This study examined the relationship between three different measurements of children’s social interactions at school: self-reports measuring loneliness in group integration and intimacy, peer...Show moreThis study examined the relationship between three different measurements of children’s social interactions at school: self-reports measuring loneliness in group integration and intimacy, peer nominations and sensor data taken from free play during recess. Furthermore, the gender differences in the level of social interactions were assessed. A total of 216 primary school children participated in this research with a mean age of 10.5 years (SD = .94). Correlations were found for peer nominations (mutual nominations and best friend nominations) with self-reported sense of integration and percentage time interacting (sensor data). No other correlations appeared. Moreover, when testing for possible gender differences in the level of social interactions, girls reported feeling more peer intimacy (less lonely in the context of intimate friendships) when compared to boys. This was the only gender difference found in this research. Taking everything in consideration, it is sensible that primary education focuses on social interactions and loneliness since friendship is a crucial part of a child’s development. However, schools could still focus more on gender differences in social interactions and loneliness. Furthermore, based on this research outcomes, some questions arise about (non)-existing gender differences and differences with existing literature. This indicates the need for more in-depth research in the future.Show less
