Relationships among measures of adjustment, sociometric status and achievement in third graders

Yellott, Ann W.; Liem, G. Ramsey; Cowen, Emohy L.

doi:10.1002/1520-6807(196907)6:3<315::aid-pits2310060320>3.0.co;2-c

Cited by 17 publications

(2 citation statements)

References 10 publications

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“…Although our primary interest pertains to future consequences of peer rejection, the causal chain between peer status and academic achievement is unclear and probably goes in both directions. Several interactional and behavioural factors have been considered as important determinants of social status and some interest has also been given to cognitive and athletic skills (Coleman, 1980;Eitzen, 1975;Green, Forehand, Beck, & Vosk, 1980;McMichael, 1980;Wentzel, 1991;Wentzel & Asher, 1995;Yellott, Liem, & Cowen, 1969). Academic achievement may provide a reputation and competence that affects popularity in a positive direction, while deficits in academic ability may have negative consequences for popularity.…”

Section: Discussionmentioning

confidence: 99%

School adjustment in adolescence for previously rejected, average and popular children

Zettergren

2003

Brit J of Edu Psychol

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Section: Discussionmentioning

confidence: 99%

School adjustment in adolescence for previously rejected, average and popular children

Zettergren

2003

Brit J of Edu Psychol

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“…Questions have been raised, however, concerning the ability of children to label such deviance accurately. Cowen and his associates have reported that the peer ratings of third-grade children, although predictive of adult psychiatric maladjustment, provided a less than satisfactory measure of children's current levels of social and emotional functioning (Cowen, Zax, Izzo, & Trost, 1966; Liem, Cowen, Trost, & Izzo, 1969; Yellott, Liem, & Cowen, 1969). According to these investigators, teacher and parent ratings corresponded better than peer ratings to a criterion measure of adjustment status, which was comprised of clinician reports, family interviews, and classroom observations.…”

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confidence: 99%

Age-related differences in children's perceptions of social deviance: Changes in behavior or in perspective?

Younger¹,

Schwartzman²,

Ledingham³

1986

Developmental Psychology

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Previous research has revealed grade-related changes in organization underlying children's ratings of aggression and withdrawal in their peers (\ounger, Schwartzman, & Ledingham, 1985). The present investigation examined the contributions to such changes of age-related differences in the perspective of the raters (age of rater) and in the behavior of the children rated (age of children rated). Study 1 examined teacher ratings of aggression and withdrawal in first-, fourth-, and seventh-grade children in order to assess effects attributable to age of children rated. In contrast to earlier findings with peer raters, no differences were found across grade level in the organization of teacher ratings. Study 2 examined age of rater differences in the organization of first-, fourth-, and seventh-grade children's beliefs about behavior that might be displayed by hypothetical peers. Differences were found that paralleled those observed earlier in children's actual peer ratings. Study 3 examined first-and seventh-grade children's ratings of peers who were older or younger than the raters, to assess the influence of age of rater on children's ratings. Age of rater effects emerged even when children rated peers who were not their age mates. These findings suggest that differences across grade level reported in children's peer ratings largely reflect differences in the child raters' view of behavior. Implications of these findings for the use of peer evaluations are discussed.Childhood peer relations have assumed a role of central importance in the assessment and classification of childhood psychopathology (Achenbach & Edelbrock, 1978;Quay, 1979;Ross, 1980). How children relate to their peers has not only served as a means for classifying childhood behavior problems but has also been found to provide a valuable predictive index of later functioning in adolescence and adulthood (Kohlberg, LaCrosse, & Ricks, 1972;Roff, Sells, & Golden, 1972). Because children represent actual participant-observers of the social behavior of their peers and may consequently view such behavior from a unique perspective, investigators have also increasingly chosen children to serve as assessors of the social functioning of their peers. Indeed, it has been argued that the assessment of peer opinion provides the investigator with unique information

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A comparative study of the self-esteem, sociometric status, and insight of referred and nonreferred school children

Apodaca

Cowen

1982

Psychol. Schs.

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Elementary-grade children referred to a school-based mental health program were compared with randomly selected classmates on measures of self-esteem, sociometric status, and insight. Interrelationships among criterion measures also were examined. Referred children had significantly lower self-esteem, peer acceptance, and insight than did the comparison group, even though these variables were modestly intercorrelated. Thus, the study lends support to the trend in prior research associating deficits in such variables with school maladjustment.ing Branch ( M H 14547-02).

show abstract

Relationships among measures of adjustment, sociometric status and achievement in third graders

Cited by 17 publications

References 10 publications

School adjustment in adolescence for previously rejected, average and popular children

School adjustment in adolescence for previously rejected, average and popular children

Age-related differences in children's perceptions of social deviance: Changes in behavior or in perspective?

A comparative study of the self-esteem, sociometric status, and insight of referred and nonreferred school children

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