peer status: measuring liking and acceptance sociometric techniques – how individuals are...
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PEER STATUS: MEASURING LIKING AND ACCEPTANCE
• Sociometric techniques – how individuals are perceived by members of their peer group• Nominations; Roster-and-Rating• Peer Acceptance: extend child preferred/liked by peers• Peer Rejection: extent child disliked by peers
• Perceived Popularity - Ratings of how well a child is liked by his or her peers, made by teachers, parents, and children
POPULARITY VS. LIKING
• Sociometric Popularity
• High liking and acceptance
• May or may not have high status/power
• Perceived Popularity – peers perceived to have status, visibility, and ability to influence
• May be liked or not liked
• If aggressive, only viewed as popular by other aggressive children
• If aggressive, often results in delinquency, poor academics
• In childhood: sociometric liking and perceived popularity positively correlated
• In adolescence: weak or no relationship b/w sociometric liking and perceived popularity
TYPES OF PEER STATUS: MEASURES
• Acceptance = number of “most liked” nominations from peers• Rejection = number of “least liked” nominations from peers
• Social Preference = acceptance minus rejection• Measures likeability or sociometric popularity
• Social Impact = acceptance plus rejection• Measures visibility within group or perceived popularity
TYPES OF PEER STATUS
Peer Status Rejection AcceptanceSocial
Preference“liking”
Social Impact “visibility”
Popular/Accepted LOW HIGH HIGH HIGHRejected HIGH LOW LOW HIGHControversial HIGH HIGH MODERATE HIGHNeglected LOW LOW LOW LOWAverage MODERATE MODERATE MODERATE MODERATE
TYPES OF PEER STATUS (SOCIOMETRIC NOMINATIONS)• Popular children - liked by many peers and disliked by very few
• Average children - have some friends but are not as well liked as popular children
• Neglected children - are often socially isolated and, although they are not necessarily disliked, have few friends
• Controversial children - liked by many peers but also disliked by many
• Rejected children - disliked by many peers and liked by very few
SUB-TYPES OF PEER STATUS
• Two types of popular children• Popular-prosocial - friendly toward their peers and well liked • Popular-aggressive - athletic, arrogant, and aggressive but at the same time
viewed as “cool” and attractive
• Two types of rejected children• Aggressive-rejected - not accepted by their peers because of their low level of
self-control and high level of aggression • Nonaggressive-rejected - tend to be anxious, withdrawn, and socially unskilled
SUB-TYPES OF PEER STATUS
• Two types of neglected children
• Socially reticent - watch others from afar, remain unoccupied in social company, and hover near but do not engage in interaction
• Unsociable or socially uninterested - not anxious or fearful but simply refrain from social interaction because they prefer to play alone
WHAT MAKES PEOPLE POPULAR??
• Children and adolescents say: physical attractiveness, social connectedness
• Young children: popularity = liking and peer acceptance
• Adolescents: expand definition to include people who are easily recognized and grab attention
• Sociometric Liking - Agreeableness
• Negatively correlated with bullying, overt/relational aggression
• Positively correlated with prosocial behaviors and academic ability
• Perceived Popularity - Extraversion
• Positively correlated with bullying, social dominance/power (E), cool, athletic, leadership, social ability
• High in overt and relational aggression
(Closson, 2009; Xi et al., 2006; LaFontana & Cilessen, 2009)
WHAT MAKES PEOPLE POPULAR??
• Physical appearance
• Facial attractiveness
• Body build: Ectomorph, endomorph, mesomorph
• Pubertal effects• Early maturing boys more popular
• Early maturing girls less popular
• Ability to blend in• Children who look or act “odd” are unlikely to be popular
• Children with disruptive or hyperactive behavior are likely to be rejected • Characteristics that matter
• Names (normal, not odd)• Gender typical behavior (follow gender appropriate patterns) • Clothing (“right “ or “in” style/ type)• Ethnicity (children of same ethnicity more readily accept each other)
CAUSES OF PEER STATUS
• Temperament • Poor effortful control and high extraversion-surgency → aggressive-rejected
children
• Low extraversion-surgency → nonaggressive-rejected children• Difficult children do not get along well with peers
• Inhibited children at risk for being neglected or rejected
• Temperament x Environment interactions• Poor effortful control + parental conflict → rejection
• Shy + negative parenting → socially withdrawn
CAUSES OF PEER STATUS• Parenting styles
• Authoritative vs. Authoritarian Parenting
• Overprotective parenting – Neglected children
• Abusive parenting – Rejected children
• Secure vs. Insecure Infant Attachment
• Cognitive skills
• Deficits in social skills can lead to maladaptive behavior, poor interactions, and reduced peer acceptance
• Opposite also true: Peer rejection can lead to deficits in social skills
OUTCOMES OF PEER STATUS• Popular Aggressive – High Perceived Popularity• Externalizing behaviors
• Engaging in risky behaviors
• Academic difficulties
• Rejected Children• Loneliness, depression, LSE - Greater for non-aggressive rejected children
• Poor academic performance, greater delinquency, low-quality mentor relationships
OUTCOMES OF PEER STATUS: ATTRIBUTIONS• Children’s attributions for Rejected Peer• Internal for bad behaviors – “She’s not a nice person”• External for good behaviors - “The teacher made her be nice to me”
• Children’s attributions for Popular and Average Children• Internal for good behaviors – “She’s a nice person”• External for bad behaviors - “She was mean because she was tired”
STABILITY OF POPULARITY• For elementary-school children: strong, positive correlation between perceived and
sociometric liking
• Secondary school: relationship declines
• Assessed relationship at 3 time points: 5th grade, 9th grade, 12th grade (Cillessen & Borch, 2006)
• Boys – relationship declines, but remains positive (5th grade: r = .77, 9th grade: : r = .63; 12th grade: : r = .30)
• Girls – relationship moves from positive in 5th grade (r = .67), to no relationship in 9th grade (r =.04), to negative in 12th grade (r = -.49)
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