Hugmyndir barna um viðbrögð þeirra við gagnrýni kennara og bekkjarfélaga : þroskarannsókn

Abstract

This study explores how elementary school children propose to deal with the criticism of their teachers and classmates. Applying a balanced design, 60 children (30 girls and 30 boys) between the ages of 7 and 12 were interviewed twice, one year apart, on two "everyday" schoolbased dilemmas. In these dilemmas a student is communcating with either a teacher or classmate over conflicting opinions concerning the quality of the student's academic work. Results indicate that as elementary school age children grow older they exhibit a movement from unilateral forms of communicative action to reciprocal forms when considering conflicting opinions. Also, regardless of age, children express a greater sense of reciprocity in a conflictual situation with a classmate than with a teacher. Finally, they are more likely to suggest assertive interpersonal styles with a classmate but submissive styles with a teacher.