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The perception of school life from the perspective of popular and rejected students

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dc.title The perception of school life from the perspective of popular and rejected students en
dc.contributor.author Hrbáčková, Karla
dc.contributor.author Hrnčiříková, Zuzana
dc.relation.ispartof Frontiers in Psychology
dc.identifier.issn 1664-1078 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2022
utb.relation.volume 13
dc.type article
dc.language.iso en
dc.publisher Frontiers Media S.A.
dc.identifier.doi 10.3389/fpsyg.2022.801611
dc.relation.uri https://www.frontiersin.org/articles/10.3389/fpsyg.2022.801611/full
dc.subject rejected and popular students en
dc.subject perception of the school environment en
dc.subject interpersonal and intrapersonal attitudes en
dc.subject peer rejection en
dc.subject upper primary school children en
dc.description.abstract 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. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1010967
utb.identifier.obdid 43883880
utb.identifier.scopus 2-s2.0-85128628397
utb.identifier.wok 000808885500001
utb.identifier.pubmed 35465490
utb.source j-scopus
dc.date.accessioned 2022-05-11T13:42:40Z
dc.date.available 2022-05-11T13:42:40Z
dc.description.sponsorship Tomas Bata University in Zlin, TBU; Univerzita Tomáše Bati ve Zlíně: RO60211011025/2102
dc.description.sponsorship Czech Science Foundation GA CR [17-04816S, RO60211011025/2102]
dc.format.extent 9
dc.rights Attribution 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.rights.access openAccess
utb.ou Department of Pedagogical Sciences
utb.contributor.internalauthor Hrbáčková, Karla
utb.contributor.internalauthor Hrnčiříková, Zuzana
utb.fulltext.affiliation Karla Hrbackova * and Zuzana Hrncirikova Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University, Zlín, Czechia *Correspondence: Karla Hrbackova hrbackova@utb.cz
utb.fulltext.dates Received: 25 October 2021 Accepted: 17 March 2022 Published: 07 April 2022
utb.fulltext.sponsorship This research was supported by the Czech Science Foundation GA CR 17-04816S The Dynamics of Self-Regulation in Socially Excluded Students; and Tomas Bata University in Zlín, Faculty of Humanities RO60211011025/2102.
utb.wos.affiliation [Hrbackova, Karla; Hrncirikova, Zuzana] Tomas Bata Univ, Fac Humanities, Dept Pedag Sci, Zlin, Czech Republic
utb.scopus.affiliation Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University, Zlín, Czech Republic
utb.fulltext.projects 17-04816S
utb.fulltext.projects RO60211011025/2102
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Department of Pedagogical Sciences
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Attribution 4.0 International Except where otherwise noted, this item's license is described as Attribution 4.0 International