Aggressive Behavior and Peer Social Status of Elementary School Children

1988 ◽  
Vol 14 (5) ◽  
pp. 315-324 ◽  
Author(s):  
Eric F. Dubow
Keyword(s):  
Elementary School ◽  
Aggressive Behavior ◽  
Social Status ◽  
School Children ◽  
Elementary School Children

Emotion Knowledge Skills in Low-income Elementary School Children: Associations with Social Status and Peer Experiences

2005 ◽  
Vol 14 (4) ◽  
pp. 637-651 ◽  
Author(s):  
Alison L. Miller ◽  
Kathleen Kiely Gouley ◽  
Ronald Seifer ◽  
Audrey Zakriski ◽  
Maria Eguia ◽  
...  
Keyword(s):  
Elementary School ◽  
Social Status ◽  
School Children ◽  
Low Income ◽  
Elementary School Children ◽  
Emotion Knowledge ◽  
Peer Experiences

Nominating under constraints

2014 ◽  
Vol 39 (1) ◽  
pp. 77-86 ◽  
Author(s):  
Rob Gommans ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Social Status ◽  
Peer Relationships ◽  
Peer Relations ◽  
School Children ◽  
Elementary School Children ◽  
Methodological Issue ◽  
The Other ◽  
Peer Nominations

Children’s peer relationships are frequently assessed with peer nominations. An important methodological issue is whether to collect unlimited or limited nominations. Some researchers have argued that the psychometric differences between both methods are negligible, while others have claimed that one is superior over the other. The current study compared both methods directly in a counterbalanced design among 112 8–12-year-old elementary school children. Overall, both methods revealed comparable results, although some significant and noteworthy differences were found. The use of unlimited nominations was recommended for questions related to social status (preference, popularity). Some method differences varied by gender. Implications for future peer relations research were discussed.

Peers as Modeling and Normative Influences in the Development of Aggression

1971 ◽  
Vol 28 (3) ◽  
pp. 995-998 ◽  
Author(s):  
Stewart Cohen
Keyword(s):  
Elementary School ◽  
Aggressive Behavior ◽  
School Children ◽  
Elementary School Children ◽  
Teacher Behavior ◽  
Two Dimensions ◽  
Standardized Interview ◽  
Response Measures ◽  
And Performance ◽  
Socialization Agents

An examination of role functions of peers and adult socialization agents (mother, father, and teacher) on two dimensions of aggression-related experiences (modeling and norms) was made. Ss were 108 male elementary school children attending the 4th and 6th grades. A standardized interview focusing on nonparticipatory observations of aggressive behavior and reinforcement-expectations for aggressive behavior served to provide response measures of differences among sources in providing experiences correlated with the acquisition and performance of aggressive behavior. Among sources surveyed, peer-related experiences were significantly more frequently representative of exposure to modeling and reinforcement contingencies associated with aggression, while reports of teacher behavior were least representative of these dimensions.

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