Competition Matters!

The Good Behavior Game (GBG) is a widely used classroom management strategy shown to improve student behavior. However, its potential impact on peer relationships remains underexplored. Drawing on Social Identity Theory and the Social Skills Deficit Model, this (quasi-)experimental study investigates how different GBG formats (competitive vs. noncompetitive), team membership (same team vs. different team), and peer-perceived rule compliance influence students' sociometric ratings. A total of n = 609 third- and fourth-grade students from 34 elementary school classes participated. Classes were randomly assigned to either the competitive or the noncompetitive GBG format, with students within each class randomly assigned to one of two GBG teams. The GBG was implemented over 1 week. Sociometric ratings were collected before and after the intervention. Using cross-classified multilevel modeling, results revealed a significant interaction between time of measurement and GBG format. Sociometric ratings increased significantly in classes using the competitive format compared to classes using the noncompetitive format. Contrary to expectations, team membership had no effect on sociometric ratings. As hypothesized, students rated by peers as more compliant with GBG rules showed significantly greater increases in sociometric ratings. The findings highlight the role of a competitive GBG format and student rule compliance in enhancing peer relationships in elementary school classrooms.