RT Journal Article
T1 Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences
A1 Muñoz Silva, Alicia
A1 Corte de la Corte, Cecilia María de la
A1 Lorence Lara, Bárbara
A1 Sánchez García, Manuel
AB The acceptance or rejection of classmates is one of the most widely recognizeddeterminants of wellbeing in childhood. This study analyses psychosocial adjustmentand sociometric status in primary education pupils, and possible differences by gender.A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools wereselected using a stratified random sampling technique with both public and privateelementary schools. Sample was composed of 247 4th grade students. Data revealedgender differences in psychosocial adjustment, particularly in terms of prosocial behaviorin girls and behavioral problems in boys. Popular and rejected statuses presentedopposing adjustment profiles, particularly in hyperactive symptoms and behavioralproblems. When the sample was separated by gender, the differences between thetypes of status in emotional symptomatology and prosocial behavior disappeared. Inaddition, the differences between statuses were greater in boys, and were definedmainly by hyperactivity, whilst for girls these differences were more apparent inbehavioral problems.
PB Frontiers Media
SN 1664-1078
YR 2020
FD 2020-12
LK http://hdl.handle.net/10272/19445
UL http://hdl.handle.net/10272/19445
LA eng
NO Muñoz Silva, A., De la Corte de la Corte, C., Lorence Lara, B., & Sánchez García, M. (2020). Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences. Frontiers in Psychology, 11. DOI: https://doi.org/10.3389/fpsyg.2020.607274
DS Repositorio Institucional de la Universidad de Huelva
RD 15 jun 2026