This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher--child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (Mage.wave1 = 9.26 years). Autoregressive cross-lagged modeling was…

The purpose of this study was to identify and validate subtypes of peer status by integrating preference and popularity into a single framework. Person-oriented analyses were performed among 3,630 children and adolescents of different cohorts in primary and secondary education. In the young age groups (Grade 3/4 to Grade 7), three clusters were…

This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children ("n" = 713, ages 9-11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity…

This investigation examines the extent to which characteristics of the teacher-child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer…

Peer victimization is a pervasive problem among children and associated with numerous psychological and behavioural problems for all participants. Research is needed to understand the complex relations between factors that increase risk of victimization and its consequences. We used autoregressive cross-lagged modelling with self-report data to…

This study tested a transactional model of reciprocal influences regarding students' peer experiences (peer acceptance, peer rejection, and friends' academic achievement) and students' academic achievement from middle childhood to early adolescence. This longitudinal model was tested on 452 students (198 girls), mostly Caucasian and French…

In a longitudinal study that followed children from fourth through sixth grades, we tested whether problems in children's peer relations preceded psychological maladjustment and whether adjustment difficulties paved the way for poor social relationships. Both close friendships and peer group acceptance were examined. Our findings indicated that…

The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term…

Changes in feelings of self-worth and peer acceptance associated with self-enhancing perceptions of their peer acceptance were examined for a normative sample and for a group of peer-rejected children. Whether the correlates of self-enhancement differed as a function of the way in which perceptions were assessed (i.e., general versus specific…

It has been proposed that aggressive behavior may result from unrealistically positive self-evaluations that are disputed by others (Baumeister, Smart, & Boden, 1996). The present three studies tested this proposition concurrently and longitudinally for the domain of self-perceived social competence (SPSC) in 3-6th grade children on two…

This analysis of third and fourth graders suggests that enemy relationships are common, often of short duration, and partially reflective of negative behavior patterns between boys and girls in elementary school. (Contains 4 tables.)

The developmental significance of children's academic reputation among peers was examined in a longitudinal study of 400 children in Grades 3, 4, and 5. In the fall of Year 1, teachers rated children's academic skills and behavior, and peers provided nominations describing classmates' academic skills, social acceptance versus rejection, and…