Perfil de los niños con problemas de integración social en el aula
- Cava Caballero, María Jesús
- Musitu Ochoa, Gonzalo
ISSN: 0213-4748, 1579-3680
Year of publication: 2000
Volume: 15
Issue: 3
Pages: 319-334
Type: Article
More publications in: International Journal of Social Psychology, Revista de Psicología Social
Abstract
The meaning of peer relationships for children psychosocial development and the negative consequences of their difficulties has commanded considerable research interest (Parker y Asher, 1987). Nevertheless, it is necessary to get a better knowledge of the differences between children with social integration problems and children without problems. This is the main aim of this study. A sample of 537 students, whose ages ranged from 10 to 16, was used. Also 21 teachers participated in the research. A sociometric questionnaire, a self-esteem scale, a perceived classroom climate assessment questionnaire and a teachers' perception scale were handed out. The results indicate significant differences between both groups in teachers' perception, social and academic selfesteem and some dimensions of perceived classroom climate