The results of this study indicated the extent to which the group structure of a sixth grade class was dependent on personality characteristics in the formation of acceptance and rejection patterns. (RC)

Fifth graders were assigned to peer status groups after completing a peer nomination technique. The next school year, 45 of the subjects (now sixth graders) were interviewed to assess reactions to the sociometric procedures. Subjects liked participating, although they did not like the negative nomination technique. Comments were analyzed by peer…

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)

A study was conducted to investigate the peer concepts held by 16 second-grade, 17 fourth-grade, and 17 sixth-grade students. A paired comparisons sociometric procedure was used to obtain children's descriptions of their classmates in the areas of reading, mathematics, drawing, and an athletic skill (running). In addition, the procedure measured…

Describes a study based on the premise that social variables should be considered along with cognitive variables when children are grouped. Changes in sociometric status and self-image of students in grades 4, 5, and 6 were measured over a three year period. (GO)

The social status of fifth and sixth graders was determined using the peer nomination method and ratings by teachers. Out of 143 students, 16 were classified as popular, 17 as rejected, and 62 as average. A combination of social behavior and demographic variables accurately classified social status. (SLD)

A study involving 124 male and 128 female sixth graders found that sex differences existed in willingness to receive help and helper preferences, and that high-attraction subjects showed higher orientation toward including other children in their activities, accepting control from others, and being affectionate around others. (SLD)

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)

Three studies examined preadolescents for the relation between perceived deviance and negative peer reactions. In the first study, perceived deviance was related to social rejection. In the second and third studies, children's perceptions of responsibility for deviance predicted interpersonal affect and the degree to which the deviant person was…

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,…

A study was conducted to observe the peer behavior of 92 black and white sixth graders in a large, urban middle school. A roster rated sociometric study was also conducted, in which the students rated the desirability of each of their classmates as both social and work partners. Both the behavioral and the sociometric study showed a sharp sex…

The purposes of this study were to investigate the interrelatedness of several measures of social competence and to determine a valid and practical combination of procedures for assessing social competence in school or clinic settings. A total of 51 sixth-grade children (23 boys and 28 girls) were administered the following measures of social…

Based on 21 physically handicapped/learning disabled/emotionally disturbed children's self-evaluation on the Personal Attribute Inventory for Children and comparison with responses of 21 normal children, results suggest that negative stereotypes of exceptional children held by teachers and nonhandicapped peers may not be readily adopted by…

A two-year study involving 173 Portuguese fifth-graders found students who were rejected by their peers were more disruptive, aggressive, and had more trouble with teachers. Students who were rated as lower status students (rejected and neglected) achieved poorly in 5th grade and more poorly in 6th grade. (Contains references.) (CR)