Previous research has shown that adolescents' attention for a peer is determined by the peer's status. This study examined how it is also determined by the status of the perceiving adolescent, and the gender of both parties involved (perceiver and perceived). Participants were 122 early adolescents (M age = 11.0 years) who completed…

The dimensions of group leadership and group interaction were investigated using fourth grade students. (JMB)

A stable ordered dominance hierarchy was found via observational and sociometric methods for a group of 13-year-old boys during a 5-week camp. (SB)

Presents a model which reconceptualizes existing theories pertaining to the sociometric status of preschool children. Four sociometric categories (popular, amiable, isolated, rejected) resulting from an intersection of social impact (number of children who mention a given child) and social preference (predominance of positive or negative…

Third- and fifth-grade children were given three sociometric measures and were later individually interviewed on two occasions in response to three cartoon themes: (1) a child being teased by peers, (2) a child being yelled at by a peer, and (3) a child having a schoolwork problem. (JMB)

The production and discrimination of eight basic facial expressions were investigated among 34 preschool children three to five years of age. Children's productions were elicited and videotaped under four different prompting conditions. Children's discrimination of drawings depicting facial expressions, sociometric ratings, and spontaneous…

Examined the relationship among four measures of third- grade children's social competence (behavioral, sociometric, teacher completed, and child self-report) and their relationship to Metropolitan Achievement Test grade- equivalent scores. Among the results it was found that children with high academic achievement scores were liked by and…

Examined changes in low-accepted children's behavior and peer acceptance resulting from a social learning approach to social skill training. Three social skills were taught: asking questions, leading, and offering peer support. Trained children performed significantly better at follow-up than did control children. Results generalized to classroom…

Examined cross-race acceptance on a rating-scale measure which assessed how much children liked to play and work with each of their classmates. A total of 38 Black and 116 White children were tested in the third grade in 1973 and again in the sixth grade in 1976. (JMB)

The dyadic interaction of popular and unpopular children was compared. Analysis revealed that unpopular children were more disagreeable and less likely to provide a general reason or rule for their disagreement or to suggest a constructive alternative when criticizing a peer. (Author/MP)

Examined relations of individual differences in regulation and negative emotionality to Indonesian third-graders' social skills/low externalizing problem behavior, sociometric status, and shyness. Found that children's low socially appropriate behavior/high problem behavior and rejected peer status were related to low dispositional regulation and…

Two studies are reported which demonstrate a positive relationship between sociometric status (after two weeks of intense social interaction) and social acceptance judged from photographs by an independent group of peers. Acceptance was found to be related to physical attractiveness. (ST)

This study evaluated the relations of peer status, self-perceptions, and other-perceptions of social competence among 9- and 11-year-old children. Self-esteem, self-perception in different domains, and teachers' assessments were examined along with peer status. (PCB)

The influence of social and cognitive developmental processes on the construction of social reputation was assessed by having first-, third-, and fifth-grade boys and girls provide free descriptions of their classmates. (PCB)

This study assessed 113 children in eight Head Start classrooms using both sociometric measures of acceptance and rejection and observational measures of behavior when alone, when interacting with peers, and when interacting with the teacher. Results suggested that these two measures of social isolation do not tap the same dimension. (Author/JMB)