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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

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Psicothema, 2009. Vol. Vol. 21 (nº 3). 439-445




Un análisis contextual de la preferencia y el rechazo entre iguales en la escuela

Eduardo Martín y Mª Carmen Muñoz de Bustillo

Universidad de La Laguna

El objetivo del presente trabajo es realizar un análisis de la preferencia y el rechazo entre iguales desde una perspectiva contextual, teniendo en cuenta los diferentes escenarios en los que se desarrollan las relaciones sociales. Para ello, se administró un cuestionario sociométrico que combina el método de nominaciones para los diferentes contextos de interacción (académico y ocio) con el método de asignación de atributos perceptivos. La muestra está compuesta por 777 alumnos pertenecientes al 2º y 3.er ciclo de Primaria y al 1.er ciclo de la ESO. Los principales resultados indican que la preferencia y el rechazo están mediatizados por los contextos interpersonales. Así, mientras que la preferencia está marcada por el contexto académico, el rechazo tiene una connotación trans-contextual. Los porcentajes de los diferentes tipos de preferidos y rechazados no varían entre los cursos analizados. Se identifican algunas características conductuales que diferencian a los distintos tipos de alumnos preferidos y rechazados. Se concluye que es necesario realizar análisis sociométricos contextualizados, ya que las relaciones sociales, y por lo tanto el estatus sociométrico, varían en función del escenario en el que se desarrollen.

A contextual analysis of peer acceptance and peer rejection at school. The aim of this study is to carry out an analysis of peer acceptance and peer rejection from a contextual perspective, taking into account the different settings in which social relationships develop. A sociometric questionnaire was used that combined the nomination method for different interaction contexts (academic and leisure) with the method of allocation of perceptive attributes. The sample is made up of 777 pupils ranging from the 4th year of primary school to 2nd year of secondary. The main results indicate that acceptance and rejection are influenced by interpersonal contexts. So, whereas peer acceptance is identified with the academic context, peer rejection has a cross-contextual connotation. The percentages of the diverse kinds of acceptance and rejection do not vary among the school courses studied. Some behavioural characteristics that differentiate the kinds of students who are preferred and rejected are identified. In conclusion, contextualised sociometric analyses should be carried out, as social relationships –and therefore, sociometric status– vary depending on the setting in which they take place.

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