Gender Differences in Classroom Sympathy and Antipathy: A Digital Sociometric Study

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Бібліографічні деталі
Опубліковано в::	Education Sciences vol. 15, no. 7 (2025), p. 830-844
Автор:	Mella-Defranchi Eliacim
Інші автори:	Araya, Roberto
Опубліковано:	MDPI AG
Предмети:	Gender differences Nominations Behavior Peer relationships Students School environment Social exclusion Friendship Social anxiety Classrooms Aggressiveness Social interaction Social support Peers Preferences Well being Girls Mental depression Children & youth Mental health Gender identity Teenagers Sympathy Sociometry Depression (Psychology) Peer Relationship Males Social Status Adolescents Females Social Isolation Social Characteristics Social Problems Meta Analysis Interpersonal Competence Interpersonal Relationship Prosocial Behavior Child Development Emotional Problems Intimacy Aggression Antisocial Behavior Educational Environment Networks Behavior Problems
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Опис
Короткий огляд:	Socioemotional relationships significantly influence students’ learning, development, and school well-being. This study explored gender differences in sympathy and antipathy based on data originally gathered via a digital platform primarily designed for mathematical learning. The platform administered a sociometric test to a large sample (3090 of fourth-grade students (mean age = 10.19 years, 47.7% girls) in the Chilean Metropolitan Region. Teachers facilitated the test, allowing students to nominate peers they liked and disliked. The study confirmed a trend of homophily in sympathy, with students preferring same-gender peers. It also revealed a gender disparity in antipathy: girls nominated an average of 5.27 disliked classmates (SD = 7.20), 1.45 more nominations than boys, with a Cohen’s d of 0.22. These findings provide insights to enhance school climate and address the mental health implications of social exclusion, considering gender differences. These results underscore the potential of scalable digital tools to support educators in monitoring peer dynamics and fostering inclusive, emotionally supportive school environments.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15070830
Джерело:	Education Database