Abstract
Using a relatively well established sociometric classification procedure (Coie, Dodge, & Coppotelli, Developmental Psychology, 18: 557-570, 1982), social competence and achievement differences among 331 popular, controversial, neglected, or rejected adolescents in Grades 6-10 were investigated. Comparisons were made from teachers' and self-report judgments of social skills, behavior problems, and academic achievement. Significant differences and trends in the data were consistent with past studies that have indicated that popular children display more socially skilled behaviors and fewer behavior problems than rejected children. No differences in teacher-rated social skills, problem behaviors, or academic achievement were found between popular, controversial, and neglected groups.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 109-120 |
| Number of pages | 12 |
| Journal | Journal of School Psychology |
| Volume | 29 |
| Issue number | 2 |
| DOIs | |
| State | Published - 1991 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
Cite this
Popular, controversial, neglected, and rejected adolescent. Contrasts of social competence and achievement differences. / Frentz, Carol; Gresham, Frank M.; Elliott, Stephen.
In: Journal of School Psychology, Vol. 29, No. 2, 1991, p. 109-120.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Popular, controversial, neglected, and rejected adolescent. Contrasts of social competence and achievement differences
AU - Frentz, Carol
AU - Gresham, Frank M.
AU - Elliott, Stephen
PY - 1991
Y1 - 1991
N2 - Using a relatively well established sociometric classification procedure (Coie, Dodge, & Coppotelli, Developmental Psychology, 18: 557-570, 1982), social competence and achievement differences among 331 popular, controversial, neglected, or rejected adolescents in Grades 6-10 were investigated. Comparisons were made from teachers' and self-report judgments of social skills, behavior problems, and academic achievement. Significant differences and trends in the data were consistent with past studies that have indicated that popular children display more socially skilled behaviors and fewer behavior problems than rejected children. No differences in teacher-rated social skills, problem behaviors, or academic achievement were found between popular, controversial, and neglected groups.
AB - Using a relatively well established sociometric classification procedure (Coie, Dodge, & Coppotelli, Developmental Psychology, 18: 557-570, 1982), social competence and achievement differences among 331 popular, controversial, neglected, or rejected adolescents in Grades 6-10 were investigated. Comparisons were made from teachers' and self-report judgments of social skills, behavior problems, and academic achievement. Significant differences and trends in the data were consistent with past studies that have indicated that popular children display more socially skilled behaviors and fewer behavior problems than rejected children. No differences in teacher-rated social skills, problem behaviors, or academic achievement were found between popular, controversial, and neglected groups.
UR - http://www.scopus.com/inward/record.url?scp=0001199320&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0001199320&partnerID=8YFLogxK
U2 - 10.1016/S0022-4405(05)80003-2
DO - 10.1016/S0022-4405(05)80003-2
M3 - Article
AN - SCOPUS:0001199320
VL - 29
SP - 109
EP - 120
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
IS - 2
ER -