][18][19][20].…”

mentioning

confidence: 99%

Determinants of School Attendance in 6841 Elementary School Students in Japan: a Structural Equation Model

Nakamura‐Thomas

Sano

Maciver

2021

Preprint

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Background: Managing school nonattendance is a priority worldwide. We aimed to explore students’ feelings and perceptions about attending school and the potential determinants of a positive attitude towards attending school. Methods: We hypothesized that a positive attitude towards attending school was influenced by positive relationships with friends and school teachers, positive perceptions of current circumstances, and positive subjective health. An original questionnaire was developed and distributed in Japan. To capture how children felt about attending school, the item wording was “I am looking forward to going to my school.” To capture positive relationships with friends and school teachers, items were positively worded, including “I get along well with friends” and “school teachers approve of my efforts.” To capture positive perceptions of current circumstances, items were positively worded, including “I am able to prepare for classes by my own” and “I am proud of myself.” For positive subjective health, selected items were “my health status,” “I get tired easily” and “I have anxieties and/or worries.” We analyzed data from 6841 elementary school children in the 5th year in Japan using a structural equation model. We examined the model using the comparative fit index (CFI), Tucker Lewis index (TLI), and root mean square error of approximation (RMSEA).Results: The final model obtained 0.055 for RMSEA, 0.933 for CFI, and 0.923 for TLI. Children’s positive views towards attending school were directly related to positive relationships with friends and school teachers (the path coefficient value was 0.465), positive perception of current circumstances (0.074), and positive subjective health (0.187). Conclusions: This study found that positive relationships with friends and school teachers were significantly and positively associated with children looking forward to attending school. Positive health status and a positive perception of current circumstances were also significant, but the relationship was not as strong.

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Interpersonal Perceptions of Adverse Peer Experiences in First-Grade Students

Cited by 7 publications

References 58 publications

Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders

Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders

Meta-percepción social en primer curso de educación primaria. Diferencias de género

Determinants of School Attendance in 6841 Elementary School Students in Japan: a Structural Equation Model

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