Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters
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García Bacete, Francisco J.; Carrero Planes, Virginia E.; Marande Perrin, Ghislaine; Musitu Ochoa, GonzaloPalabras clave
Reasons for peer rejectionGrounded theory
Norms
Group
Preferences
Identity
Unfamiliarity
Early elementary education
Publication date
2017-04-04Abstract
Objective: The aim of this research was to obtain the views of young children regarding
their reasons for rejecting a peer.
Method: To achieve this goal, we conducted a qualitative study in the context of
theory building research using an analysis methodology based on Grounded Theory.
The collected information was extracted through semi-structured individual interviews
from 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 for
disliking the rejected peers. Seven reason categories emerged from the analysis.
Four categories refer to behaviors of the rejected children that have a cost for
individual peers or peer group such as: direct aggression, disturbance of wellbeing,
problematic social and school behaviors and dominance behaviors. A further two
categories refer to the identities arising from the preferences and choices of rejected and
rejecter children and their peers: pe ...
Objective: The aim of this research was to obtain the views of young children regarding
their reasons for rejecting a peer.
Method: To achieve this goal, we conducted a qualitative study in the context of
theory building research using an analysis methodology based on Grounded Theory.
The collected information was extracted through semi-structured individual interviews
from 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 for
disliking the rejected peers. Seven reason categories emerged from the analysis.
Four categories refer to behaviors of the rejected children that have a cost for
individual peers or peer group such as: direct aggression, disturbance of wellbeing,
problematic social and school behaviors and dominance behaviors. A further two
categories refer to the identities arising from the preferences and choices of rejected and
rejecter children and their peers: personal identity expressed through preferences and
disliking, and social identity expressed through outgroup prejudices. The ¿no-behavior
or no-choice¿ reasons were covered by one category, unfamiliarity. In addition, three
context categories were found indicating the participants (interpersonal¿group), the
impact (low¿high), and the subjectivity (subjective¿objective) of the reason.
Conclusion: This study provides researchers and practitioners with a comprehensive
taxonomy of reasons for rejection that contributes to enrich the theoretical knowledge
and improve interventions for preventing and reducing peer rejection.