Abstract
The present study investigated the relation between social acceptance and school well-being in early childhood. Additionally, it was explored whether this relation depended on gender and age. In total, N = 311 children (aged 4–7) participated. Social acceptance was assessed with a peer nomination method and school wellbeing was measured with a parent questionnaire. Outcomes of hierarchical multiple regression analysis demonstrated a positive relation between social acceptance and school wellbeing. Regarding the role of gender and age, outcomes indicated that social acceptance was related to school wellbeing only for girls (not boys) and only for younger children (not older children). Implications and directions for future research are discussed.
| Original language | English |
|---|---|
| Article number | e2470 |
| Pages (from-to) | 1-14 |
| Number of pages | 14 |
| Journal | Infant and Child Development |
| Volume | 33 |
| Issue number | 3 |
| Early online date | 18 Oct 2023 |
| DOIs | |
| Publication status | Published - Jun 2024 |
Bibliographical note
Publisher Copyright:© 2023 The Authors. Infant and Child Development published by John Wiley & Sons Ltd.
Keywords
- early childhood education
- gender differences
- school wellbeing
- social acceptance