Recently there has been increased interest in the nature of children's peer relationships. This is partially in response to a number of research findings linking peer popularity in childhood to social adjustment in adulthood. As such, a large body of research has attempted to differentiate children of varying sociometric status on a variety of global behavioral dimensions (e.g., quantity of peer interaction). Oftentimes these efforts have yielded weak and nonspecific findings. In response, the study of more complex interactive behavior has been attempted (e.g., peer group entry behavior). The purposes of the present study were to expand this body of research by (1) examining peer group entry behavior within a social learning theory framework, (2) exploring the relationship between assertion and the oft-found "disagreement" evidenced by unpopular children when entering groups, and (3) providing additional information regarding the nature of group responses to peer group entry behavior. Fourth and fifth grade boys and girls were administered sociometric rating forms, assertion scales, and self-report measures of the social learning constructs (i.e., locus-of-control, self-efficacy, outcome expectancy, peer preference). Then, popular and unpopular children were observed as they attempted to enter same-sex, familiar popular and unpopular peer groups. Both entry behavior and group responses were coded. Results indicated that unpopular entry children took longer to enter groups, used more waiting and hovering, and tended to be ignored more often than popular children. That is, the behavior of unpopular children resembled that of newcomers. Within a social learning theory framework, successful group entry was found to be predicted best by value placed on peer interaction, a social learning construct. Finally, both examination of the relationship between assertion and disagreement, and the elaboration of group responses to entry attempts were precluded since no disagreement entry bids of "types" of group rejection occurred. These findings have clear implications for the continued assessment of interactive social behavior and its relationship to social competence in children. / M.S.

If the classroom teacher is to help her pupils in the cultivation of social abilities, she must have tools at her command. She must have not only instruments of measurement, but also proven methods of training and therapy. It is with the former that this thesis is concerned.

The problem under consideration in this study is to determine the constancy of sociometric scores in their relationship to the constancy of scores of some measures of achievement within a group of thirty-seven children enrolled in an elementary school of McKinney, Texas.

A number of studies have been made concerning the constancy of the sociometric structure of a group. This study, though dealing with constancy, is not concerned with the structural constancy of groups, but rather with the constancy of certain types of relationships within the group.

published_or_final_version / Education / Master / Master of Education

The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given. / by Eudora A. Stephens. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth. / by Ashley M. Miller. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the Self- Expressiveness in Family Questionnaire (Halberstadt et al., 1995). Greater vagal suppression occurred during the sad conditions suggesting that negative emotions require more processing strategies. Greater attentional scores were related to the child's RSA and higher resting RSA was associated with great motor restriction. The mothers had higher SEFQ scores than the fathers. Higher maternal positive expressivity, lower maternal total expressivity, and lower paternal positive expressivity scores were related to the children's displays of empathy. / by Kathryn L. Marsh. / Thesis (M.A.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Peer aggression can take the form of physical hostility, adverse peer pressure, teasing, shunning, and social rejection (Little, 2002). Repeated acts of peer aggression are considered peer victimization and affect children with disabilities more often than children with no reported disabilities or psychiatric disorders (Baumeister, Storch, & Geffken, 2008; Pittet, Berchtold, Akre, Michaud & Suris, 2011). Personal characteristics and contextual factors have been linked to higher rates of peer aggression and the presence of peer victimization (Baumeister, et al., 2008; Bejerot & Morthberg, 2009; Boivin, Vitaro, & Bukowski, 1999; Hodges, Boivin, Vitaro, & Bukowski, 1999; Mishna, 2003). Youth who have experienced peer victimization have been found to suffer consequent loneliness, depression, low self-esteem, anxiety and suicidal ideation (Bond, Carlin, Thomas, Rubin, & Patton, 2001; Hawker & Boulton, 2000; Hunter, Boyle & Warden, 2007; Siegal, La Greca, & Harrison, 2009). The present study used a caregiver survey to investigate experiences of peer aggression and peer victimization, as well as factors linked to such victimization among children with autism spectrum disorders (ASD), with other disabilities (OD), and without disabilities (WD). The main analyses addressed five sets of research questions. The first three research questions pertained to all three groups of participants and (1) compared rates of peer aggression and the proportion of children who experienced peer victimization between the ASD, OD and WD groups, (2) asked which personal factors were associated with peer aggression and peer victimization, and (3) asked which personal factors best predicted peer aggression and peer victimization. The last two research questions pertained to the ASD and OD groups only (disability group) and asked (1) which personal factors and contextual factors were associated with peer aggression and peer victimization, and (2) which personal factors and contextual factors best predicted peer aggression and peer victimization. The main analyses indicated that children with ASD and OD experienced significantly greater rates of peer aggression than peers in the WD group. Additionally, the ASD and OD groups of children were more likely to experience peer victimization than the WD group.Peer aggression was correlated with autistic traits, anxious/depressed, withdrawn/depressed, thought problems, and attention problems. A multiple regression analysis indicated that the variable of anxious/depressed was the only variable that significantly contributed to the model and it accounted for approximately one-third of the variance. Caregivers whose children experienced peer victimization reported significantly higher scores in autistic characteristics, anxious/depressed, withdrawn/depressed, thought problems, and attention problems. A forward logistic regression analysis indicated that anxious/depressed was the only variable that predicted peer victimization. The multiple regression and forward logistic regression models produced for the combined ASD and OD group were similar to the models produced during the prior analyses for all three groups. Anxious/depressed was the only variable that significantly contributed to the multiple linear regression and forward logistic regression models. Contextual variables were not correlated with peer aggression or associated with peer victimization and they did not significantly contribute to the regression models.

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