Development And Validation Of The Social Exclusion Experience Of School-age Children

In the field of children development,Social exclusion may be defined as barring other children from friendships and social groups.Social exclusion is not only the foundation of friendship formed between individuals,but also can be showed the hostile form,and aim at to hurt others.And no matter in what way to show the social exclusion,can cause children in emotional and psychological consequences.The purpose of this study is to explore the structure of school-age children's social exclusion and document for primary school children in China social exclusion self-test questionnaire.Based on former studies and semi-structured interviews,we asked for suggestions form experts and constructed a four factors models of school-age children's social exclusion experience,and developed a preliminary questionnaire through about 40 children,23 teachers of primary school to interview.With the Exploratory Factor Analysis of 394 students,we formed the formal questionnaire;Based on 1570 pupils from 5 schools in Shenyang for a formal questionnaire for measuring,examines the questionnaire and to explore the reliability and validity of the differences in subjects variables and further investigated the current situation of school-age children's social exclusion experience.The results showed that:(1)In our country,school-age children's social exclusion experience content four factors,including being rejected,ignored,slandered,and discriminated.(2)The questionnaire based on the theoretical model proved to be having good reliatility and validity and could be used to measure the school-age children's social exclusion experience.(3)There are signifinant differences on the gender,the rural-urban origin,the grade,the academic performance,the type of school,the family type,the parents' marital status and whether for class leader or not.In terms of gender,boys' scores were higher than girls';The rural students' scores were higher than the cities students' in each dimension;There is significant difference in scores found among different grades,among them the scores of the third grade children is significantly higher than others;And lower grades students' scores were higher than other students';The class leaders' scores were significantly lower than the ordinary students;The urban migrant workers elementary school children's scores were significantly higher than other kinds of school's children;In the subjects of family types,single parent families children's scores were significantly higher than that of others' in each dimension,the scores of children in extended family and nuclear family were significantly lower than other children.