Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences
The acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-12-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.607274/full |
| _version_ | 1818880282967670784 |
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| author | Alicia Muñoz-Silva Cecilia De la Corte de la Corte Bárbara Lorence-Lara Manuel Sanchez-Garcia |
| author_facet | Alicia Muñoz-Silva Cecilia De la Corte de la Corte Bárbara Lorence-Lara Manuel Sanchez-Garcia |
| author_sort | Alicia Muñoz-Silva |
| collection | DOAJ |
| description | The acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools were selected using a stratified random sampling technique with both public and private elementary schools. Sample was composed of 247 4th grade students. Data revealed gender differences in psychosocial adjustment, particularly in terms of prosocial behavior in girls and behavioral problems in boys. Popular and rejected statuses presented opposing adjustment profiles, particularly in hyperactive symptoms and behavioral problems. When the sample was separated by gender, the differences between the types of status in emotional symptomatology and prosocial behavior disappeared. In addition, the differences between statuses were greater in boys, and were defined mainly by hyperactivity, whilst for girls these differences were more apparent in behavioral problems. |
| first_indexed | 2024-12-19T14:43:30Z |
| format | Article |
| id | doaj.art-1df5e96e8ada4cafbf8fa552b35e1bbf |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-19T14:43:30Z |
| publishDate | 2020-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-1df5e96e8ada4cafbf8fa552b35e1bbf2022-12-21T20:17:00ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-12-011110.3389/fpsyg.2020.607274607274Psychosocial Adjustment and Sociometric Status in Primary Education: Gender DifferencesAlicia Muñoz-Silva0Cecilia De la Corte de la Corte1Bárbara Lorence-Lara2Manuel Sanchez-Garcia3Department of Social, Developmental and Educational Psychology, University of Huelva, Huelva, SpainDepartment of Social, Developmental and Educational Psychology, University of Huelva, Huelva, SpainDepartment of Developmental and Educational Psychology, University of Sevilla, Sevilla, SpainDepartment of Clinical and Experimental Psychology, University of Huelva, Huelva, SpainThe acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools were selected using a stratified random sampling technique with both public and private elementary schools. Sample was composed of 247 4th grade students. Data revealed gender differences in psychosocial adjustment, particularly in terms of prosocial behavior in girls and behavioral problems in boys. Popular and rejected statuses presented opposing adjustment profiles, particularly in hyperactive symptoms and behavioral problems. When the sample was separated by gender, the differences between the types of status in emotional symptomatology and prosocial behavior disappeared. In addition, the differences between statuses were greater in boys, and were defined mainly by hyperactivity, whilst for girls these differences were more apparent in behavioral problems.https://www.frontiersin.org/articles/10.3389/fpsyg.2020.607274/fullsociometric statusadjustmentbehavioral problemsgender differenceseducation |
| spellingShingle | Alicia Muñoz-Silva Cecilia De la Corte de la Corte Bárbara Lorence-Lara Manuel Sanchez-Garcia Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences Frontiers in Psychology sociometric status adjustment behavioral problems gender differences education |
| title | Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences |
| title_full | Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences |
| title_fullStr | Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences |
| title_full_unstemmed | Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences |
| title_short | Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences |
| title_sort | psychosocial adjustment and sociometric status in primary education gender differences |
| topic | sociometric status adjustment behavioral problems gender differences education |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.607274/full |
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