Using the ecological approach, the goal of this study was to determine the predictors of physical and verbal peer aggressive behavior. The participants were 880 school students from the fifth to eighth grade (48% boys and 52% girls) and the same number of parents (19% fathers and 61% mothers) as well as 107 teachers. The main analysis was…

Sex differences in children's play patterns during middle childhood are thought to promote greater awareness of social acceptance among girls compared with boys. The present study posited that girls are more discerning of peer acceptance than are boys; however, these sex differences were predicted to vary depending on how discrepant perceptions…

This study examined the construct validity of nonverbal social aggression and the relation of nonverbal social aggression to dimensions of children's social status. Peer nominations of verbal social, nonverbal social, direct veral, and physical aggression, as well as social dominance, perceived popularity, and social acceptance, were collected…

This study examined how children's aggression and prosocial behavior are related to the preference and popularity of their best friends. Participants were 1,953 fourth-graders (52.2% boys). Measures included peer nominations of friendship, peer status, overt and relational aggression, and prosocial behavior. A total of 334 reciprocal same-sex best…

This study examined the communication of non-aggressive, rejected (NAR) children and popular children during peer interaction. The participants were 80 fifth and sixth graders recruited from a larger sociometric sample (40 boys and 40 girls; 20 NAR children and 60 non-aggressive, popular children). Participants were assigned to 40 same-gender…

Background: Sociometric studies have shown that some aggressive boys are popular, perceived as popular or cool, dominant, and central in the peer group (Estell, Cairns, Farmer, & Cairns, 2002; Milich & Landau, 1984; Prinstein & Cillessen, 2003; Rodkin, Farmer, Pearl, & Van Acker, 2006). This is not predicted by social information…

With 338 fifth-grade students as subjects, this study found the variations in the relation between school bullying and social preference as a function of gender and types of aggressive behavior utilized. Aggressive boys were likely to be rejected by peers, whereas aggressive girls were both rejected and accepted by peers. Children nominated…

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…

Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd…

This study explored multifaceted associations between children's aggressive behaviours and loneliness feelings by identifying sub-groups of children with different individual profiles, and also examined whether profiles associated differently with children's quality of close relationships with mothers and peers. Participants were 145 non-clinical…

Examined the nominations that elementary students with mild disabilities made for peers they perceived as cool. The total sample was comprised of 948 students (496 girls, 452 boys) from the metropolitan Chicago area and North Carolina and included 107 (11.3%) students with mild disabilities. Overall, students with mild disabilities nominated…

Fourth and fifth grade boys who were or were not rejected by peers reported how they would handle conflictual interactions described in vignettes. Rejected boys who were aggressive or residual, that is, neither aggressive nor submissive, exhibited less integration of personal and relational goals than did nonrejected boys. (BC)

Thirty-two boys rejected by their peers in grades one through three, identified on the basis of negative sociometric nominations and negative social behavior, were randomly assigned to one of four treatment conditions (a) instructions to promote positive social behavior, (b) prohibitions to reduce negative social behavior, (c) a combination of…

Examines children's cognitive phases by describing the role that distinctiveness and consistency information play in the causal attributions and behavior of peer-rejected and aggressive children. Correlates the existence of social information and lack of social information to the response style. (RJC)

A total of 95 boys between 6 and 12 years of age were assigned to 1 of 4 groups based on the presence or absence of aggression and rejection and were assessed for conduct problems, sociability, and adaptability to peer expectations. Discusses the distinct problem profiles that emerged. (MDM)