Social Status Differences among Subgroups of LD Boys

1987 ◽  
Vol 10 (4) ◽  
pp. 277-282 ◽  
Author(s):  
Steven Landau ◽  
Richard Milich ◽  
Max McFarland
Keyword(s):  
Social Status ◽  
Peer Relations ◽  
Behavioral Problems ◽  
Learning Disabled ◽  
Control Group ◽  
Cognitive Tests ◽  
The Social ◽  
Peer Nominations ◽  
Status Differences ◽  
Normal Controls

The present study examined the sociometric status of subgroups of learning disabled (LD) boys. Groups were based on differences in Verbal IQ/Performance IQ patterns on the WISC-R: V > P (n = 12); P > V (n = 26); and V = P (n = 27). Data were also available for a normal control group (n = 252). Peer nominations of popularity, rejection, and behavioral problems as well as teacher ratings of externalizing behaviors were collected for each subject. Results indicated that, relative to controls, the boys in the V = P group were most often rejected by their peers and were perceived to be more aggressive than participants in the other two LD groups. Additionally, boys in the P > V and V = P groups were significantly less popular than normal controls. In contrast, boys in the V > P group were found to exhibit few peer-relations problems. These results suggest that not all LD boys are at equal risk for peer problems, and that their pattern of scores on cognitive tests may offer insight in to factors that could account for the social status difficulties experienced by LD individuals.

A description and illustration of the Triadic Relations Model: Who perceives whom as bullying whom?

2010 ◽  
Vol 34 (4) ◽  
pp. 374-383 ◽  
Author(s):  
Noel A. Card ◽  
Philip C. Rodkin ◽  
Claire F. Garandeau
Keyword(s):  
Peer Relations ◽  
Social Relations ◽  
Fourth Grade ◽  
Social Relations Model ◽  
Interpersonal Behaviors ◽  
The Social ◽  
Peer Nominations ◽  
Dyadic Variables

Analyses of children’s peer relations have recently begun considering interpersonal behaviors and perceptions from the perspective of the Social Relations Model. An extension of this model, the Triadic Relations Model (TRM), allows for consideration and analysis of more complex three-person data to understand triadic processes; separate individual, dyadic, and triadic variance; and model co-occurrences among dyadic phenomena. The goal of this article is to provide a didactic introduction to the TRM and its potential for studying peer relations. The TRM is applied to data from nine classes (N = 162) of third and fourth grade boys and girls involving perceptions (peer nominations) of actors’ (aggressors’) behavior toward partners (victims). We report and illustrate interpretation of 7 variance and 16 covariance estimates from this TRM analysis of who perceives whom as bullying whom. In particular, triadic analyses revealed a tendency for children to perceive others as sharing the same aggressors and the same targets for aggression as themselves. We discuss implications of findings for studying aggression, as well as extensions of this model, such as incorporating multiple constructs or connecting the TRM estimates with individual and dyadic variables, and challenges of using the TRM.

scholarly journals Three pathways from anger dysregulation to lower social status among chinese boys

2019 ◽  
Vol 13 (2) ◽  
pp. 187-204
Author(s):  
Hui Zhang ◽  
Charles Matthew Stapleton ◽  
Yeh Hsueh ◽  
Robert Cohen
Keyword(s):  
Social Status ◽  
Middle Childhood ◽  
Behavioral Problems ◽  
Social Withdrawal ◽  
Urban China ◽  
Self Report ◽  
Overt Aggression ◽  
Social And Emotional ◽  
Social Challenge ◽  
Peer Nominations

During middle childhood, Chinese boys are particularly at risk to develop both externalizing (e.g., overt aggression) and internalizing behavioral problems (e.g., social withdrawal). A possible contributor to these problems is that boys cannot regulate their anger very well. Inability to manage anger may cause a particular social challenge for Chinese boys. Open expression of anger may be prohibited by prevailing Chinese cultural norms, because it emphasizes individuality over harmony. But anger is a socially disengaging emotion which works against social harmony. This situation requires Chinese boys to manage and express anger appropriately in social interactions. Based on the hierarchical model of social relationships and the three trends of human interactions, this study examined three pathways—aggression, social withdrawal, and sociability-leadership—that lead from Chinese boys’ anger dysregulation to their lower social status among peers at school. Participants of this study were 267 boys in Grades 3-6 from an elementary school in urban China. A self-report questionnaire of anger dysregulation was used to evaluate how often Chinese boys express their anger in dysregulated ways (e.g., attacking things or people). Peer nominations were used to measure children’s overt aggression (moving against peers), social withdrawal (moving away from peers), and sociability-leadership (moving toward peers). Social status was assessed by a sociometric measure which evaluates the degree to which children were liked by their classmates. Results showed that boys’ anger dysregulation was negatively associated with their social status. Moreover, aggression, social withdrawal, and social skills fully mediated this association. This study enriches our understanding of the mechanisms linking anger dysregulation to lower social status and provides practical implications to help Chinese boys improve social and emotional functioning in middle childhood.

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.

scholarly journals Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

2021 ◽  
Vol 6 ◽  
Author(s):  
Noemi Schoop-Kasteler ◽  
Christoph M. Müller
Keyword(s):  
Social Status ◽  
Evaluation Study ◽  
Assessment Method ◽  
Research Report ◽  
Mainstream Classrooms ◽  
The Social ◽  
Teachers And Students ◽  
Teacher Reports ◽  
Peer Nominations ◽  
Student Reports

Student-reported peer nominations are typically used to obtain information on the social status (i.e., acceptance and rejection) of students in their classrooms. However, under certain circumstances this assessment method cannot be used, for example for logistical reasons or with students with intellectual disabilities (ID) who are not always able to fill out peer nominations. In such instances, teacher reports on students’ expected nominations may serve as a proxy. As part of a larger study on students with ID, we evaluated the agreement between teachers’ and students’ peer reports regarding individual students’ acceptance and rejection using unlimited nomination procedures in Grades 4–6 mainstream classrooms. As many students with ID cannot fill out peer nominations, this evaluation study used a sample of typically developing students without ID. Teachers (n = 27, Mage = 34.24 years, SD = 10.85; 85.2% female) nominated all peers from the classroom who they believed individual students would report as “liked” and “not liked”. For direct comparison, students (n = 441, Mage = 11.36 years, SD = 0.89; 46.8% female) themselves were also asked to report their “liked” and “not liked” nominations. Students received both more “liked” and more “not liked” nominations from their peers than from their teachers. Students’ social status as calculated from teacher reports showed only partial agreement with social status as calculated from student reports, suggesting that in mainstream classrooms student reports cannot be easily replaced by teacher reports. Perspectives on the application of teacher-reported peer nominations in special needs settings are discussed.

scholarly journals Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking

2017 ◽  
Vol 51 (3) ◽  
pp. 211-222 ◽  
Author(s):  
Lisa van der Sande ◽  
Marloes M. H. G. Hendrickx ◽  
Henrike J. Boor-Klip ◽  
Tim Mainhard
Keyword(s):  
Learning Disabilities ◽  
Social Status ◽  
Structural Equation ◽  
Protective Factor ◽  
Equation Modeling ◽  
Academic Reputation ◽  
Fifth Grade Students ◽  
The Social ◽  
Peer Nominations ◽  
Bayesian Structural Equation Modeling

Although many studies have found that children with learning disabilities (LD) are less liked by peers than children without LD, the results are not unequivocal. In the present study, we investigated the social status (in terms of likeability and popularity) of children with LD by considering peer academic reputation and peer reputation of teacher liking. These variables are potentially important alternative factors for differences in social status between children with and without LD. Fifth-grade students ( n = 1,453; Mage = 10.60) in 58 classes in the Netherlands completed peer nominations for academic reputation, teacher liking, and social status. The data were analyzed with Bayesian structural equation modeling. The associations between LD and social status were completely mediated by the lower peer academic reputation of children with LD. As expected, peer reputation of teacher liking served as a protective factor against low social status for children with low peer academic reputation in general but not specifically for children with LD. Implications for research and practice are discussed.

A Descriptive Assessment of Social Relationships in Integrated Classrooms

1994 ◽  
Vol 19 (4) ◽  
pp. 302-313 ◽  
Author(s):  
Laura J. Hall
Keyword(s):  
Young Children ◽  
Social Status ◽  
Social Relationships ◽  
Children With Disabilities ◽  
Free Play ◽  
Teaching Staff ◽  
The Social ◽  
Integrated Classrooms ◽  
The Individual ◽  
Peer Nominations

Multiple measures were used in four integrated classes of young children to assess the social relationships. Observational recordings during indoor and outdoor free play activities, peer nominations, and teacher and peer interviews provided information about social status and strength of association between children with disabilities and their classmates. Results revealed that reciprocal, positive relationships were found between children with disabilities and classmates in all classes. However, the individual differences in social status and social profile of the children with disabilities indicate that varied patterns of social relationships are found in integrated classrooms. A brief interview with the young children and teaching staff provided valuable information about relationships based on: helping or pity, shared interest in activities, and friendship. Expectations regarding the social relationships in integrated classes are discussed.

scholarly journals Students in Hungarian Higher Education and Their Perception of Dificulties During Their Studies

2021 ◽  
Vol 3 (3) ◽  
pp. 101-113
Author(s):  
Anett Hrabéczy
Keyword(s):  
Higher Education ◽  
Career Choice ◽  
Social Status ◽  
Student Persistence ◽  
Career Choices ◽  
Family Background ◽  
Social Background ◽  
Dropping Out ◽  
The Social ◽  
Status Differences

Our research aims to examine the recruitment of students who experience difficulties with learning during their higher education studies and the motives behind their career choices, as well as the correlation of these factors with student persistence. The topicality of the problem stems from the diversity of students as a result of the expansion of higher education, as well as the increasing proportion of reading comprehension and other learning difficulties that can hinder individuals' progress in the labour market. Previous research has linked problems in learning in higher education to underdeveloped skills. However, we hypothesize that the occurrence of difficulties during students' studies and careers is determined by career choices, which are influenced by social background. While in higher education the social status differences of the family background already seem to disappear, the origin also affects the higher education career. To test the viability of this assumption, statistical methods were used to analyze the CHERD-Hungary database PERSIST -2019. In the case of difficulties and low persistence, we found a relationship with the career choice patterns of the students studied, especially with family factors influencing career choice and students' interest in their current education. One of our most important findings is that students who experience difficulties during learning can be divided into two groups. One group is characterized by low social status indicators, participating in low prestige and high risk fields of education, and there are specific cultural disadvantages in the background of their difficulties. The other group includes students who come from a higher-status family and concentrate on higher-risk but more prestigious courses, characterized by above-average selectivity and a higher risk of dropping out.

Low Lead Levels and Behavior Problems in Children

1982 ◽  
Vol 7 (3) ◽  
pp. 163-172 ◽  
Author(s):  
Mike Marlowe ◽  
John Errera
Keyword(s):  
Behavioral Disorders ◽  
Lead Poisoning ◽  
Peer Relations ◽  
Behavioral Problems ◽  
Behavior Problem ◽  
Classroom Teacher ◽  
Control Group ◽  
Teacher Judgment ◽  
Hair Samples ◽  
Lead Levels

Children who survive lead poisoning are at risk for severe behavioral disorders resulting from damage to the central nervous system. Recent resarch has suggested that among children with lead levels below those associated with overt lead poisoning, behavioral disorders may also occur. The present study was undertaken to investigate possible relationships between lead levels and behavioral problems in children. Lead levels taken from hair samples in a group of children (N = 26) having behavioral problems as defined by teacher judgment were compared with lead levels taken from hair samples in a control group (N = 29) not having behavioral problems by teacher judgment. Subjects were drawn from the Upper Cumberland Region of Tennessee. There were no significant differences between the groups in socioeconomic status, sex, or ethnic group distributions. Mean age in the behavior problem group was 10.73 and in the controls, 8.68. Hair samples taken from the participants were analyzed for mineral content by induction-coupled plasma spectroscopy. Each child was also rated by his classroom teacher on the Walker Problem Behavior Identification Checklist (WPBIC). The group of behavior problem children had significantly higher hair lead levels (t = 3.37, 53, p < .001). Correlations were run between lead levels and WPBIC ratings for the 55 children. Lead levels correlated significantly and positively with the WPBIC scales measuring distractibility, aggression, disturbed peer relations, and immaturity. It was concluded that a continuing reexamination of lead poisoning levels is needed because lead levels previously thought harmless may be associated with neurobehavioral impairments.

scholarly journals Issuing a Refusal: How Female Saudi Speakers of Arabic Say No

2020 ◽  
Vol 9 (5) ◽  
pp. 81
Author(s):  
Samah Saleh Alaboudi
Keyword(s):  
Social Status ◽  
Classification Scheme ◽  
The Social ◽  
The Status ◽  
Completion Test ◽  
Refusal Strategies ◽  
Status Differences

The study examines the refusal strategies used by Saudi female speakers of Arabic. More specifically, the study aims at exploring the most frequently used refusal strategies by those speakers and how directness might have an effect on that use. A modified version in Arabic of a Discourse Completion Test (DCT) that was originally developed and used by Beebe et al. (1990) is used to elicit the data. The written questionnaire consists of nine situations. The initiating acts are three requests, three invitations and three offers which were designed to elicit refusals. The situations specify the context and the social status of interlocutors. The data is analyzed using a modified version of a classification scheme of refusal strategies developed be Beebe et al. (1990). The analysis focuses on the semantic formulas used for each situation and the frequency of each refusal strategy. The results reveal that the order of the semantic formulas in the responses of the participants differed across the initiating acts and the status differences. ‘Excuse/Reason’, an indirect refusal strategy, is used the most by the participants in their refusals. The excuses/reasons that the participants give tend to be lacking detail and of an uncontrollable nature. ‘Negative Ability’ is another frequently used strategy. Although a direct strategy, the participants still show their awareness of the need to lessen the threat that their refusal poses on the interlocutor by using other indirect strategies and adjuncts to accompany the direct one. The participants used more indirect refusal strategies than direct which might indicate that the participants are trying to mitigate their refusals by being less direct.

Adolescent Voice Quality Aberrations: Personality and Social Status

1968 ◽  
Vol 11 (3) ◽  
pp. 576-582 ◽  
Author(s):  
John R. Muma ◽  
Ronald L. Laeder ◽  
Clarence E. Webb
Keyword(s):  
Social Status ◽  
Voice Quality ◽  
Personality Characteristics ◽  
Control Group ◽  
Peer Evaluations ◽  
Adolescent Voice

Seventy-eight subjects, identified as possessing voice quality aberrations for six months, constituted four experimental groups: breathiness, harshness, hoarseness, and nasality. A control group included 38 subjects. The four experimental groups were compared with the control group according to personality characteristics and peer evaluations. The results of these comparisons indicated that there was no relationship between voice quality aberration and either personality characteristics or peer evaluations.

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