Children's judgments of their own and their peers' academic competence.

A standardized open-ended interview was used to study how 96 4–8 yr old children judged their own and their classmates' abilities. Ss were asked to explain how they knew who in their class was best and who was worst at various tasks and who was the best and who was the worst thinker. Ss also rated themselves and their classmates on how smart each was and explained their ratings. Content analyses of responses revealed that younger Ss, particularly males, were more likely than older Ss to refer to sociability in their ability judgments; they were less likely to base their judgments on social comparisons or on the difficulty level of the task. Ss at all age levels frequently explained ability judgments in terms of effort or work habits, although work habits tended to be referred to less by preschool-age Ss than by older Ss. Ss' ratings of their own ability declined with grade; ratings for peers were lower than self-ratings and did not change as a function of grade level. Self-ability ratings of Ss in kindergarten through the 3rd grade and their ratings of classmates were significantly correlated to teacher ratings of relative academic standing. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's perceptions of their own and their classmates' ability.

64 children in kindergarten through 3rd grade rated their own and their classmates' "smartness" and nominated classmates who were the best and worst at specific tasks and the best and worst thinkers in the classroom. These ratings were then compared to 12 teachers' classification of the Ss as low or high achievers. Only the 2nd and 3rd graders' ratings of their own ability reflected their teachers' ratings and were correlated to classmates' ratings of their ability. At all grade levels, Ss' ratings of their classmates reflected teachers' ratings of the academic status of the child being rated. Responses to open-ended questions concerning the criteria Ss used in evaluating their own smartness revealed that older Ss most often provided examples of their performance on specific tasks to justify their self-ratings, whereas younger Ss most frequently explained their self-ratings on the basis of their work habits (e.g., following directions). Work habits were also given as the most common explanation for peer smartness ratings. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Childhood competence and behavior problems.

Examined the relationship between objective measures of childhood competence and behavior problems in 474 2nd–6th graders. Daily classwork measured the academic competence, and peer ratings measured social competence. Median splits formed 4 groups, with competent Ss highest and incompetent Ss lowest on the relatively independent dimensions of academic and social competence. Competent Ss excelled on attitudinal measures of a competent lifestyle and on the Harter Competence (HC) Scales. Teacher ratings on the Behavior Problem Checklist (BPC) attributed fewest problems to competent Ss. Conversely, incompetent Ss achieved the lowest HC and the highest BPC scores. Ss high on social competence and low on academic competence were distinguished by BPC conduct problems and nervousness. Peer nominations of depression on the Peer Nomination Inventory characterized all Ss low on social competence. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Childhood competence and depression.

Examined whether children with both academic and social skill deficiencies have higher levels of peer-nominated and self-ratings of depression than their more competent peers and whether depression levels can distinguish academically skilled children from socially skilled ones. Objective measures of academic and social competence classified 169 3rd–6th grade children as competent (above the median on both measures), incompetent (below on both), academically skilled (above only on academic competence), or socially skilled (above only on social competence). Children completed the Perceived Competence Scale for Children, Children's Depression Inventory, and a peer nomination inventory of depression. Results demonstrate information about academic and social competence best predicted Ss' depression. Peer-nominated and self-rated depression were highest among incompetent Ss and lowest among competent Ss. Peer-nominated happiness was higher among the socially skilled than among the academically skilled. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support.

Relations of social goal pursuit to (1) social acceptance by teachers and peers, (2) prosocial and irresponsible classroom behavior, and (3) perceived support from teachers and peers were examined. Ss were 475 6th and 7th graders. Students' pursuit of academic prosocial goals (to help classmates with academic problems) was related positively to peer acceptance. Pursuit of academic responsibility goals (adhering to classroom rules) was related negatively to peer acceptance but positively to teacher acceptance. These findings reflected in part, significant relations between social goal pursuit and displays of social behavior. Perceived support from teachers and peers was also related positively to social goal pursuit, although findings differed as a function of type and source of support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friends' and classmates' interactions on academic tasks.

As they worked on two academic tasks, pairs of friends and pairs of other classmates were observed to determine the effects of existing social relationships on interactions during cooperative learning. A total of 130 third graders and seventh graders were paired either with a close friend or with another classmate who was not a close friend. Each pair of students was videotaped, first, as they discussed topics from social studies texts and, second, as they took turns asking each other questions about the topics. Measures of the content of the students' conversations and of interactional processes (e.g., agreements and disagreements) showed no significant differences between friends' and other classmates' interactions. On a posttask questionnaire, however, the pairs of friends said that they engaged in more academic and nonacademic activities outside the experimental setting than did the pairs of other classmates. The implications of the results for the assignment of students to cooperative learning groups are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A revised class play method of peer assessment.

Presents a revised version of the class play (RCP) method of peer assessment for children, which was designed to improve the assessment of social competence as well as the psychometric properties of the class play method. The RCP consists of 30 roles, 15 positive and 15 negative, that 612 3rd–6th graders were told to assign to their classmates according to which classmate would play the role best. Ss were also rated by their teachers on the Devereux Elementary School Behavior Rating Scale and were administered the Peabody Individual Achievement Test, the Vocabulary and Block Design subtests of the WISC—R, and the Duncan Socioeconomic Index. Three RCP scores were derived based on factor analysis that revealed 3 dimensions: Sociability-Leadership, Aggressive-Disruptive, and Sensitive-Isolated. Data are presented relating the 3 scores, which proved to be reliable and stable at intervals of 6 and 17 mo, to SES, IQ, achievement, and teacher ratings. Positive reputation was associated with other aspects of social and intellectual competence, whereas isolated reputation was linked to difficulties at school. Multiple regression analyses suggested that a pattern of low-positive, high aggressive-disruptive, and high-isolated peer reputation is the least competent. The advantages of multidimensional scoring and analysis of peer reputation are demonstrated by the results. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving the social status of mainstreamed retarded children.

37 mainstreamed educable mentally retarded (EMR) children in Grades 3, 4, and 5 were randomly assigned to a control group or to an experimental treatment given during regular class activities for the purpose of improving their social status among nonretarded classmates. On the average, Ss were 8–20 mo older than their normal classmates. Each experimental S worked in a small cooperative group with 4–6 nonretarded classmates on highly structured, manipulative tasks using multimedia materials. The treatment was provided in 2 cycles which lasted a total of 8 wks. Sociometric tests were given before and after treatment to pupils in classes with experimental and control EMR Ss. By 2–4 wks following completion of treatment, nonretarded Ss' social acceptance of their experimental peers improved significantly more than that of control Ss. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kindergarten competencies as predictors of third-grade classroom behavior and achievement.

To investigate the relationships between preschool competencies and later academic functioning, multiple regression analyses were conducted using kindergarten intellectual, academic, and social variables (Stanford-Binet Intelligence Scale, Wide Range Achievement Test, teacher ratings of academic readiness, and the Sells Teacher Rating Scale of Peer Relations) to predict 3rd-grade classroom behavior and achievement. A random sample (n?=?50) of 184 3rd-grade children evaluated during the 1973–1974 kindergarten year and a 2nd sample (n?=?49) with additional Time 1 social and background variables were included. Ss were observed in classrooms and administered achievement tests during the 1976–1977 school year. Results indicate that kindergarten social and academic competencies typically entered as optimal predictors of later achievement-related behaviors and achievement. A social competence measure of initiative was a particularly successful predictor of achievement. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of social stimulus value on academic achievement and social competence: A reconsideration of children's first-name characteristics.

Tested the hypothesized connection between children's 1st-name characteristics and their academic and social functioning in 2 studies with 24,602 2nd–12th graders. In Study 1, 721 male names and 1,030 female names of 23,878 2nd–21th graders were rated by 9 adults on desirability. Analyses of the degree of association between name frequency and name desirability and 4 measures of academic achievement showed that 1st-name characteristics were unrelated to academic achievement, even in the most extreme cases, so long as a confound was prevented between name frequency or desirability and S's ethnicity. In Study 2, using 724 9th–22th graders, the relationship between S's 1st name characteristics and S's social competence in handling challenging social situations (as judged by peers, teachers, and Ss themselves) was explored. Data show little evidence for an impact of name characteristics in social competence. It is suggested that previous studies that have reported significant positive relationships between name characteristics and indices of personal functioning have focused on name desirability and have not controlled for ethnic status. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support.

The present study asked: What types of support (emotional, informational, appraisal, and instrumental) do students perceive from the sources of support (parents, teachers, classmates, and close friends)? and Are types of social support more related to students' social, behavioral, and academic outcomes? Gender differences in perceptions of support were also investigated. Data were collected from 263 5th-8th graders using the Child and Adolescent Social Support Scale, the Social Skills Rating System, and the Behavior Assessment System for Children. Although early adolescent boys and girls perceive similar levels of all types of support from their parents and teachers, girls perceive more support of most types from classmates and friends. Emotional and informational support were the most highly reported type of support from parents, informational support was most highly reported from teachers, and emotional and instrumental support scores were highest from classmates and close friends. Supportive behaviors from parents contributed to students' adjustment. Emotional support perceived from teachers was a significant and sole individual predictor of students' social skills and academic competence. Supportive behaviors from teachers also predicted students' school maladjustment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Loneliness among children and young adolescents.

Investigated differences in loneliness involving parents and peers and the relations between loneliness, choices of a "first comfort figure" (FCF), and social sensitivity as perceived by peers. 60 female and 52 male 5th graders, 97 female and 45 male 7th graders, and 66 female and 73 male 9th graders were given a loneliness scale and a sociometric measure of perceived social sensitivity. Results indicate that age differences in parent-related loneliness were marginally significant. Seventh graders seemed to have fewer loneliness experiences in their relationships with parents than 5th and 9th graders. Boys more frequently reported those feelings than girls. Ss who indicated both parents as their FCFs had the lowest scores for parent-related loneliness, whereas those who indicated friends as their FCFs had the highest scores for parent-related loneliness. With respect to peer-related loneliness, no age or sex differences were found. However, girls who chose both parents as their FCFs were more lonely than boys who did the same, and boys who chose their fathers as their FCFs mentioned more peer-related loneliness feelings than the girls who made this choice. Ss perceived as socially sensitive by their classmates less frequently mentioned peer-related loneliness feelings. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friendship choice and performance: Self-evaluation maintenance in children.

Examined the interrelations among performance in school, friendship choices in the classroom, and the importance of various school-related activities for 270 5th- and 6th graders' self-definition, using the self-evaluation maintenance (SEM) model. Ss were administered the Piers-Harris Children's Self-Concept Scale, and 16 teachers rated Ss' performance. Ss named as friends those classmates whose performance (both actual and distorted) was better than their own on irrelevant activities and somewhat inferior to their own on relevant activities. There was also a striking similarity effect. Friends' overall performance was highly similar to the S's own overall performance, and both the Ss and friends performed better on the S's relevant activity than on the S's irrelevant activity. The performance of a distant other, in this case a disliked other, was derogated on both relevant and irrelevant activities. Results support the use of an SEM model and suggest that although friendship choices may indeed be governed by attempts to maintain a positive self-evaluation, individuals do not achieve this goal by choosing as friends those who perform poorly on personally relevant activities. Individuals choose as friends others who are highly similar to themselves in terms of overall ability and who are interested in and perform well on those activities that are consequential to them. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social relations of gifted children as a function of age and school program.

Examined social and personal concomitants of exceptional academic capability in the context of various educational settings. Students in Grades 5, 8, and 10 participated in the study. At each grade level, there were students in classes for the gifted (self-contained gifted), gifted students in regular classes (integrated gifted), and classmates of the integrated gifted (matched and random controls). Subjects completed self-report scales of social competence and feelings about school. Peer nominations for social competence were also obtained from children in the integrated classes. The integrated gifted children at all three grade levels had higher scores for academic self-concept than the other groups; there were no differences in social or physical self-concept. In Grade 5 only, the integrated gifted were rated by their classmates as higher in social competence than were controls. Although there were no significant differences among groups in terms of attitude toward school, feelings toward school became less positive as age increased. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organization versus item effects of an elaborated knowledge base on children's memory.

Investigated the extent to which the high levels of recall and organization observed when children are asked to recall their classmates' names (class recall) can be attributed to organizational vs item-specific effects. Ss were 109 1st, 3rd, and 5th graders. Levels of clustering in class recall were elevated when Ss were constrained to recall their classmates' names according to specific organizational schemes (either sex or seating arrangement). However, there was no evidence that changes in levels or styles of organization influenced levels of memory performance or which names were recalled. Results indicate that some of the benefits on memory of an elaborated knowledge base cannot be attributed to differences in organization (either strategic or automatic) but rather are due to differences in the ease with which individual items can be retrieved. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social comparison in the classroom: The relationship between academic achievement and self-concept.

One hypothesis derived from social comparison theory is that the relationship between academic achievement and self-concept can best be understood in terms of the child's achievement standing compared with that of classmates. This hypothesis was tested on 159 6–12 yr old academic underachievers in 17 self-contained classrooms. Ss were administered the Metropolitan Achievement Test and the Piers-Harris Children's Self-Concept Scale. When relative within-classroom achievement standing was not considered, reading achievement was not significantly related to self-concept, although mathematics achievement was. When relative within-classroom achievement standing was considered, both reading and math achievement were found to be significantly related to self-concept. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families.

Children's academic and social competencies were examined as mediators to explain the often positive relation between parent-school involvement and achievement. Ethnic variations in the relation between parent-school involvement and early achievement and the mediated pathways were examined. Because much of the comparative research confounds ethnicity with socioeconomic status, the relations were examined among socioeconomically comparable samples of African American and Euro-American kindergarten children and their mothers. For reading achievement, academic skills mediated the relation between involvement and achievement for African Americans and Euro-Americans. For math achievement, the underlying process differed across ethnic groups. For African Americans, academic skills mediated the relation between school involvement and math performance. For Euro-Americans, social competence mediated the impact of home involvement on school achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling causal relations between academic and social competence and depression: a multitrait-multimethod longitudinal study of children

The authors obtained self-reports, peer nominations, teacher ratings, and parent reports of depression and social and academic competence on 490 3rd graders and 455 6th graders near the beginning and end of the school year. Confirmatory factor analysis and structural equation modeling revealed that (a) measures showed significant convergent and discriminant validity; (b) within-wave correlations between constructs were large and significant, although the depression-social competence correlation was larger than the depression-academic competence correlation; (c) the cross-wave stability of all constructs was remarkably high; and (d) social competence at Wave 1 predicted depression at Wave 2 for 6th graders after controlling for depression at Wave 1. Depression did not predict change in either academic or social competence over time. Implications for competence-based and failure-based models of child depression are discussed.     

Family problem solving versus home notes as early intervention with high-risk children.

Assigned 69 2nd–6th graders, identified as inconsistent because of extreme variability over baseline in math class work, to a home-note, family problem-solving, or control condition. Teachers scored Ss' math daily and sent home a Good-News Note with Ss in both intervention conditions when their daily means equaled or exceeded their baseline means. Ss in the family problem-solving condition wrote contingency contracts with their families, guided by a problem-solving board game, specifying consequences for receipt of Good-News Notes. Families in the home-note condition were instructed by letter to deliver favorable consequences on receipt of Good-News Notes. Compared to no treatment both forms of intervention significantly reduced class work scatter. Whereas Ss in the control and home-note conditions became less accurate during intervention, Ss in the family problem-solving condition maintained their accuracy. Only Ss in the family problem-solving condition demonstrated generalization to nonreinforced intervention probes. Involvement of the family meant that children produced high quality work even when their classmates' work dropped in quality and that they worked hard even when they expected no reward. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence.

The authors tested a model of the relations among adolescents' perceptions of parents', teachers', and classmates' support for, valuing of, and beliefs about their competence in math/science; adolescents' own academic self-perceptions concerning math/science; and their academic performance. The sample included 378 middle school students; 65% were Latino, and 21% were European American. Reflected appraisals of adults' beliefs concerning both the importance of and students' competence in math/science, as well as perceived support, predicted students' own self-perceived importance, competence, scholastic behavior, and performance in these courses. Latino students reported lower mean levels of perceived competence than did European American students (controlling for maternal education). Findings have important implications for understanding achievement socialization in ethnically diverse populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)