The The effects of cognitive, social, and emotional intelligence on children’s sociometric status in a new peer group

Abstract

Sociometric status is of consequence to the child’s development and adjustment, as research shows that people with low status in childhood and adolescence run a greater risk of later maladjustment. On the other hand, popularity is a significant predictor of well-being as well as academic success and effective intra- and interpersonal functioning. Given the importance of sociometric status to a person’s psychological and social functioning, researchers have sought to identify its determinants with a view to developing methods of supporting children’s development and adjustment. The objective of the study was to investigate changes in the sociometric status of children in a new classroom and determine to what extent they are shaped by cognitive, social, and emotional intelligence. Method: The study encompassed 136 first graders aged six and seven years (M = 6,87, SD = 0.54). Sociometric status was evaluated three times: at the beginning of the school year, as well as after six and twelve months. In addition, one test of cognitive, social, and emotional intelligence was performed. The data were analyzed using latent growth curve models. Results: It was found that the sociometric status of children changed over time. Cognitive intelligence was not found to be a statistically significant predictor of either the initial level or the rate of change of sociometric status (whether in the acceptance or rejection domains). Emotional intelligence was significant only for the initial rejection by their peers. While social intelligence did not statistically significantly predict initial levels of acceptance and rejection, it did have a significant effect on the rate of temporal change in both domains of sociometric status. This means that children with higher SI improved their position in the peer group over time (with increasing acceptance and declining rejection levels). Conclusions: The research shows that by developing social intelligence, it is possible to help children with a low sociometric status, who do not cope well in a social group and are often rejected by their peers.