School adjustment in adolescence for previously rejected, average and popular children

Zettergren, Peter

doi:10.1348/00070990360626949

Cited by 50 publications

(48 citation statements)

References 39 publications

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“…Furthermore, within the school context, teachers also play an important role in students' academic success as well as in their social adjustment in the classroom (Hamre & Pianta, 2001;Murray & Greenberg, 2001;Zettergren, 2003). On one hand, as Davis (2003) suggested, the quality and supportive teacher-student relationship may motivate students to achieve academic goals; however, the quality of the teacher's relationship with rejected students is usually lower than with students socially accepted by their peers (Blankemeyer, Flannery, & Vazsonyi, 2002), and even lower with aggressive rejected students (Birch & Ladd, 1998).…”

Section: Family Variablesmentioning

confidence: 99%

“…On one hand, as Davis (2003) suggested, the quality and supportive teacher-student relationship may motivate students to achieve academic goals; however, the quality of the teacher's relationship with rejected students is usually lower than with students socially accepted by their peers (Blankemeyer, Flannery, & Vazsonyi, 2002), and even lower with aggressive rejected students (Birch & Ladd, 1998). On the other hand, teachers also may affect social relationships in the classroom since teacher's beliefs, expectations, and perceptions influence students' beliefs, expectations, peer preferences, and perceptions in relation to rejected classmates (Birch & Ladd, 1998;Zettergren, 2003).…”

Section: Family Variablesmentioning

confidence: 99%

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Aggressive and nonaggressive rejected students: An analysis of their differences

López

Herrero

Ferrer

et al. 2006

Psychology in the Schools

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The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self-esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent-child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self-esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress.

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Section: Family Variablesmentioning

confidence: 99%

Section: Family Variablesmentioning

confidence: 99%

Aggressive and nonaggressive rejected students: An analysis of their differences

López

Herrero

Ferrer

et al. 2006

Psychology in the Schools

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“…En este sentido, la evidencia empírica previa en población extranjera y española destaca claramente la relación positiva existente entre las altas aptitudes intelectuales y una mayor aceptación social o popularidad (Aranha, 1997;Meijs, Cillensen, Scholte, Segers, y Spijkerman, 2010;Sisto, Urquijo, y Souza, 1999;Van Rossem y Vermande, 2004) y negativa entre la inteligencia y el rechazo escolar (Czeschlik y Rost, 1995;Rost y Czeschlik, 1994;Zettergren, 2003).…”

Section: Sociometric Types Behavioral Categories and Intellectual Abunclassified

“…Un estudio más reciente (Zettergren, 2003), relacionó el ajuste escolar de un grupo de 90 adolescentes con estatus sociométricos diferentes en las aulas (populares, rechazados y controvertidos). Se evaluaron calificaciones, escalas de inteligencia (verbales, lógicas y espaciales) y cuestionarios para medir el ajuste escolar.…”

Section: Tipos Sociométricos Y Aptitudes Intelectualesunclassified

Tipos sociométricos, categorías conductuales y aptitudes intelectuales en adolescentes

Inglés¹,

Aparisi²,

Garcı́a-Fernández³

et al. 2018

Ejihpe

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El objetivo de este estudio fue analizar la relación entre tipos sociométricos, categorías conductuales y aptitudes intelectuales en una muestra de 1349 (51.7% varones) adolescentes españoles de 12 a 16 años. La identificación sociométrica de los estudiantes se realizó mediante el Programa Socio y para el análisis de las aptitudes intelectuales se administró el Test de Aptitudes Mentales Primarias (PMA; Thurstone, 1938; TEA, 1996). Las hipótesis del estudio plantean, en primer lugar, que los estudiantes nominados positivamente por sus iguales presentarán puntuaciones significativamente superiores en las diferentes escalas del PMA que los estudiantes nominados negativamente por sus compañeros y, en segundo lugar, que las aptitudes intelectuales serán una variable predictora estadísticamente significativa de los tipos sociométricos y categorías conductuales. Los resultados muestran que los estudiantes nominados positivamente obtuvieron puntuaciones significativamente más altas en las diferentes aptitudes intelectuales que los nominados negativamente. Las aptitudes intelectuales resultaron un predictor significativo de los tipos sociométricos, ya que a medida que aumenta la puntuación en las diferentes aptitudes intelectuales los estudiantes presentaron mayor probabilidad de ser nominados positivamente por sus compañeros.Palabras clave: Adolescencia, tipos sociométricos, aptitudes intelectuales, Educación Secundaria. Sociometric types, behavioral categories and intellectual abilities in adolescents.The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and intellectual abilities in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. The students' sociometric nomination was performed by the Programa Socio and academic self-concept was measured by the Primary Mental Abilities Test (PMA; Thurstone, 1938; TEA, 1996). The hypotheses of the study suggest, firstly, that students positively nominated by their peers will present significantly higher scores on different scales of the PMA than students negatively nominated by their peers and, secondly, that intellectual skills will be a predictor variable statistically significant of sociometric types and behavioral categories. Results show that students nominated positively obtained significantly higher scores on the different intellectual abilities that nominees negatively. Intellectual abilities were a significant predictor of sociometric types because with increasing the score on the different intellectual abilities students were more likely to be nominated by their peers positively.

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“…These findings suggest that high academic achievement provides children with a positive social reputation and the associated prestige, both of which positively impact their popularity among peers. On the other hand, children with low academic performance are often rejected and negatively perceived by their peers (Zettergren, 2003).…”

Section: Academic Performance Of the Four Status Groupsmentioning

confidence: 99%

The Influence of Teachers’ Preferences on Children’s Social Status in Schools

Lu¹,

Fung²,

Farver³

et al. 2015

JEDP

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This study reconceptualizes and operationalizes peer status in elementary school classrooms by considering both teachers' and peers' preferences. Within this framework, a sample of 1411 students (Grades 1-6) in Hong Kong were classified into four types based on combinations of their peers' and teachers' preference scores: (1) popular stars-those liked by both peers and teachers; (2) teachers' pets-those liked by teachers but not by peers; (3) students' heroes-those liked by peers but not by teachers; and (4) rejected-those disliked by both peers and teachers. Results of MANOVA tests revealed significant differences among the four status groups in their leadership, aggression, social withdrawal, and academic performance. Path analyses showed both similarities and differences among the four status groups in terms of students' attributes and how they predicted teachers' and peers' preferences.

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School adjustment in adolescence for previously rejected, average and popular children

Cited by 50 publications

References 39 publications

Aggressive and nonaggressive rejected students: An analysis of their differences

Aggressive and nonaggressive rejected students: An analysis of their differences

Tipos sociométricos, categorías conductuales y aptitudes intelectuales en adolescentes

The Influence of Teachers’ Preferences on Children’s Social Status in Schools

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