Sánchez-Sandoval Yolanda, Verdugo Laura
Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz, Universidad de Cádiz, Cádiz, Spain.
Front Psychol. 2021 Jul 21;12:645712. doi: 10.3389/fpsyg.2021.645712. eCollection 2021.
This work analyzes peer preferences at the beginning of adolescence. For this purpose, each adolescent's sociometric status was studied in their classroom group, and attempts were made to identify indicators of academic, personal, and socio-family adjustment related to that status. Participants were 831 adolescents studying 1st grade of Compulsory Secondary Education (CSE), in 31 classrooms from 10 schools. The 31 tutors of these students also participated. Sample selection was intentional. A quantitative research approach was used. Sociometric data were collected using the nomination method. Teachers provided information about these youths' adjustment and family risk variables. Descriptive analyses and bivariate correlations were calculated as a preliminary analysis of the study. Chi-square tests or ANOVAs examined the similarities and differences between status based on personal, socio-family, and school adjustment variables. Lastly, linear regression analysis and a Structural Equation Model (SEM) were performed. These latter analyses revealed that good performance and academic adjustment are important predictors of successful social relations. Also, the data show that the presence of personal and socio-family risk variables makes it difficult for adolescents to be accepted by their peers. The results suggest the need for school and family support to promote peer acceptance. Working on both aspects can help improve classroom coexistence. Intervention techniques are recommended for the entire group to intervene on attitudes, interpretations, and behaviors that enrich individual tools and the collective climate.
这项研究分析了青少年早期的同伴偏好。为此，在每个青少年所在的班级群体中研究了他们的社会测量地位，并试图确定与该地位相关的学业、个人及社会家庭适应指标。研究对象为来自10所学校31个班级的831名就读义务中等教育一年级的青少年。这些学生的31名导师也参与了研究。样本选择是有目的的。采用了定量研究方法。使用提名法收集社会测量数据。教师提供了有关这些青少年适应情况和家庭风险变量的信息。作为研究的初步分析，进行了描述性分析和双变量相关性分析。卡方检验或方差分析检验了基于个人、社会家庭和学校适应变量的不同地位之间的异同。最后，进行了线性回归分析和结构方程模型（SEM）分析。后一项分析表明，良好的成绩和学业适应是成功社交关系的重要预测因素。此外，数据表明，个人和社会家庭风险变量的存在使青少年难以被同伴接受。结果表明需要学校和家庭的支持来促进同伴接纳。在这两个方面开展工作有助于改善课堂共处。建议对整个群体采用干预技术，以干预那些丰富个人工具和集体氛围的态度、解读和行为。
