%0 Journal Article
%A García Bacete, Francisco J.
%A Carrero Planes, Virginia E.
%A Marande Perrin, Ghislaine
%A Musitu Ochoa, Gonzalo
%T Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters
%D 2017
%U http://hdl.handle.net/10433/4244
%X Objective: The aim of this research was to obtain the views of young children regardingtheir reasons for rejecting a peer.Method: To achieve this goal, we conducted a qualitative study in the context oftheory building research using an analysis methodology based on Grounded Theory.The collected information was extracted through semi-structured individual interviewsfrom a sample of 853 children aged 6 from 13 urban public schools in Spain.Results: The children provided 3,009 rejection nominations and 2,934 reasons fordisliking the rejected peers. Seven reason categories emerged from the analysis.Four categories refer to behaviors of the rejected children that have a cost forindividual peers or peer group such as: direct aggression, disturbance of wellbeing,problematic social and school behaviors and dominance behaviors. A further twocategories refer to the identities arising from the preferences and choices of rejected andrejecter children and their peers: personal identity expressed through preferences anddisliking, and social identity expressed through outgroup prejudices. The ¿no-behavioror no-choice¿ reasons were covered by one category, unfamiliarity. In addition, threecontext categories were found indicating the participants (interpersonal¿group), theimpact (low¿high), and the subjectivity (subjective¿objective) of the reason.Conclusion: This study provides researchers and practitioners with a comprehensivetaxonomy of reasons for rejection that contributes to enrich the theoretical knowledgeand improve interventions for preventing and reducing peer rejection.
%K Reasons for peer rejection
%K Grounded theory
%K Norms
%K Group
%K Preferences
%K Identity
%K Unfamiliarity
%K Early elementary education
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