Children's Perceptions of the Behavioral Correlates of Social Acceptance, Rejection, and Neglect in Their Peers

Dygdon, Judith A.; Conger, Anthony J.; Keane, Susan P.

doi:10.1207/s15374424jccp1601_1

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…This is congruent with numerous empirical findings about characteristics of popular students (e.g. Bierman & McCauley, 1987;Dygon et al, 1987;Boivin & Bégin, 1989;Frentz et al, 1991;Brochin & Wasik, 1992;Ollenick et al, 1992;Newcomb et al, 1993;Rudolph et al, 1995;Jackson & Bracken, 1998;Hughes et al, 2001). These findings can partly answer the question of which factors are perceived by students as being important for being popular and liked by peers respectively.…”

Section: Discussionsupporting

confidence: 90%

“…Sociometrically popular students demonstrate higher levels of sociability and cognitive abilities as compared with average students and are less aggressive and socially withdrawn (Newcomb et al, 1993). They achieve better results at school (Frentz et al, 1991) and have more developed social skills for reaching interpersonal goals and positive social relationships (Coie & Dodge, 1988;Stuart et al, 1991;Newcomb et al, 1993), choose topics for speaking that are viewed positively by their peers and have good conversational skills (Dygon et al, 1987) and have more positive self-concept, especially social self-concept, as compared to students from other sociometric groups (Boivin & Bégin, 1989;Jackson & Bracken, 1998). Differently, the correlates of peer perceived popularity are athletic ability, team membership, having money, making good grades, being fashionable and being physically attractive (Parkhurst & Hopmeyer, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Sociometry as a method for investigating peer relationships: what does it actually measure?

Košir

Pečjak

2005

Educational Research

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In sociometric research tradition, popularity is defined as the degree to which children are liked or accepted by their peers. However, research indicates that two definitions of popular students should be distinguished: (1) popular students as those students who are well liked by many and disliked by few peers, and (2) popular students as those students who are described as popular by their peers. The main purpose of the present study was to examine the relationship between sociometric and peer perceived popularity in Slovenian students of different grades of elementary and secondary school. Additionally, the age differences in the relationship between sociometric and peer perceived popularity were examined. Another purpose of the study was to investigate the differential relationships between concepts of popularity and some students' characteristics. The participants were 321 boys and 329 girls who ranged from the 5th grade of elementary school (the mean age 11.04 years) to the 3rd grade of secondary school (the mean age 17.02 years). The results of this study confirm previous findings that peer perceived popularity is a construct that is distinct from sociometric popularity. There are some substantial differences in relations between indices of perceived popularity and sociometric indices between elementary school students and secondary school students-i.e. between early adolescents and middle to late adolescents. It seems that perceived popularity and sociometric popularity are rather similar constructs in elementary school students, whereas in secondary school students they become almost unrelated to each other. Based on these findings, the terminological issues are discussed and some conclusions are made.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Sociometry as a method for investigating peer relationships: what does it actually measure?

Košir

Pečjak

2005

Educational Research

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“…Nevertheless, our data do suggest areas of social behaviour that further investigations may concentrate on initially in the search for the causes of bully/victim problems. These investigations could usefully employ cue-generation type procedures (Conger, Wallander, Mariotto & Ward, 1980;Dygdon, Conger & Keane, 1987). In the past, children have been asked why they like and dislike peers; in a similar way, though perhaps with more emphasis on reassuring children that they would not be punished for giving this information, bullies could be asked why they decide to pick on certain individuals and not others.…”

Section: Discussionmentioning

confidence: 99%

Bully/victim problems in middle‐school children: Stability, self‐perceived competence, peer perceptions and peer acceptance

Boulton¹,

Smith²

1994

British J of Dev Psycho

544

411

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On the basis of peer nominations, around 13 per cent of our sample of 8‐ and 9‐year‐old children (N=158) could be defined as bullies, and 17 per cent as victims. Boys were more likely to be nominated as bullies, but not as victims, than girls. Bully/ victim status was, in the main, stable over three assessment periods in a school year and at the start of the next school year. On Harter's Self‐Perception Profile for Children, victims scored significantly lower than non‐victims on the athletic competence, social acceptance and global self‐worth dimensions. Bullies, victims and not‐involved children were perceived differently by peers on several behavioural descriptions (starts fights, seeks help, leader, cooperates, disrupts). Sociometrically rejected children received more bully, and more victim, nominations than other sociometric status groups, and both bullies and victims were less likely to belong to the popular group, and more likely to belong to the rejected group, than non‐bullies and non‐victims. Some implications of these results for the development of bully/victim problems are discussed.

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Social Deficits of Children with Internalizing Disorders

Strauss

1988

Advances in Clinical Child Psychology

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Children's Perceptions of the Behavioral Correlates of Social Acceptance, Rejection, and Neglect in Their Peers

Cited by 7 publications

References 14 publications

Sociometry as a method for investigating peer relationships: what does it actually measure?

Sociometry as a method for investigating peer relationships: what does it actually measure?

Bully/victim problems in middle‐school children: Stability, self‐perceived competence, peer perceptions and peer acceptance

Social Deficits of Children with Internalizing Disorders

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