小学教育中的社会心理调适与社会测量地位：性别差异
Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences.
作者信息
Muñoz-Silva Alicia, De la Corte de la Corte Cecilia, Lorence-Lara Bárbara, Sanchez-Garcia Manuel
机构信息
Department of Social, Developmental and Educational Psychology, University of Huelva, Huelva, Spain.
Department of Developmental and Educational Psychology, University of Sevilla, Sevilla, Spain.
出版信息
Front Psychol. 2020 Dec 8;11:607274. doi: 10.3389/fpsyg.2020.607274. eCollection 2020.
The acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools were selected using a stratified random sampling technique with both public and private elementary schools. Sample was composed of 247 4th grade students. Data revealed gender differences in psychosocial adjustment, particularly in terms of prosocial behavior in girls and behavioral problems in boys. Popular and rejected statuses presented opposing adjustment profiles, particularly in hyperactive symptoms and behavioral problems. When the sample was separated by gender, the differences between the types of status in emotional symptomatology and prosocial behavior disappeared. In addition, the differences between statuses were greater in boys, and were defined mainly by hyperactivity, whilst for girls these differences were more apparent in behavioral problems.
同学的接纳或排斥是童年时期幸福与否最广为人知的决定因素之一。本研究分析了小学学生的心理社会适应和社会计量地位，以及按性别划分的可能差异。在西班牙韦尔瓦进行了一项横断面调查。使用分层随机抽样技术从公立和私立小学中选取了参与调查的学校。样本由247名四年级学生组成。数据显示了心理社会适应方面的性别差异，特别是在女孩的亲社会行为和男孩的行为问题方面。受欢迎和被排斥的地位呈现出相反的适应特征，特别是在多动症状和行为问题方面。当样本按性别分开时，情绪症状和亲社会行为方面的地位类型差异消失了。此外，男孩中不同地位之间的差异更大，主要由多动定义，而对于女孩来说，这些差异在行为问题上更为明显。
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