Early Antecedents of Social Competence in Elementary School of Later Peer Reputation and Sociometric Status in Dutch Adolescents.

Autor/inn/en	Scholte, Ron H. J.; Haselager, Gerbert J. T.; van Aken, Marcel A. G.; van Lieshout, Cornelis F. M.
Titel	Early Antecedents of Social Competence in Elementary School of Later Peer Reputation and Sociometric Status in Dutch Adolescents.
Quelle	(1999), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Elementary Education; Elementary School Students; Foreign Countries; Interpersonal Competence; Longitudinal Studies; Males; Models; Peer Acceptance; Peer Relationship; Predictor Variables; Sociometric Techniques; Netherlands + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Elementarunterricht; Ausland; Interpersonale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Male; Männliches Geschlecht; Analogiemodell; Peer-Beziehungen; Prädiktor; Soziometrie; Niederlande
Abstract	Noting that a child's peer competence and sociometric status not only are important indices of the child's current social functioning, but may also predict adolescent adaptation, this study examined the antecedents in peer competence and sociometric status in early and late elementary school years of five peer reputation dimensions. These five dimensions of adolescent peer reputation were: (1) aggression-inattentiveness; (2) achievement-withdrawal; (3) self-confidence; (4) sociability; and (5) emotionality-nervousness. Participating were 168 adolescent boys in The Netherlands. Two measurement waves took place in consecutive years at the beginning of elementary school, the third wave at the end of elementary school, and wave 4 when all subjects were in secondary school. Peer competence and attraction measures related to antisocial behavior, prosocial behavior, and anxious withdrawal. The findings indicated that antisocial behavior was relatively stable across the elementary school years and seemed indicative for increasing maladjustment during adolescence. Maladjustment was reflected in aggressive and disturbing behavior, as well as low orientation on academic performance and peer rejection. Anxious withdrawal was also relatively stable during elementary school. This behavior did not generalize to other domains of functioning, but the emotional and social aspects of anxiety-withdrawal diverged in adolescence. Peer rejection at the end of elementary school contributed to emotional instability in adolescence. Prosocial behavior in elementary school did not have any predictive validity for later prosocial or antisocial behavior during adolescence. (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC