Abstract
Three hundred thirty primary grade school children between 9 and 13 years of age participated in a study of their social network, interperonal concerns, and help-seeking behavior, as a function of sex, school performance and economic status. Girls showed more affective association and looked for help more readily than boys. Children with poor academic performance had difficulties in forming social relationships, were less sensitive of the social consequences of their behavior and enjoyed less support from friends, their immediate family and even animals. Results in general were most unfavorable for economically disadvantaged boys. Various strategies to counteract the negative effects of poor school performance are discussed.
Résumé
Trois cent trente élèves du primaire ont participé à un étude sur le réseau social des enfants de 9–13 ans, leurs préoccupations interpersonnelles et leur recherche d’aide lors de situations problématiques, en tenant compte de trois variables, le sexe, la performance scolaire et le milieu socio-économique. Le fait d’être un garçon ou une fille a introduit des différences significatives, les filles manifestant plus de sentiments d’affiliation et recherchant plus l’aide. Par ailleurs les enfants non performants, comparativement aux enfants performants, ont semblé éprouver plus de difficultés dans leurs relations sociales, se préoccuper moins des effets de leur comportement envers les autres et ne pas bénéficier autant du support des ami(e)s, de la famille cellulaire et des animaux. La variable milieu socio-économique a nuancé les résultats généralement au désavantage des garçons du milieu défavorisé. Diverses statégies devraient être établies pour contrer les effets néfastes associés à la non performance scolaire.
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This study was supported by a grant from the Quebec Government (Conseil québécois de la recherche sociale).
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Salomon, A., Strobel, M.G. Social network, interpersonal concerns and help-seeking in primary grade school children as a function of sex, performance and economic status. Eur J Psychol Educ 12, 331–347 (1997). https://doi.org/10.1007/BF03172880
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DOI: https://doi.org/10.1007/BF03172880