Assessing Student Perceptions of Positive and Negative Social Interactions in Specific School Settings

Autor/inn/en	Zumbrunn, Sharon; Doll, Beth; Dooley, Kadie; LeClair, Courtney; Wimmer, Courtney
Titel	Assessing Student Perceptions of Positive and Negative Social Interactions in Specific School Settings
Quelle	In: International Journal of School & Educational Psychology, 1 (2013) 2, S.82-93 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2013.803001
Schlagwörter	Student Attitudes; Positive Attitudes; Negative Attitudes; Interaction; Peer Relationship; Elementary School Students; Geographic Location; Gender Differences; Maps; Interpersonal Relationship; Grade 3; Grade 4; Grade 5; Qualitative Research + Suchen Sie Ihr Suchwort? Schülerverhalten; Negative Fixierung; Interaktion; Peer-Beziehungen; Geschlechterkonflikt; Map; Karte; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Qualitative Forschung
Abstract	This study explored the use of student-marked school maps, a practitioner-friendly method for assessing student perceptions of positive and negative peer interactions in specific school settings. Two hundred eighty-two third- through fifth-grade students from a Midwestern U.S. elementary school participated. Descriptive analyses were used to determine the key school locations reported by students where cooperative and conflictual peer interactions occurred. In general, students reported the playground, classroom, gym, library, and cafeteria as places where students get along most regularly and the playground, restroom, and cafeteria as the most conflict-prone locations. Results from Pearson's chi-square analyses indicated the presence of grade-level differences in student responses. No gender differences were found. Students also were able to identify possible reasons that explain why their classmates do and do not get along in various school settings. Findings suggest that the methods used in this study are effective means for assessing students' positive and negative social interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01