Social Developmental Parameters in Primary Schools: Inclusive Settings' and Gender Differences on Pupils' Aggressive and Social Insecure Behaviour and Their Attitudes towards Disability
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| Title: | Social Developmental Parameters in Primary Schools: Inclusive Settings' and Gender Differences on Pupils' Aggressive and Social Insecure Behaviour and Their Attitudes towards Disability |
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| Language: | English |
| Authors: | Arampatzi, Athina, Mouratidou, Katerina, Evaggelinou, Christina, Koidou, Eirini, Barkoukis, Vassilis |
| Source: | International Journal of Special Education. 2011 26(2):58-69. |
| Availability: | International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Grade 6 |
| Descriptors: | Check Lists, Security (Psychology), Adapted Physical Education, Inclusion, Gender Differences, Social Development, Elementary School Students, Mainstreaming, Aggression, Social Behavior, Antisocial Behavior, Student Attitudes, Attitudes toward Disabilities, Foreign Countries, Comparative Analysis |
| Geographic Terms: | Greece |
| ISSN: | 0827-3383 |
| Abstract: | The aim of the present study was to examine whether gender and inclusion settings are associated with elementary school pupils' aspects of social development such as aggression, social insecurity and attitudes toward disability. The sample consisted of 658 pupils (M[subscript age]=11[plus or minus]1 years) of 15 primary schools (306 boys and 352 girls). Three hundred and fifty three of the participants attended schools with inclusive settings while the rest 305 attended typical schools. The participants of the study completed the Checklist of Aggressive Behaviour (CAB), the Checklist of Social Insecure Behaviour (CSIB), and the Children's Attitudes Towards Integrated Physical Education-Revised (CAIPE-R). Results indicated that girls showed less aggressive behaviour compared to boys, and pupils in typical schools displayed higher attitudes toward disability compared to pupils in inclusion schools. These findings imply that gender is a significant factor just for students displaying aggression but not social insecurity and/or adopting positive attitudes towards disability. Furthermore, inclusive setting is not a sufficient condition for the promotion of typical pupils' social behaviour. (Contains 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 92 |
| Entry Date: | 2011 |
| Accession Number: | EJ937175 |
| Database: | ERIC |
| Abstract: | The aim of the present study was to examine whether gender and inclusion settings are associated with elementary school pupils' aspects of social development such as aggression, social insecurity and attitudes toward disability. The sample consisted of 658 pupils (M[subscript age]=11[plus or minus]1 years) of 15 primary schools (306 boys and 352 girls). Three hundred and fifty three of the participants attended schools with inclusive settings while the rest 305 attended typical schools. The participants of the study completed the Checklist of Aggressive Behaviour (CAB), the Checklist of Social Insecure Behaviour (CSIB), and the Children's Attitudes Towards Integrated Physical Education-Revised (CAIPE-R). Results indicated that girls showed less aggressive behaviour compared to boys, and pupils in typical schools displayed higher attitudes toward disability compared to pupils in inclusion schools. These findings imply that gender is a significant factor just for students displaying aggression but not social insecurity and/or adopting positive attitudes towards disability. Furthermore, inclusive setting is not a sufficient condition for the promotion of typical pupils' social behaviour. (Contains 2 tables.) |
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| ISSN: | 0827-3383 |
