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PEERS RELATIONSHIPS AND SCHOOL ADJUSTMENT IN PRIMARY SCHOOL STUDENTS: ETHNIC AND GENDER DIFFERENCES
Abstract
This study explores the effect of ethnicity and gender on peers relationships and school adjustment among primary school students in a multicultural sample. Participants were 166 primary school students (aged between 8 and 11 years, 46.4% boys) enrolled in second (42.2%), third (31.9%) and fourth grade (25.9%) with diverse ethnic background, 78.3% Romanian and 21.7% Roma. Students completed a socio-metric questionnaire measuring the preference and the rejection in peers relationships. Data about school adjustment (achievement in Romanian and Math, behaviour, school absences) were collected from the school registers. Ethnic differences were found. Romanian students had higher scores in Romanian and Math and fewer absences than Roma students, but no differences were found in behaviour. Gender differences were found in peers relationships but not in school adjustment. Students more preferred by their colleagues had higher scores in Romanian and Math, and lower number of school absences, while students more rejected by their peers obtained lower grades in Romanian, Math and behaviour, and had higher number of school absences. The results indicated that relationships between peers relationships and school adjustment were moderated by the students gender. The implications of these findings on counselling services for students at risk of school failure are discussed.
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