A Study on the Social Behaviors of the Popular and Peer-rejected Children of the Middle-grade in the Elementary School - The Third-grade as the Sample

• Main Authors: Tsai, Chi-Ying, 蔡其螢
• Other Authors: Chen, Yih-Fen
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/25051299659757284766

碩士 === 臺中師範學院 === 國民教育研究所 === 93 === This study focuses on the social behaviors of the popular and peer-rejected children of the middle-grade in the elementary school. The purposes include to examine the character of peer popularity and rejection during the process of interaction, to analyze the connection of the gender factor with peer popularity and rejection, and to explore the correlations of social-behaviors and the feedbacks of the peers. A qualitative analysis is used in this study. A field study with observations, interviews, artifacts, and questionnaire analysis are also included. Two popular (one boy and one girl) and two peer-rejected (one boy and one girl) children in the same third-grade class are chosen. The main findings are as the following: (1) While the learning and social behaviors of a child meet the group standards, the peer popularity increases. Usually, the prosocial behaviors are deemed as the group standards. (2) The individual differences in the types and frequency of social behaviors, capabilities, and personalities of children, are the important factors of peer popularity and rejection. (3) The sex-segregation factor is the significant issue of children’s social status, which makes peer-rejected children become more and more inaccessible and unaccepted by the peers. (4) The social interaction among children is a mutually effect process. The different social behaviors of the popular and peer-rejected children get different reactions from the peers; vice versa, the feedbacks of the peers will influence the popular and peer-rejected children’s attitude and social behaviors. This study suggests teachers perceive positive social behaviors as important for children''s social development, and guide them to learn prosocial values and put them into daily behaviors.