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dc.creatorMartín Antón, Luis Jorgees
dc.creatorMonjas Casares, María Inéses
dc.creatorGarcía Bacete, Francisco Juanes
dc.creatorJiménez Lagares, Irenees
dc.date.accessioned2017-05-08T08:01:54Z
dc.date.available2017-05-08T08:01:54Z
dc.date.issued2016
dc.identifier.citationMartín Antón, L.J., Monjas Casares, M.I., García Bacete, F.J. y Jiménez Lagares, I. (2016). Problematic social situations for peer-rejected students in the first year of elementary school. Frontiers in Psychology, 7
dc.identifier.issn1664-1078es
dc.identifier.urihttp://hdl.handle.net/11441/59360
dc.description.abstractThis study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985) in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5–7) enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169). The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a) respect for authority and rules, (b) being disadvantaged, (c) prosocial and empathic behavior, and (d) response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed.es
dc.description.sponsorshipMinisterio de Economía, Industria y Competitividad EDU2012-35930es
dc.description.sponsorshipUniversitat Jaume I P1-1A2012-04es
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherFrontiers Mediaes
dc.relation.ispartofFrontiers in Psychology, 7
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectPeer rejectiones
dc.subjectPeer relationses
dc.subjectSocial statuses
dc.subjectElementary schooles
dc.subjectGenderes
dc.titleProblematic social situations for peer-rejected students in the first year of elementary schooles
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Psicología Evolutiva y de la Educaciónes
dc.relation.projectIDinfo:eu-repo/grantAgreement/MINECO/EDU2012-35930es
dc.relation.projectIDP1-1A2012-04es
dc.relation.publisherversionhttp://dx.doi.org/10.3389/fpsyg.2016.01925es
dc.identifier.doi10.3389/fpsyg.2016.01925es
idus.format.extent13 p.es
dc.journaltitleFrontiers in Psychologyes
dc.publication.volumen7es
dc.contributor.funderMinisterio de Economia, Industria y Competitividad (MINECO). España
dc.contributor.funderUniversitat Jaume I

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