Interpersonal perceptions of adverse peer experiences in first-grade students
|Autor||García Bacete, Francisco Juan
Sureda García, Inmaculada
Muñoz Tinoco, María Victoria
Jiménez Lagares, Irene
Marande Perrin, Ghislaine
Rosel, Jesús F.
|Departamento||Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación|
|Resumen||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 ...
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.
|Agencias financiadoras||Ministerio de Economía y Competitividad (MINECO). España
Universitat Jaume I
|Identificador del proyecto||EDU2012-35930
|Cita||García Bacete, F.J., Sureda García, I., Muñoz Tinoco, M.V., Jiménez Lagares, I., Marande Perrin, G. y Rosel, J.F. (2018). Interpersonal perceptions of adverse peer experiences in first-grade students. Frontiers in Psychology, 9, 1165-1-1165-16|