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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
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
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  Label: Title
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Arampatzi%2C+Athina%22">Arampatzi, Athina</searchLink><br /><searchLink fieldCode="AR" term="%22Mouratidou%2C+Katerina%22">Mouratidou, Katerina</searchLink><br /><searchLink fieldCode="AR" term="%22Evaggelinou%2C+Christina%22">Evaggelinou, Christina</searchLink><br /><searchLink fieldCode="AR" term="%22Koidou%2C+Eirini%22">Koidou, Eirini</searchLink><br /><searchLink fieldCode="AR" term="%22Barkoukis%2C+Vassilis%22">Barkoukis, Vassilis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Special+Education%22"><i>International Journal of Special Education</i></searchLink>. 2011 26(2):58-69.
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  Data: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Security+%28Psychology%29%22">Security (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Adapted+Physical+Education%22">Adapted Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Antisocial+Behavior%22">Antisocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
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  Data: 0827-3383
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  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 92
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  Data: 2011
– Name: AN
  Label: Accession Number
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  Data: EJ937175
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 58
    Subjects:
      – SubjectFull: Check Lists
        Type: general
      – SubjectFull: Security (Psychology)
        Type: general
      – SubjectFull: Adapted Physical Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: Aggression
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Antisocial Behavior
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Greece
        Type: general
    Titles:
      – TitleFull: 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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