The relationship between childrens self-reported recess problems, and peer acceptance and friendships

This study used three samples to investigate the nature of childrenʹs self-reported recess problems and the degree to which these were correlated with childrenʹs peer acceptance and mutual friendships. Results suggest that seven student complaints about recess can be grouped into problems with peer conflict and problems with social inclusion. Modest relations were reported between inclusion recess problems and childrenʹs mutual friendships and peer acceptance. Relations of conflict recess problems with mutual friendships and peer acceptance were less frequent. Results suggest that self-reported recess problems are a distinct construct from traditional research measures of peer acceptance and friendships.