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…

Adolescents' perceptions of peers' relational characteristics (e.g., support, trustworthiness) were examined for subtypes of youth who evidenced chronic maladaptive behavior, chronic peer group rejection, or combinations of these risk factors. Growth mixture modeling was used to identify subgroups of participants within a normative…

A longitudinal investigation was conducted to explicate the network of associations between depressive symptoms and peer difficulties among 486 fourth through sixth graders (M = 9.93 years). Parent and teacher reports of depressive symptoms; peer, self, and teacher reports of victimization; and peer reports of peer acceptance were obtained. A…

This prospective study examined romantic partner selection and socialization among a sample of 78 young adolescents (6th-8th graders). Independent assessments of adolescent and romantic partner adjustment were collected before and after relationships initiated via peer nomination and self-report. Prior to their relationship, adolescents and…

This study tests the hypothesis that, during adolescence, antisocial behavior becomes positively associated with peer acceptance. This hypothesis was tested considering both classroom and out-of-class peer relations. Data from a previously published study, with a cross-sectional sample of 577 Italian 11- to 13-year-olds, were used. Analyses showed…

A group of 91 fifth and sixth graders kept diaries of liked and disliked peer behaviors and important peer activities for a week. Another group of 81 fifth and sixth graders rated the importance and prevalence of each activity and indicated most liked and disliked positive and negative behaviors. Three main functions were evident. (RH)

Studied the relationship between academic performance and socially responsible behavior, sociometric status, goal setting, interpersonal trust, and problem solving in a sample of 423 sixth and seventh graders. Found that each aspect of social competence was related to students' grades. (BC)

Obtained peer nominations, teacher reports, and self-reports for 423 sixth and seventh graders. Compared to sociometrically average status students, neglected students reported higher levels of motivation and were described by teachers as being more self-regulated, more prosocial, and better liked. Aggressive-rejected, but not submissive-rejected,…