The perception of school life from the perspective of popular and rejected students
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63553818" target="_blank" >RIV/70883521:28150/22:63553818 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2022.801611/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2022.801611/full</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3389/fpsyg.2022.801611" target="_blank" >10.3389/fpsyg.2022.801611</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The perception of school life from the perspective of popular and rejected students
Popis výsledku v původním jazyce
The experience of peer rejection in the classroom, an environment in which students spend a large part of their time, is accompanied by a sense of social pain which can have a profound effect on self-perception and attitude toward the overall school environment. These attitudes can be subsequently reflected in the student's behavior at school and in his/her school success. The research aims to identify differences in the perception of school life (interpersonal and intrapersonal) among rejected and popular upper-primary school students. For this purpose, the sociometric nomination method and a questionnaire measuring the student's perception of the school environment were used. From a total of 1,625 students (aged 11-15) from 20 schools, 312 students with the status of popular (liked) and rejected (disliked) were included in the research. The multivariate analysis of covariance (with age and gender as covariates) results revealed no significant differences between the two contrasting groups (popular and rejected) in terms of the perception of school life (interpersonal and intrapersonal). The results of the research indicated a different perception of the school environment within the groups of rejected and popular students rather than differences between the groups. Both the rejected and popular students report contradictory attitudes toward school life. Half of the students indicated that they feel lonely at school and have no confidence in teachers, considering the school a place where they do not like to learn, where they are troubled and where they do not like to talk to their classmates. Perhaps counterintuitively, a larger number of popular students stated that they feel lonely than did the rejected students from the class. Although the results do not paint a very positive picture of perceptions of the school environment, this should be seen as an opportunity to develop active class work with a greater emphasis on strengthening collective trust in the school.
Název v anglickém jazyce
The perception of school life from the perspective of popular and rejected students
Popis výsledku anglicky
The experience of peer rejection in the classroom, an environment in which students spend a large part of their time, is accompanied by a sense of social pain which can have a profound effect on self-perception and attitude toward the overall school environment. These attitudes can be subsequently reflected in the student's behavior at school and in his/her school success. The research aims to identify differences in the perception of school life (interpersonal and intrapersonal) among rejected and popular upper-primary school students. For this purpose, the sociometric nomination method and a questionnaire measuring the student's perception of the school environment were used. From a total of 1,625 students (aged 11-15) from 20 schools, 312 students with the status of popular (liked) and rejected (disliked) were included in the research. The multivariate analysis of covariance (with age and gender as covariates) results revealed no significant differences between the two contrasting groups (popular and rejected) in terms of the perception of school life (interpersonal and intrapersonal). The results of the research indicated a different perception of the school environment within the groups of rejected and popular students rather than differences between the groups. Both the rejected and popular students report contradictory attitudes toward school life. Half of the students indicated that they feel lonely at school and have no confidence in teachers, considering the school a place where they do not like to learn, where they are troubled and where they do not like to talk to their classmates. Perhaps counterintuitively, a larger number of popular students stated that they feel lonely than did the rejected students from the class. Although the results do not paint a very positive picture of perceptions of the school environment, this should be seen as an opportunity to develop active class work with a greater emphasis on strengthening collective trust in the school.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50101 - Psychology (including human - machine relations)
Návaznosti výsledku
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)
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Frontiers in Psychology
ISSN
1664-1078
e-ISSN
1664-1078
Svazek periodika
13
Číslo periodika v rámci svazku
neuvedeno
Stát vydavatele periodika
CH - Švýcarská konfederace
Počet stran výsledku
9
Strana od-do
nestrankovano
Kód UT WoS článku
000808885500001
EID výsledku v databázi Scopus
2-s2.0-85128628397