SOCIAL SELF-PERCEPTION OF ACCEPTANCE AND REJECTION IN PRIMARY-SCHOOL STUDENTS WITH AND WITHOUT ATTENTION-DEFICIT/HYPERACTIVITY DISORDER REJECTED BY PEERS

被引：0
|
作者：
Garcia-Castellar, Rosa [1 ]
Sanchez-Chiva, Desiree [2 ]
Marin-Perez, Benjamin [3 ]
机构：
[1] Univ Jaume 1, Dept Psicol Evolut Educ Social & Metodol, Campus Riu Sec S-N, Castellon de La Plana 12071, Spain
[2] Univ Int Valencia, Area Salud, Valencia, Spain
[3] Univ Valencia, Fac Filol Traduccio & Comunicacio, Valencia, Spain
来源：
REVISTA MEXICANA DE PSICOLOGIA | 2021年 / 38卷 / 02期
关键词：
neurodevelopment; socioemotional; illusory bias; friendship; mate relationships; CHILDRENS AWARENESS; IDENTIFICATION;
D O I：
暂无
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
Rejection in classrooms is common, especially towards students with attention-deficit/hyperactivity disorder (ADHD). This study analyzed the social self-perception of rejected students with adhd-combined subtype (ADHD-C) and without adhd. Moreover, both groups were compared regarding the reasons they argued for acceptance and rejection. Participants were 24 rejected students (12 with ADHD-C and 12 without adhd), selected through nominations from 584 second- and third-grade primary-school students (ages 8-12). Questions about social perception of acceptance and rejection from a sociometric questionnaire were used. Results indicated the existence of significant differences between both groups of rejected students in self-perceptions of a positive social nature. In addition, both groups showed a different profile in the reasons they argued for the rejection towards them.
引用
收藏
页码：111 / 122
页数：12
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