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- W129621874 abstract "One of the major tasks of the early childhood years is to learn positive and socially acceptable ways of interacting with others and much of this learning occurs within the context of the peer group. Positive peer interactions thusmake a substantial contribution to children's social and emotional development and rejection from the peer group in childhood has been linked to a variety of negative outcomes including early school withdrawal, delinquency and mentalhealth problems (Asher, Oden & Gottman, 1977; Kupersmidt, Coie & Dodge, 1990; Parker & Asher, 1987). The perceived power of peer rejection as a predictor variable for future maladjustment has led to increasing concern by researchers to identify the factors involved in the establishment and maintenance of negative peer status.In addition to such potential determinants as physical attributes, social cognition and communication patterns (Black & Hazen, 1990; Kurdek & Krile, 1982; Shaffer, 1988) behavioural characteristics appear to be strongly related to the development of peer social status. However, although initial behaviours serve to rapidly establish children's status within groups of previously unacquainted peers (Dodge, 1983), there is increasing evidence which suggests that, once status is established, behaviour change in itself may not be sufficient to improve social status (Mize & Ladd, 1990).The present study arises from the premise that children's reputation may have an influence on the ways in which their peers both perceive and respond to their behaviour. In other words, a prior reputation may serve to maintain anegative peer status even when behaviour is improved. The present study was therefore designed to examine the extent to which a preschool child's social status or reputation, once established, affects peer perception of his or hersubsequent behaviour. Of additional interest were possible sex and status differences in social information-processing.Subjects were 62 children (35 boys and 27 girls) from three local Community Preschools. The children ranged in age from 4 years, 7 months to 6 years, 1 month of age. Prior to commencement of the main study socio-metric interviews were conducted consisting of a combination of limited choicepositive nomination and a three point rating scale. Children were then assigned to one of five status groups: rejected, neglected, average, popular or controversial. Children unable to be classified were designated other. Inconjunction with socio-metric testing, teachers were asked to complete a twelve item Teacher Assessment of Social Behaviour Questionnaire (Cassidy & Asher, 1992).After completion of sociometric testing children took part in individual interviews in which they were presented with information regarding the liked or disliked status of a hypothetical same sex peer and reputational information inthe form of social information pictures depicting the target child engaged in social interactions. From this information children made inferences about the hypothetical peer's general disposition by rating the likelihood that he or she would behave in either pro-social or antisocial ways. Children were then presented with two types of hypothetical situations, other involved and selfinvolved. The other involved hypothetical event consisted of presentation of a picture showing the same sex target peer and another same sex child involved in a conflict situation. The self involved event consisted of a hypothetical situation involving the subject and the target child in which the intentions of the target peer were ambiguous but a negative outcome for the subject resulted. Children were asked their perceptions of the target peer's involvement in the hypothetical events along the dimensions of locus of control, intent and stability for theother involved event, and locus of control and intent for the self involved event. Presentation order of popular versus unpopular target peer and self involved versus other involved hypothetical events was counterbalanced across subjects. The results clearly demonstrated that preschool children's evaluations of the target peers varied as a function of the target child's reputation and the subject'sgender. Overall, children made significant distinctions between popular and unpopular peers both when making dispositional evaluations of the target peer and situational attributions about the target child's involvement in the hypothetical events. In contrast to expectations, no status differences in socialinformation-processing were found.Sex differences in the use of reputational information were evident both for dispositional inferences and situational attributions. Specifically, girls made greater distinctions between popular and unpopular peers than boys both whenmaking inferences about the target child's disposition, and when making attributions of intent. Relative to boys, girls rated the popular peer as more friendly, more helpful and more liked and the unpopular peer as more likely to get angry, fight and hurt others. Girls also rated the unpopular peer as acting intentionally more often than boys and were less likely to ascribe intent to the popular peer.Sex differences were also observed for teacher ratings of aggression, disruption and sociability. Teachers rated boys more highly on the dimensions of aggression and disruption while girls were rated high on sociability. These dimensions were also significantly correlated with children's evaluations of the target peer. Specifically, boys rated as highly aggressive or disruptive were likely to make more negative evaluations of a popular peer on pro-social items whereas sociable children of both sexes made more positive evaluations of an unpopular peer's involvement in a self involved negative event. Overall, these results replicate previous research (Cirino & Beck, 1990; Dodge, 1980; Hymel, 1986; Waas & Honer, 1990), indicating that children vary their perceptions of and explanations for behaviour as a function of the liked ordisliked status of the target peer. Additionally however, the present study extends previous research efforts by demonstrating that reputational bias interpretations of behaviour is present in a much younger age group than that previously studied. Results are discussed in terms of the implications for intervention programs and research into children's peer relations." @default.
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- W129621874 title "The effect of perceived social status on preschool children's evaluations of behaviour" @default.
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