Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10045/62047
Información del item - Informació de l'item - Item information
Título: Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education
Autor/es: Delgado, Beatriz | Inglés, Cándido J. | Aparisi Sierra, David | García-Fernández, José Manuel
Grupo/s de investigación o GITE: Habilidades, Competencias e Instrucción | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU)
Centro, Departamento o Servicio: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Palabras clave: Social anxiety | Sociometric nomination | Students
Área/s de conocimiento: Psicología Evolutiva y de la Educación
Fecha de publicación: ene-2016
Editor: Cambridge University Press
Cita bibliográfica: The Spanish Journal of Psychology. 2016, 19(e41): 1-10. doi:10.1017/sjp.2016.47
Resumen: Adolescents with social anxiety can manifest great interference in their relationship with classmates and other peers, as well as in their school performance. The aim of this study was to analyze the sociometric nominations and assessment of students with high social anxiety by their peers and teachers, and to determine whether these assessments differ significantly between evaluators (peers vs. teachers), in a sample of 2022 (51.1% male) Spanish adolescents aged between 12 and 16 years. Social anxiety was assessed using the Social Phobia and Anxiety Inventory questionnaire. Sociometric identification and assessment of various educational aspects of the students was performed through the Socio program and Teacher assessment scales, respectively. Results show that students with high social anxiety were nominated by peers as popular, rejected and neglected with the same frequency and proportionately less nominated as leaders, friendly, cooperative, and quarrelsome students than those without high social anxiety (d < .25). Teachers assessed the sociometric status of a student with low social anxiety in the same way as that of students with high social anxiety, although they considered the latter as less impulsive, less conflictive, less passive and more compliant with rules (d > .97). Finally, peers significantly nominated students with high social anxiety more as leaders, cooperative, quarrelsome, obedient and good students than their teachers (d < .42). In conclusion, this study shows that adolescents with high social anxiety are valued and nominated by their peers and teachers differently.
Patrocinador/es: This research article has been financed through a predoctoral grant awarded by the Cajamurcia Foundation to the first author and through the SEJ 2004–07311/EDUC Project from the National Plan for Scientific Research, Development and Technological Innovation (MEC) awarded to the second author.
URI: http://hdl.handle.net/10045/62047
ISSN: 1138-7416 (Print) | 1988-2904 (Online)
DOI: 10.1017/sjp.2016.47
Idioma: eng
Tipo: info:eu-repo/semantics/article
Derechos: © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid
Revisión científica: si
Versión del editor: http://dx.doi.org/10.1017/sjp.2016.47
Aparece en las colecciones:INV - Habilidades, Competencias e Instrucción - Artículos de Revistas
INV - SOCEDU - Artículos de Revistas

Archivos en este ítem:
Archivos en este ítem:
Archivo Descripción TamañoFormato 
Thumbnail2016_Delgado_etal_SpanishJPsych_final.pdfVersión final (acceso restringido)490,17 kBAdobe PDFAbrir    Solicitar una copia
Thumbnail2016_Delgado_etal_SpanishJPsych_rev.pdfVersión revisada (acceso abierto)1 MBAdobe PDFAbrir Vista previa


Todos los documentos en RUA están protegidos por derechos de autor. Algunos derechos reservados.