NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ867056
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0165-0254
Interpersonal Competence Configurations and Peer Relations in Early Elementary Classrooms: Perceived Popular and Unpopular Aggressive Subtypes
Robertson, Dylan L.; Farmer, Thomas W.; Fraser, Mark W.; Day, Steven H.; Duncan, Tisha; Crowther, Amity; Dadisman, Kimberly A.
International Journal of Behavioral Development, v34 n1 p73-87 2010
Social relations of second grade students (247 boys, 290 girls) were examined in rural elementary classrooms. Cluster analysis of teacher ratings was used to identify interpersonal competence configurations including perceived unpopular-aggressive (i.e., "Troubled") and perceived popular-aggressive (i.e., "Tough") subtypes for both boys and girls. Troubled children tended to have rejected status and were more likely to be either socially isolated or members of peer groups that did not contain popular classmates. Tough children were perceived by peers as being socially prominent (i.e., popular, cool, leaders) and they tended to associate with perceived popular peers. Tough boys had elevated levels of rejected or controversial sociometric status while Tough girls were distributed at expected levels across sociometric status classifications. The implications for intervention are discussed. (Contains 10 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305L030162