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The relation between behavior problems and peer preference in different classroom contexts. Conduct Problems

E A Stormshak1, K L Bierman, C Bruschi

  • 1College of Education, Counseling Psychology Program, University of Oregon, Eugene 97403, USA. bstorm@darkwing.uoregon.edu

Child Development
|April 7, 1999
PubMed
Summary
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Child behavior impacts peer preference, with some behaviors like aggression varying by classroom norms (person-group similarity) and others like prosocial skills consistently influencing acceptance (social skill model).

Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Child Psychology

Background:

  • Peer preference is crucial for social development.
  • Child behavior significantly influences peer acceptance.
  • Understanding the interplay between individual behavior and group context is essential.

Purpose of the Study:

  • To test the person-group similarity model and the social skill model regarding child behavior and peer preference.
  • To examine how classroom norms and individual social skills predict peer acceptance.
  • To investigate gender differences in the relationship between behavior and peer preference.

Main Methods:

  • Utilized hierarchical linear modeling on data from 2895 first-grade children across 134 classrooms.
  • Analyzed four distinct child behaviors (aggression, withdrawal, inattentive/hyperactive, prosocial) as predictors of peer preference.

Related Experiment Videos

  • Compared the predictive power of person-group similarity versus social skill models.

    • Main Results:

    • Supported both the person-group similarity model (aggression, withdrawal acceptability varied by classroom norms) and the social skill model (inattentive/hyperactive and prosocial behaviors consistently predicted peer preference).
    • Aggression's link to peer preference followed the person-group similarity model more strongly for boys than girls.
    • Classroom context and individual behaviors jointly influenced peer preference and social development trajectories.

    Conclusions:

    • Both peer group norms and individual social competencies are vital in shaping peer preference.
    • The influence of specific child behaviors on peer acceptance can be context-dependent or universal.
    • Findings highlight the complex dynamics of social development in early childhood.