Implications of positive and negative sociometric status for assessing the social competence of young children

The role of athlete as contributor to peer status in school-age and adolescent females in the United States: From pre-title IX to 2000 and beyond

“…Such studies would obtain scores for children on other personality-related variables in order to determine the correlates of relative position within the peer status hierarchy. The majority of the studies using peer perceptions, however, did not include a sports-related variable (e.g., Green, Vosk, Forehand, & Beck, 1981;Coie, Dodge, & Coppotelli, 1982;Vosk, Forehand, Parker, & Rickard, 1982;Ladd, 1983;Cantrell & Prinz, 1985), included only male subjects (Coie & Dodge, 1988), or included participants of preschool ages or younger (McGuire, 1973;Peery, 1979;Goldman, Corsini, & deUrioste, 1980;Masters & Furman, 1981;Rubin & Daniels-Beirness, 1983;Wasik, 1987). Seven particular studies, however, included athletic participation or ability as a variable, included females, and included either school-age (i.e., ages 7-13) or adolescent (i.e., ages 14-18) children.…”

The Structure of Preschoolers’ Emotion Knowledge: Model Equivalence and Validity Using a Structural Equation Modeling Approach

“…In terms of young children's overall social competence, emotion knowledge is related to their positive peer status and to their prosocial reactions to the emotions of both peers and adults (Gnepp, 1989;Goldman, Corsini, & DeUrioste, 1980). Children who become skilled at interpreting the emotions of others demonstrate enhanced social competence.…”

Las estrategias de entrada en grupo en niños de primero de educación primaria.

“…Una larga tradición de este tipo de investigaciones indican que los niños populares son más amistosos y constructivos en las interacciones con los iguales (e.g., Dodge, 1980;Goldman, Corsini y Urioste, 1980;Gottman, Gonso y Rasmussen, 1975;Marshall y McCandless, 1957). Los datos analizados no muestran diferencias significativas en función del tipo sociométrico, es decir, que para entrar en un grupo de iguales, los niños rechazados y promedios utilizan mayoritariamente estrategias competentes (91,5 % promedios y 82,1 % rechazados).…”