HSC partnership is important in preventing risk behaviours in school-aged children. This research aims to propose a method to assess the effectiveness of HSC-based interventions. Since in the present study a relationship between straight- and self-evaluation was observed, any effective intervention should aim to modify straight-evaluation and, consequently, also self-evaluation. In recent years a great deal of researches emphasized the importance of the relationships between peers in preventing behaviours such as aggression and victimization, in school-aged children (Poulin & Bovin 1995; Schwartz, Gorman, Duong, Nakamoto, 2008; Ostrov 2008). In this study, the relationship between straight- (Extended Class Play, Masten, Morison, Pellegrini, 1985) and self-evaluation (BFQ-C, Barbaranelli, Caprara, Rabasca, 1998) was observed. The sample was made up of 407 nine-ten-year-old children (185 F, 222 M) attending the fourth year of primary schools in Quartu S. Elena (Province of Cagliari, Sardinia, Italy). BFQC investigates the aspects of self-perceived personality as defined by five factors: Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Openness. Extended Class Play evaluates the social roles established by peers in the classroom context by means of the following factors: Aggression, Prosociality, Victimization, Shyness and Emotional Instability. Five discriminant analyses for each BFQ-C dimensions were performed to evaluate the relationship between straight- and self-assessment. Results showed that children classified as “Emotionally Instables” by peers were characterized by low Openness and low Agreeableness. Children classified as “Shy” showed high Conscientiousness and low Extraversion. Children classified as “Prosocials” regarded themselves as characterized by high Agreeableness and high Conscientiousness. Likewise, children classified as “Aggressive” showed low Agreeableness and low Conscientiousness. Last, children classified as “Victimized” were characterized by low Emotional Stability, low Openness, low Agreeableness and low Conscientiousness. These results demonstrate the relationship between straight- and self-evaluation.
Comparison of Straight-and Self Evaluation and Stability of Indices
CONTE, STELLA;
2011-01-01
Abstract
HSC partnership is important in preventing risk behaviours in school-aged children. This research aims to propose a method to assess the effectiveness of HSC-based interventions. Since in the present study a relationship between straight- and self-evaluation was observed, any effective intervention should aim to modify straight-evaluation and, consequently, also self-evaluation. In recent years a great deal of researches emphasized the importance of the relationships between peers in preventing behaviours such as aggression and victimization, in school-aged children (Poulin & Bovin 1995; Schwartz, Gorman, Duong, Nakamoto, 2008; Ostrov 2008). In this study, the relationship between straight- (Extended Class Play, Masten, Morison, Pellegrini, 1985) and self-evaluation (BFQ-C, Barbaranelli, Caprara, Rabasca, 1998) was observed. The sample was made up of 407 nine-ten-year-old children (185 F, 222 M) attending the fourth year of primary schools in Quartu S. Elena (Province of Cagliari, Sardinia, Italy). BFQC investigates the aspects of self-perceived personality as defined by five factors: Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Openness. Extended Class Play evaluates the social roles established by peers in the classroom context by means of the following factors: Aggression, Prosociality, Victimization, Shyness and Emotional Instability. Five discriminant analyses for each BFQ-C dimensions were performed to evaluate the relationship between straight- and self-assessment. Results showed that children classified as “Emotionally Instables” by peers were characterized by low Openness and low Agreeableness. Children classified as “Shy” showed high Conscientiousness and low Extraversion. Children classified as “Prosocials” regarded themselves as characterized by high Agreeableness and high Conscientiousness. Likewise, children classified as “Aggressive” showed low Agreeableness and low Conscientiousness. Last, children classified as “Victimized” were characterized by low Emotional Stability, low Openness, low Agreeableness and low Conscientiousness. These results demonstrate the relationship between straight- and self-evaluation.
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