Correlates of adult and child perceptions of social competency

In this study, the relationship between two commonly used measures of social competency, peer ratings of perceived status and adult ratings of assertiveness, were examined. In Phase I, high and low sociometric status children were videotaped responding to a series of role-play scenes; performance on these scenes was then rated retrospectively by adults for overall assertiveness. In Phase II, a second group of children who were unfamiliar with the videotaped children observed the taped scenes and provided ratings of likability, intelligence, working together, and attractiveness. In general, results revealed that children and adults differed in their ratings of the videotaped children. Further, boys used different cues in their ratings than did girls. More specifically, the sociometric status of girls was related to perceived attractiveness, whereas the sociometric status of boys was more closely related to perceived intelligence. Such findings suggest that children and adults look for and use different cues in their judgments. Given these differences, it is concluded that child and adult ratings should not be used interchangeably in the assessment of, and evaluation of, social competency in children.Portions of this research were supported by a grant from the Virginia Department of Criminal Justice Services.     

The Stability of Peer Sociometric Ratings Across Ecological Settings

Although children's peer relations extend beyond the classroom, researchers have focused almost exclusively on evaluting sociometric status within the school setting. In the present study, a roster-and-rating method was used to assess the relationship between the sociometric status of 20 fifth-grade students in the classroom and in adult supervised activity groups outside of school. In addition, the 6-month stability of peer sociometric ratings in school was assessed. The correlational results showed that a child's sociometric standing in the classroom was a strong predictor of his or her standing in outside groups, and that the 6-month stability of peer sociometric ratings at school was quite high. The results are encouraging for researchers who use classroom sociometric ratings as global indices of peer relations.     

Relations among peer acceptance,inhibitory control,and math achievement in early adolescence

This study examined relations among peer acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on peer acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results indicated that both inhibitory control and peer acceptance were positively and significantly related to math achievement. In addition, peer acceptance significantly mediated the relationship between inhibitory control and math grades when all three variables were entered simultaneously in a linear regression model. These results suggest that peer acceptance is an important indicator of social functioning and plays a significant part in academic success in the classroom. Results also suggest that indicators of social functioning – such as peer acceptance – need to be included in addition to cognitive functioning, when examining academic achievement in early adolescence.     

Academic achievement and popularity in low-socioeconomic status black children

The literature suggests that popularity may have different correlates depending on the ethnic, racial, and/or socioeconomic characteristics of the peer group. This study therefore investigated the relationship between peer popularity and academic achievement in low-socioeconomic status urban black children, a population in which this relationship had not previously been examined. Two hundred ninety-six children in grades 4, 6, and 8 completed three sociometric rating scales, indicating the popularity of each of their same-sex classmates as a workmate, playmate, and best friend. These ratings were subjected to a multivariate analysis of variance in which gender and academic achievement (high vs. low achievement test scores) were factors. Consistent with previous research, high achievement was associated with greater popularity as a workmate for an academic task at all three grade levels examined. Popularity as a playmate and as a best friend, however, was inversely related to achievement among fourth graders and unrelated to achievement among eighth graders. These findings suggest that, although high achievement may be recognized for its adaptive value in a work-related context, it may actually be something of a social liability among younger children choosing partners for social and athletic activities. The results support a conceptualization of popularity as a multidimensional construct and highlight the importance of the use of multiple measures.The authors express their appreciation to the children, parents, and staff of the Orleans Parish Schools for their cooperation and participation in the study and to Rex Forehand and Ben Lahey for helpful comments on the design and analysis.     

Student perception of school environment and its relationship to mood,achievement, popularity,and adjustment

This study examined relationships between student perceptions of classroom environment and mood, achievement, popularity, and adjustment, both for students in general and for problem (i.e., acting-out, anxious, and unpopular) children. Subjects included 511 fifth- and sixth-grade students from 23 classes in four suburban schools. Class environment was assessed by responses to a short form of the Classroom Environment Scale (CES). Students also completed mood adjective checklists and peer sociometric ratings. Reading and arithmetic report card grades and achievement test scores were recorded for the school year, and teachers submitted adjustment ratings for all students. Classes, rather than students, were used as the main unit of analysis. For classes in general, high perceived Order and Organization and Affiliation related to greater student popularity. Relationships between perceptions of class environment and the dependent measures were stronger for problem students. For that group, high perceived Order and Organization, Affiliation, and Innovation related to positive mood, greater peer popularity, and teacher ratings indicating more positive adjustment. This study was supported by grants from the National Institute of Mental Health (MH 14574-04) and the New York State Department of Education. That support is acknowledged with gratitude as are specific contributions made by Evelyn Arlas, Ellis L. Gesten, and Elizabeth Kaplan.     

Stability of continuous measures of sociometric status: a meta-analysis

A meta-analytic review was conducted of 77 studies including 93 samples and 18,339 participants that examine both the short-term and long-term stability of four continuous dimensions of sociometric status: acceptance, rejection, social preference, and peer ratings. A large mean short-term stability was found for each dimension, indicating good test–retest reliability of sociometric measurements. Weighted least square regression analysis revealed that long-term stability was influenced by four factors: children’s age, gender, the length of the time interval across which stability was examined, and the year the study was published. The current study provides evidence for good reliability and high stability of continuous dimensions of peer status in childhood and adolescence.     

Popular and rejected children's social reasoning: linking social status and social knowledge.

The relationship between children's social status/sex and their moral judgements was examined. Sixty-four second- and third-grade children (33 boys, 31 girls) who were identified as popular or rejected by peer sociometric measures were shown pictures of children engaged in moral and second-order transgressions. The children were asked to rate each event on (a) the degree of seriousness for other and self, (b) the amount of punishment for other and self, and (c) rule alterability. The children were also asked for justification of the transgressions (why they thought the transgressions were wrong). The popular and rejected children differentiated between moral and second-order transgressions based upon criterion ratings and justifications. Differences emerged between the popular and the rejected children's ratings and justifications for moral transgressions, suggesting that children's moral judgements are related to social experiences associated with peer acceptance and rejection.     

Popular and Rejected Children's Social Reasoning: Linking Social Status and Social Knowledge

The relationship between children's social status/sex and their moral judgments was examined. Sixty-four second- and third-grade children (33 boys, 31 girls) who were identified as popular or rejected by peer sociometric measures were shown pictures of children engaged in moral and second-order transgressions. The children were asked to rate each event on (a) the degree of seriousness for other and self, (b) the amount of punishment for other and self, and (c) rule alterability. The children were also asked for justification of the transgressions (why they thought the transgressions were wrong). The popular and rejected children differentiated between moral and second-order transgressions based upon criterion ratings and justifications. Differences emerged between the popular and the rejected children's ratings and justifications for moral transgressions, suggesting that children's moral judgments are related to social experiences associated with peer acceptance and rejection.     

Peer‐assessed behavioural characteristics and sociometric rejection: Differences between pupils who have moderate learning difficulties and their mainstream peers

Background: The outcomes of social inclusion and skills training programmes for pupils with special educational needs have been mixed. Programmes are generally based on research with mainstream samples yet it has been suggested that the social skills important for sociometric acceptance may be different for children who have special educational needs. Aims: The study aims to compare peer‐assessed behavioural characteristics associated with sociometric status for included children who have moderate learning difficulties and their mainstream classmates. Sample: Mainstream classmates (N=867) of all the children ascertained as having Moderate Learning Difficulties (MLD) and included in mainstream middle schools (8–12 years) in one English county. Subgroups of rejected mainstream (n=38) and pupils with MLD (n=32) were further investigated. Method: Discriminant function analysis was carried out with peer assessment items as predictors of sociometric status group membership in the mainstream sample and contrasted with previously reported data from pupils with MLD in the same classes. Cluster analysis was used to identify behavioural subtypes within the rejected groups drawn from each sample. For pupils with MLD subtypes were validated using teacher assessments of social behaviour. Results: Systematic differences were identified across different analyses between the peer‐assessed behavioural characteristics associated with rejected sociometric status for pupils with MLD and for mainstream pupils. Conclusions: The appropriateness of generic social skills training programmes for promoting the social inclusion of pupils with MLD should be questioned and consideration given to rejected pupil subtypes.     

Relations between hyperactive and aggressive behavior and peer relations at three elementary grade levels

Sociometrics and teacher ratings of hyperactivity and aggression were obtained on 390 boys in grades 1– 6 to explore the relative contributions of hyperactivity and aggression to children's social adjustment. Both hyperactivity and aggression were correlated with negative sociometric nominations at all grade levels; however, only hyperactivity showed consistent inverse correlations with positive sociometric nominations. In multiple regression analyses, hyperactivity contributed incremental variance to the prediction of problematic sociometric status at all grade levels, while aggression did so only at grades 3– 4. An examination of the core symptoms of hyperactivity revealed that motor hyperactivity, in the absence of impulsivity and inattention, did not predict negative sociometric status at any grade level. Subgroups of boys categorized as hyperactive only, aggressive only, hyperactive/aggressive, and nonhyperactive/nonaggressive controls were compared on teacher ratings and sociometrics. Hyperactive/aggressive boys had higher hyperactivity and aggression ratings than boys in either of the single- problem groups; all three behavior problem groups had more negative social status than controls. Developmental changes in children's normative expectations for social behavior were discussed as possible mechanisms mediating the age- related differences in relations among aggression, hyperactivity, and peer relations.This research is based on a dissertation submitted by the first author in partial fulfillment of the requirements for the Ph.D. degree in clinical psychology at The Pennsylvania State University. The investigation was supported in part by an NIMH postdoctoral training grant No. MH-15151 made to the first author during a fellowship in the Division of Behavioral Pediatrics of Albert Einstein College of Medicine, and a Faculty Scholars in Mental Health of Children award made by The William T. Grant Foundation to the second author.Appreciation is expressed to the fellowing individuals for their assistance in data collecting and scoring: Rosanna D'Alession, John D'Orazio, Chris Doran, Linda Goldstein, Joel Kasper, Lisa Kovacs, Heidi Linz, Kathryn McPherson, Grant Miller, Sue Skalaban, Helene Streitfield. The additional organizational and administrative assistance of Linda Goldstein and Kathryn McPherson is gratefully acknowledged. Finally, we are especially thankful for the cooperation and support of the faculty and students at Linntown Elementary School in the Lewisburg Area School District, the Bellwood-Antis Elementary Schools in the Bellwood-Antis School District, and Lincoln Elementary School in the Tyrone Area School District.     

学业成绩影响儿童孤独感的中介变量分析

为考察、检验学业成绩影响儿童孤独感的中介变量,采用同伴提名问卷、依恋量表、儿童孤独感量表调查了4—6年级438名儿童。结果表明,在考察单一变量的中介作用时,亲子依恋、同伴拒绝分别在学业成绩与儿童孤独感之间起部分中介作用,教师接纳在二者之间起完全中介作用;当同时考察亲子依恋、同伴拒绝、教师接纳在学业成绩与孤独感之间的中介作用时,三种社会关系起完全中介作用。结论：教师接纳、同伴拒绝和亲子依恋是学业成绩与孤独感之间的中介变量。     

The effect of sex differences on sociometric data generated by a roster-rating scale instrument

Sociometric data generated by roster-rating scale instruments are being used for assessment and evaluation purposes. Little information exists, however, on the influence of peer gender on this particular type of sociometric data. In a sample of 441 male and 455 female fourth, fifth, and sixth grade children, this study found same-sex ratings to be significantly higher than opposite-sex ratings. Opposite-sex ratings, while significantly lower, were slightly correlated with the higher same-sex ratings. Differing methods for interpreting roster-rating scale data are discussed in light of the above results.The author is Assistant Professor at the School of Social Welfare, State University of New York at Albany currently on leave at the Baerwald School of Social Work, Hebrew University, Jerusalem, Israel. This project was completed under the auspices of the Interpersonal Skill Training and Research Project of the School of Social Work, University of Wisconsin-Madison, Madison, Wisconsin.     

Peer Sociometric Status and Personality Development from Middle Childhood to Preadolescence

Sociometric status, the regard that other group members confer to an individual, is one of the most ubiquitous and behaviourally relevant attributes assigned to the person by the social environment. Despite this, its contribution to personality development has received little attention. The present three‐wave longitudinal study, spanning the age range 7–13 years (n = 1222), sought to fill this gap by examining the transactional pathways between peer sociometric status (measured by peer nominations) and Five‐Factor personality traits (measured by self‐ratings and parent and teacher ratings). Sociometric status prospectively predicted the development of extraversion. By contrast, agreeableness and neuroticism prospectively predicted the development of sociometric status. Furthermore, individual‐level stability in extraversion was associated with individual‐level stability in sociometric status. The results were robust across different sources of personality ratings. We argue that peer sociometric status in the school classroom is the type of environmental effect that has potential to explain personality development. Because of its stability, broadness, and possible impact across a variety of personality processes, sociometric status can both repetitiously and simultaneously influence the network of multiple inter‐correlated micro‐level personality processes, potentially leading to a new network equilibrium that manifests in changes at the level of the broad personality trait. © 2019 European Association of Personality Psychology     

Concurrent and longitudinal correlates of preschool peer sociometrics: Comparing rating scale and nomination measures

Nomination and rating scale measures of preschool sociometric status were compared with respect to their patterns of concurrent and longitudinal developmental correlates. The study was undertaken to help fill a void in the empirical literature on young children's peer adjustment. Subjects were 79 4–5 year-old children, currently enrolled in preschool classes. In addition to the sociometric interviews, diverse measures of children's social and cognitive competence were administered concurrently, and longitudinally one year later. These measures included teacher ratings of peer acceptance and behavior problems, and performance measures of social problem-solving ability, impulse control, and vocabulary competence. As expected, the reliability of the rating scale technique was superior to that of the nomination measures. Furthermore, all three sociometric measures had modest but meaningful patterns of concurrent and longitudinal correlates. However, the negative nomination measure was distinguished from the others by its consistent association with measures of impulsivity, and its predictive link with aggressive social problem solving. Therefore, negative peer nomination measures supply unique information about children's social functioning that should be represented in studies of children at risk for social maladjustment.     

Behavior Problems and Peer Rejection in Preschool Boys and Girls

The authors tested the hypothesis that deviant behaviors within a preschool peer group would be linked with peer rejection, irrespective of child gender. Seventy-six children, aged 3 to 5 years, participated. Teachers rated children's behavior on the Child Adaptive Behavior Inventory, and children provided sociometric ratings. For a subsample of children (n = 47), observers coded aggressive, noncompliant, and withdrawn behavior using a time-sampling system. For both boys and girls, noncompliance, hyperactivity, and social withdrawal were associated with peer rejection; overt aggression was associated with peer rejection for boys, but not for girls. Analysis revealed that approximately half of the variance in sociometric and teacher ratings of peer rejection was accounted for by aggression and social withdrawal for both boys and girls. The results suggest that the association between behavior problems and peer rejection emerges at a very early age.     

When to Use Broader Internalising and Externalising Subscales Instead of the Hypothesised Five Subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from British Parents,Teachers and Children

The Strengths and Difficulties Questionnaire (SDQ) is a widely used child mental health questionnaire with five hypothesised subscales. There is theoretical and preliminary empirical support for combining the SDQ’s hypothesised emotional and peer subscales into an ‘internalizing’ subscale and the hypothesised behavioral and hyperactivity subscales into an ‘externalizing’ subscale (alongside the fifth prosocial subscale). We examine this using parent, teacher and youth SDQ data from a representative sample of 5–16 year olds in Britain (N = 18,222). Factor analyses generally supported second-order internalizing and externalizing factors, and the internalizing and externalizing subscales showed good convergent and discriminant validity across informants and with respect to clinical disorder. By contrast, discriminant validity was poorer between the emotional and peer subscales and between the behavioral, hyperactivity and prosocial subscales. This applied particularly to children with low scores on those subscales. We conclude that there are advantages to using the broader internalizing and externalizing SDQ subscales for analyses in low-risk samples, while retaining all five subscales when screening for disorder.     

同伴团体对儿童青少年学业成就和社会功能关系的影响

运用同伴评价、教师评估和学校记录等多种渠道收集关于同伴团体、社会功能、同伴接纳以及学业成就的资料,旨在考察同伴团体与儿童青少年学业成就和社会功能的关系。研究发现：绝大多数儿童青少年都有自己的同伴团体。这些同伴团体在学业成就上有很高的同质性。学业成就与社会适应无论在团体内的个体水平还是在团体水平上都密切相关。而且,团体的学业表现是个体学业成就和社会适应间的重要调节因素,表明团体学业规范对个体水平上学业成就与社会功能的关系有增强或是减弱的作用。这项研究再一次证明同伴团体在儿童个体发展中的重要意义。     

Peer acceptance: The correspondence between children's sociometric scores and teachers' ratings of peer interactions

In view of the current interest in children's peer relationships and social skills, and the need for valid assessment procedures for children's peer problems, the intent of the present study was to examine the correspondence between peer ratings of acceptance and teacher ratings of a child's social behavior and likability. The 92 children were males and females from the third, fourth, and fifth grades. Classroom teachers rated each of the children on withdrawn, aggressive, and likable behavior using the Pupil Evaluation Inventory. Peer ratings of the child's acceptance in play and work situations were obtained from same-sex classmates. The teacher rating of likability was the best predictor of peer acceptance scores for males; withdrawn behavior was the best predictor of peer acceptance scores for females. Ratings of withdrawn and aggressive behavior contributed to the prediction of peer acceptance scores for males; for females, only withdrawn behavior contributed to the prediction of peer acceptance. In terms of the clinical utility of teacher ratings for assessing children with peer problems, the use of the withdrawn and/or aggressive ratings scales appeared to offer promise as a means of identifying such children. Implications for the area of children's social skills and directions for future research were discussed.     

Sex typing in play and popularity in middle childhood

Sex differences in play behavior across the early elementary school years as well as the relation between sex-typed play and peer acceptance were examined. It was hypothesized that children who were more sex-typed in their play behaviors would be more accepted by their peers. The participants included 86 grade two children and 81 grade four children. Popularity was assessed using a rating scale sociometric measure. Sex-typed behaviors were measured by observing the children at free play. Results indicated significant age and gender differences in children's play behavior. Specifically, boys engaged in more aggressive and rough and tumble play as well as more functional, solitary-dramatic and exploratory play and tended to be involved more in group play, whereas girls produced more parallel and constructive play as well as more peer conversations. In grade 4, these differences were maximized such that boys produced more games-with-rules and girls exhibited more parallel-constructive activity. Second, results indicated that sociometric ratings and observed degree of sex-typing were not significantly related except in the case of fourth grade males. At the fourth grade level, a positive relation was observed between boys' acceptance by male peers and “masculine” or male-preferred play behavior as well as between boys' acceptance by female peers and “feminine” or female-preferred play.     

Parental Perceptions of the Family and Children's Peer Relations

To study the relationship between American parents' perceptions of the family environment, themselves, and their children's peer relations with preschool peers, data was obtained from 56 boys and 47 girls between 47 and 59 months old and their parents. Questionnaires on perceptions of family cohesiveness, expressiveness, conflict, psychosocial competence of self, and acceptance of children were completed by the parents. Sociometric evaluations of peer ratings and positive and negative nominations among children were completed by the children. Correlations revealed both similarities and differences between father–child and mother–child patterns. In general, boys' peer ratings were related to parents' competence whereas girls' peer ratings were related to parents' cohesion. Positive nominations in boys and girls were related to parents' competence. Negative nominations in boys and girls were related to low acceptance and high conflict in parents. These data suggest important links between parents' perceptions of the family and children's peer relations.