RT Journal Article
T1 Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters
A1 García Bacete, Francisco J.
A1 Carrero Planes, Virginia E.
A1 Marande Perrin, Ghislaine
A1 Musitu Ochoa, Gonzalo
K1 Reasons for peer rejection
K1 Grounded theory
K1 Norms
K1 Group
K1 Preferences
K1 Identity
K1 Unfamiliarity
K1 Early elementary education
AB 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.
PB Frontiers Research Foundation
YR 2017
FD 2017-04-04
LK http://hdl.handle.net/10433/4244
UL http://hdl.handle.net/10433/4244
LA en
NO Front. Psychol. 8:462
NO Departamento de Educación y Psicología Social
DS RIO
RD May 22, 2026