Self-regulation in peer rejected students

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F20%3A63526674" target="_blank" >RIV/70883521:28150/20:63526674 - isvavai.cz</a>

Result on the web

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DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Self-regulation in peer rejected students

Original language description

Social rejection and exclusion, which is experienced as painful, are a major risk factor for physical and mental illness. Unfortunately, social rejection and exclusion become a common part of school life. It is rather difficult to reintegrate rejected students to classroom, because it is necessary to apply mechanisms for regulating one’s own behavior. These mechanisms may be undermined by social rejection. The aim of the research was to find out the level of self-regulated skills related to interpersonal cognitive problem solving in socially rejected students. We wanted to reveal the relationship between peer rejection and failure in self-regulation among socially rejected students compared to other (accepted) classmates. For this purpose, we used sociometric nomination method, the Failure of Self-Regulation Questionnaire and The Means-Ends Problem Solving (MEPS) procedure that included 5 stories related to problem situations that students can experience in a school environment. 1625 lower secondary school students (aged 11 - 16) from 20 schools took part in the research. The results imply that the level of use of students’ self-regulated skills is related to peer preference. Socially rejected students achieve lower levels of self-regulation than other classmates. We found deficiency in the regulation of behaviour, emotions and the regulation of will in the peer rejected students with the exception of cognitive regulation in which no differences were detected between socially rejected students and other classmates. The results have implications for early prevention and intervention efforts to foster adaptive self-regulation and reduce the risk of later social rejection.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/GA17-04816S" target="_blank" >GA17-04816S: The Dynamics of Self-Regulation in Socially Excluded Pupils</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

The Social Sciences Empowered

ISBN

978-0-367-00090-5

ISSN

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e-ISSN

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Number of pages

7

Pages from-to

47-53

Publisher name

Taylor &amp; Francis Group

Place of publication

London

Event location

Yogyakarta

Event date

Nov 24, 2018

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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