Socioemotional competence and peers’ social experiences have a mutually affecting relationship. Exploring students’ reasons for disliking a classmate within the classroom context has theoretical importance for peer interaction literature and practical importance for assisting teachers in building positive social environments. The goal of the study was to evaluate a system of categorization of reasons for disliking a classmate. For that, and in line with grounded theory, an enlarged heterogeneous sample of fourth and sixth grade Spanish and Portuguese students was used. Data collection was done through a sociometric task followed by a semi-structured interview (Spanish students) or by completing a questionnaire (Portuguese students). 1596 reasons provided by the Spanish students and 638 provide by the Portuguese students were analysed following the grounded theory procedure. Results showed that students tended to mention the same type of reasons; differences within groups relate to reasons’ salience. Implications are drawn for teaching practice and for exploring the effect of culture and school organization on students’ appreciation of each other.

社会情感能力和同龄人的社会经验具有相互影响的关系。探索学生在课堂环境中不喜欢同班同学的原因，对于同peer互动文学具有理论上的重要性，而在协助教师建立积极的社会环境方面具有实际的重要性。该研究的目的是评估一个不喜欢同学的原因分类系统。为此，并根据扎根的理论，使用了扩大的异质样本，分别是四年级和六年级的西班牙和葡萄牙学生。数据收集是通过社会测量任务完成的，然后是半结构化访谈（西班牙学生）或填写问卷（葡萄牙学生）。按照扎根的理论程序分析了西班牙学生提供的1596个原因和葡萄牙学生提供的638个原因。结果表明，学生倾向于提及相同类型的原因。组内的差异与理由的显着性有关。这对教学实践以及探索文化和学校组织对学生相互欣赏的影响有启示。