Self-regulation in peer rejected students

Kód výsledku v 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>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Self-regulation in peer rejected students

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Self-regulation in peer rejected students

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

<a href="/cs/project/GA17-04816S" target="_blank" >GA17-04816S: Dynamika autoregulace u sociálně vyloučených žáků</a><br>

Návaznosti

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

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název statě ve sborníku

The Social Sciences Empowered

ISBN

978-0-367-00090-5

ISSN

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e-ISSN

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Počet stran výsledku

7

Strana od-do

47-53

Název nakladatele

Taylor &amp; Francis Group

Místo vydání

London

Místo konání akce

Yogyakarta

Datum konání akce

24. 11. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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