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- W3157269432 abstract "• Peer-rejected students are not a monolithic group. • Five groups of these students by self-regulatory mechanisms were identified. • There are differences in self-reg. mechanisms among groups of these students. Self-regulation is an essential factor in school well-being and plays a significant role in peer rejection. The connection between peer rejection and self-regulation varies according to the type and quality of peer interaction (e.g., rejection or acceptance). The nature of interactions with peers influences different self-regulatory mechanisms; therefore, it can be assumed that there will be differences in the mechanisms of self-regulation among peer-rejected students. This study analyzes a group of peer-rejected students from the perspective of self-regulatory mechanisms. The participants consisted of 219 students deemed as peer-rejected. The respondent set was obtained from a randomly selected sample of 1,625 lower secondary students in the Czech Republic. Results based on a cluster analysis enabled the identification of five groups of peer-rejected students, each of which differed in terms of self-regulation skills, emotional regulation, self-regulatory failure, and perceived level of peer rejection. Thus, the respondents were characterized in the following five categories: “the Outsiders,” “the Misfits,” “the Overthinkers,” “the Poker Players,” and “the Trapped Despite the Odds.” Intergroup differences in terms of self-regulatory mechanisms were identified and discussed." @default.
- W3157269432 created "2021-05-10" @default.
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- W3157269432 date "2021-07-01" @default.
- W3157269432 modified "2023-09-25" @default.
- W3157269432 title "Peer-rejected students: An analysis of their self-regulatory mechanisms" @default.
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- W3157269432 doi "https://doi.org/10.1016/j.childyouth.2021.106030" @default.
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