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Interpersonal competence configurations and peer relations in early elementary classrooms: Perceived popular and unpopular aggressive subtypes

¹ Chicago Public Schools, USA
² Pennsylvania State University, USA
³ University of North Carolina-Chapel Hill, USA
⁴ Meredith College, USA

^* To whom correspondence should be addressed. E-mail: dlrobertson2{at}cps.k12.il.us.

	Abstract

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 both boys and girls. Troubled children tended to have rejected status and were more likely to be either socially isolated or members of peer groups that did not contain popular classmates. Tough children were perceived by peers as being socially prominent (i.e., popular, cool, leaders) and they tended to associate with perceived popular peers. Tough boys had elevated levels of rejected or controversial sociometric status while Tough girls were distributed at expected levels across sociometric status classifications. The implications for intervention are discussed.

First published on November 6, 2009
International Journal of Behavioral Development 2009, doi:10.1177/0165025409345074


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