Abstract
The acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools were selected using a stratified random sampling technique with both public and private elementary schools. Sample was composed of 247 4th grade students. Data revealed gender differences in psychosocial adjustment, particularly in terms of prosocial behavior in girls and behavioral problems in boys. Popular and rejected statuses presented opposing adjustment profiles, particularly in hyperactive symptoms and behavioral problems. When the sample was separated by gender, the differences between the types of status in emotional symptomatology and prosocial behavior disappeared. In addition, the differences between statuses were greater in boys, and were defined mainly by hyperactivity, whilst for girls these differences were more apparent in behavioral problems.
Highlights
Worldwide, 10–20% of children and adolescents suffer from psychiatric disorders, but only one fifth are correctly diagnosed
The early presence of emotional and/or behavioral problems increases the risk of developing a mental disorder in the later stages of development (Costello et al, 2003; Kim-Cohen et al, 2003; Widiger et al, 2009)
The tests were administered in six educational centers, with a final sample of 247 students composed of 112 boys (45.3%) and 135 girls (54.7%)
Summary
10–20% of children and adolescents suffer from psychiatric disorders, but only one fifth are correctly diagnosed. Significant numbers of other children and young people have psychosocial adjustment problems that, whilst not meeting the diagnostic criteria of a mental disorder, are still a source of suffering and discomfort, both for themselves and for the people around them. These minors must receive evaluation and help (Asociación Española de Neuropsiquiatría, 2009; Mundy et al, 2017). The early presence of emotional and/or behavioral problems increases the risk of developing a mental disorder in the later stages of development (Costello et al, 2003; Kim-Cohen et al, 2003; Widiger et al, 2009). Boys show a greater number of externalizing disorders than
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