Behavioral correlates of social status and the relative importance of physical appearance, reputation, and current behavior in the assignment of social status by peers was assessed in 2 studies of elementary school students (68 and 119 students, respectively). Videotapes and photographs were used to compare popular, rejected, and neglected…

Describes the attempts of 247 adolescents, classified into sociometric statuses of popular, neglected, rejected, controversial, and average, to handle stressful events by mobilizing social support. Results suggest that sociometric status does not prevent attempts to mobilize support, but status may affect the amount or type of support that helpers…

The primary purpose of this study was to understand further the heterogeneity of popularity, by exploring contextual correlates of two dimensions of positive peer regard among seventh graders within two highly disparate sociodemographic groups: affluent suburban and low-income urban (N = 636). Three sets of attributes were examined, all…

To investigate whether an experimental intervention would successfully improve the social position of rejected students, four students identified as the least accepted class members and four students with learning disabilities and/or educable mental handicaps were studied. (PHR)

Studied whether social skills intervention would be more effective when delivered in presence of high-social-status (HS) students in grades two, three, and four. Assigned 35 low-social-status students to intervention with HS peers, without HS peers, or no intervention. Evaluations of peer ratings, social problem solving, and teacher ratings…

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)

This study compared peer acceptance of 100 mainstreamed (mostly learning-disabled) elementary school students with acceptance of classmates of low, average, and high reading ability. Analysis found that mainstreamed and low-ability students were similar in peer acceptance, as were high-and average-ability readers. (Author/PB)

This study examined the similarity among 45 sibling pairs in the third through fifth grade, in their social and academic adaptation to the school setting as evaluated by multi-agent and multi-method assessment of adjustment. Measurements included teacher ratings and rankings of academic skills, social behavior, and peer acceptance; peer…

The assigned and received social status of mildly learning-disabled, mildly behaviorally disordered, and nonhandicapped high school students (n=66) was examined. The samples' social status differed significantly from a larger nonhandicapped population. Cross-categorical comparisons of assigned social status showed no significant differences,…

Compared to classmates with low and average reading achievement, 32 intermediate-grade students with learning disabilities (LD) had lower peer acceptance, lower feelings of self-worth, fewer positive nominations, and more negative self-perceptions regarding social acceptance. Different patterns of social and behavioral functioning distinguished LD…

This study examined factors associated with relative stability of peer rejection among elementary school-aged children. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement…

The study examined teacher and peer assessment of 34 mainstreamed educable mentally retarded (EMR) children in grades 3 through 6 in nine public schools in central Illinois. A comparison sample of 34 nonretarded Ss was matched to the EMR Ss on sex, race, and grade level. Children in each S's regular classroom were asked to rate on a five-point…

Unpopular students in grades 5-11 were compared with average and popular students among 319 high ability students. Unpopular students were distinguished by lower social self-concept, lower academic self-esteem, and less prestigious paternal occupations. Unpopular students were not found to be academically less capable, less mature, or more…

A study examined the social status of six high school students with moderate or severe disabilities in general education cooking classes. Although no participants were classified as popular among their peers, the majority obtained average social status ratings. Students with disabilities were involved in fewer social interactions than their peers.…

Play-skills training, provided to eight Zambian elementary children with intellectual disabilities, resulted in more substantial increases in interaction between subjects and nondisabled children when coupled with teacher prompts, compared to training alone. Having a nondisabled child take the initiator role increased and maintained social…