Student’s perception of the teacher-student relationship and sociometric status
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Data de Publicação: | 2009 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Estudos de Psicologia (Campinas) |
Texto Completo: | https://periodicos.puc-campinas.edu.br/estpsi/article/view/7079 |
Resumo: | The aim of this study was to verify the relationship between students’ perceptions about their teachers’ expectations of them and their sociometric status, investigated through the selection of groups of friends. Participants comprised 130 male and femaleelementary school children, aged between 9 and 10, in two public schools from the São Paulo state interior. Participants’ perception was measured via a scale consisting of twenty statements, of which eleven were positively, and nine negatively, stated. To assesssociometric status, participants were required to indicate three classmates with whom they would like to study and to play, and three with whom they would not like to study and to play. Results showed that those students who believed that their teacher hada positive perception towards them also had a higher average peer group acceptance. Those participants who demonstrated a negative perception of expectations were the ones most rejected by their peers. This study points to the importance of the social relationships established at school and encourages a reflection on the importance of these relationships in the context of the teach/learn process. |
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Student’s perception of the teacher-student relationship and sociometric statusPercepção do aluno sobre sua interação com o professor e status sociométricoInteração professor-alunoMedidas perceptivasTécnicas sociométricasTeacher-student interactionPerceptual measuresSociometric techniquesThe aim of this study was to verify the relationship between students’ perceptions about their teachers’ expectations of them and their sociometric status, investigated through the selection of groups of friends. Participants comprised 130 male and femaleelementary school children, aged between 9 and 10, in two public schools from the São Paulo state interior. Participants’ perception was measured via a scale consisting of twenty statements, of which eleven were positively, and nine negatively, stated. To assesssociometric status, participants were required to indicate three classmates with whom they would like to study and to play, and three with whom they would not like to study and to play. Results showed that those students who believed that their teacher hada positive perception towards them also had a higher average peer group acceptance. Those participants who demonstrated a negative perception of expectations were the ones most rejected by their peers. This study points to the importance of the social relationships established at school and encourages a reflection on the importance of these relationships in the context of the teach/learn process.Esta pesquisa teve por objetivo verificar a relação entre a percepção de estudantes sobre as expectativas de seus professores a seu respeito e o seu status sociométrico, investigado por meio das escolhas do grupo de amigos. Participaram do estudo 130 alunos do ensino fundamental, de ambos os sexos, entre 9 e 10 anos de idade, de duas escolas públicas do interior do Estado de São Paulo. A percepção dos participantes foi obtida por meio de uma escala contendo vinte afirmações, onze positivas, que indicam boa percepção do aluno, e nove que indicam uma percepção negativa. Para avaliar o status sociométrico foi solicitado aos participantes que indicassem três nomes de colegas da classe com quem gostariam de estudar, de brincar, de não estudar e de não brincar. Os resultados indicaram que os alunos que acreditam que seu professor tem uma percepção positiva sobre eles também obtiveram médias maiores de aceitação por seu grupo de amigos. Os participantes que demonstraram uma percepção de expectativas negativa também foram mais rejeitados por seus pares. O estudo aponta para a necessidade de se considerar as relações sociais estabelecidas na escola e promove uma reflexão sobre a importância dessas relações no contexto do processo ensino-aprendizagem.Núcleo de Editoração - PUC-Campinas2009-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigosapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7079Psychological Studies; Vol. 26 No. 3 (2009): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 26 Núm. 3 (2009): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 26 n. 3 (2009): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPporhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7079/4645Copyright (c) 2022 Selma de Cássia MARTINELLI, Andreza SCHIAVONIhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMARTINELLI, Selma de Cássia SCHIAVONI, Andreza 2024-04-30T17:14:36Zoai:ojs.periodicos.puc-campinas.edu.br:article/7079Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2024-04-30T17:14:36Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false |
dc.title.none.fl_str_mv |
Student’s perception of the teacher-student relationship and sociometric status Percepção do aluno sobre sua interação com o professor e status sociométrico |
title |
Student’s perception of the teacher-student relationship and sociometric status |
spellingShingle |
Student’s perception of the teacher-student relationship and sociometric status MARTINELLI, Selma de Cássia Interação professor-aluno Medidas perceptivas Técnicas sociométricas Teacher-student interaction Perceptual measures Sociometric techniques |
title_short |
Student’s perception of the teacher-student relationship and sociometric status |
title_full |
Student’s perception of the teacher-student relationship and sociometric status |
title_fullStr |
Student’s perception of the teacher-student relationship and sociometric status |
title_full_unstemmed |
Student’s perception of the teacher-student relationship and sociometric status |
title_sort |
Student’s perception of the teacher-student relationship and sociometric status |
author |
MARTINELLI, Selma de Cássia |
author_facet |
MARTINELLI, Selma de Cássia SCHIAVONI, Andreza |
author_role |
author |
author2 |
SCHIAVONI, Andreza |
author2_role |
author |
dc.contributor.author.fl_str_mv |
MARTINELLI, Selma de Cássia SCHIAVONI, Andreza |
dc.subject.por.fl_str_mv |
Interação professor-aluno Medidas perceptivas Técnicas sociométricas Teacher-student interaction Perceptual measures Sociometric techniques |
topic |
Interação professor-aluno Medidas perceptivas Técnicas sociométricas Teacher-student interaction Perceptual measures Sociometric techniques |
description |
The aim of this study was to verify the relationship between students’ perceptions about their teachers’ expectations of them and their sociometric status, investigated through the selection of groups of friends. Participants comprised 130 male and femaleelementary school children, aged between 9 and 10, in two public schools from the São Paulo state interior. Participants’ perception was measured via a scale consisting of twenty statements, of which eleven were positively, and nine negatively, stated. To assesssociometric status, participants were required to indicate three classmates with whom they would like to study and to play, and three with whom they would not like to study and to play. Results showed that those students who believed that their teacher hada positive perception towards them also had a higher average peer group acceptance. Those participants who demonstrated a negative perception of expectations were the ones most rejected by their peers. This study points to the importance of the social relationships established at school and encourages a reflection on the importance of these relationships in the context of the teach/learn process. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-09-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigos |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/7079 |
url |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/7079 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/7079/4645 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Selma de Cássia MARTINELLI, Andreza SCHIAVONI https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Selma de Cássia MARTINELLI, Andreza SCHIAVONI https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Núcleo de Editoração - PUC-Campinas |
publisher.none.fl_str_mv |
Núcleo de Editoração - PUC-Campinas |
dc.source.none.fl_str_mv |
Psychological Studies; Vol. 26 No. 3 (2009): Estudos de Psicologia (Campinas) Estudos de Psicologia; Vol. 26 Núm. 3 (2009): Estudos de Psicologia (Campinas) Estudos de Psicologia; v. 26 n. 3 (2009): Estudos de Psicologia (Campinas) 1982-0275 reponame:Estudos de Psicologia (Campinas) instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) instacron:PUC_CAMP |
instname_str |
Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
instacron_str |
PUC_CAMP |
institution |
PUC_CAMP |
reponame_str |
Estudos de Psicologia (Campinas) |
collection |
Estudos de Psicologia (Campinas) |
repository.name.fl_str_mv |
Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
repository.mail.fl_str_mv |
sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br |
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