Interpersonal Competence Configurations and Peer Relations in Early Elementary Classrooms: Perceived Popular and Unpopular Aggressive Subtypes

Autor/inn/en	Robertson, Dylan L.; Farmer, Thomas W.; Fraser, Mark W.; Day, Steven H.; Duncan, Tisha; Crowther, Amity; Dadisman, Kimberly A.
Titel	Interpersonal Competence Configurations and Peer Relations in Early Elementary Classrooms: Perceived Popular and Unpopular Aggressive Subtypes
Quelle	In: International Journal of Behavioral Development, 34 (2010) 1, S.73-87 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025409345074
Schlagwörter	Females; Sociometric Techniques; Multivariate Analysis; Grade 2; Peer Acceptance; Gender Differences; Interpersonal Competence; Peer Relationship; Young Children; Elementary School Students; Rural Schools; Rejection (Psychology); Social Influences; Aggression; Surveys; Social Cognition; Student Adjustment; Likert Scales; Questionnaires; Personality Traits; Behavior Problems + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Soziometrie; Multivariate Analyse; School year 02; 2. Schuljahr; Schuljahr 02; Geschlechterkonflikt; Interpersonale Kompetenz; Peer-Beziehungen; Frühe Kindheit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ablehnung; Sozialer Einfluss; Survey; Umfrage; Befragung; Soziale Kognition; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Likert-Skala; Fragebogen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10