Predicting Acceptance and Popularity in Early Adolescence as a Function of Hearing Status, Gender, and Educational Setting

Autor/inn/en	Wolters, Nina; Knoors, Harry E. T.; Cillessen, Antonius H. N.; Verhoeven, Ludo
Titel	Predicting Acceptance and Popularity in Early Adolescence as a Function of Hearing Status, Gender, and Educational Setting
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 6, S.2553-2565 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.07.003
Schlagwörter	Prosocial Behavior; Antisocial Behavior; Females; Creative Activities; Deafness; Early Adolescents; Peer Relationship; Social Adjustment; Grade 6; Gender Differences; Student Behavior; Communication Skills; Classroom Environment; Student Attitudes; Special Needs Students; Special Education; Predictor Variables; Comparative Analysis; Mainstreaming; Peer Acceptance + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Gehörlosigkeit; Taubstummheit; Peer-Beziehungen; Soziale Anpassung; School year 06; 6. Schuljahr; Schuljahr 06; Geschlechterkonflikt; Student behaviour; Schülerverhalten; Kommunikationsstil; Klassenklima; Unterrichtsklima; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Prädiktor
Abstract	This study examined associations of communicative skills, social behavior, and personality with acceptance and popularity as a function of hearing status, gender, and educational setting. Participants were 87 deaf and 672 hearing early adolescents of 52 6th grade classrooms in mainstream and special education. Acceptance varied as a function of hearing status by gender; popularity varied as a function of hearing status and educational setting. Deaf boys in mainstream education were less accepted and popular than their hearing classmates and than deaf peers in special education. Deaf girls in mainstream education were also less popular but not less accepted. Communicative skills varied as a function of hearing status, whereas social behavior varied as a function of educational setting. Deaf mainstreamed children showed less developed pragmatic and strategic communicative skills (monitoring, improvisation, initiating/maintaining) than their hearing classmates, but more social adjustment than deaf peers in special education (more prosocial behavior, less antisocial or withdrawn behavior, and more agreeableness). For acceptance, deaf girls in mainstream education compensated the lack of improvisation with higher levels of prosocial behavior, agreeableness, monitoring, and pragmatic skills, and lower levels of antisocial behavior than deaf boys. Monitoring and pragmatic skills negatively affected a deaf mainstream boy's acceptance. In special education, gender differences in prosocial behavior explained deaf boys' lower acceptance. Popularity was explained by pragmatic skills and improvisation as a function of hearing status. Voter population difference and different social behavior norms are considered as an explanation for popularity differences as a function of educational setting. (Contains 4 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10