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Dissertation
Peer acceptance in elementary school children: the role of social problem-solving ability
Doctor of Philosophy (Ph.D.), Allegheny University of the Health Sciences
Nov 1997
DOI:
https://doi.org/10.17918/00008437
Abstract
Problem-solving ability has been found to relate to behavioral adjustment in children. Prior research has found that effectiveness, appropriateness, and less aggressive solutions to hypothetical social problems were significant predictors of behavioral adjustment. The lack of behavioral alternatives due to poor problem-solving skills may lead to aggression which, in turn, may lead to rejection by peers. A coherent theory has not yet been established which accounts for the relationship between peer acceptance and behavioral adjustment. Both peer acceptance and problem-solving skills have been significantly related to behavioral adjustment. The purpose of the present study was to determine whether the relationship between peer acceptance and behavioral adjustment is really accounted for by problem-solving skills. For example, children who have demonstrated better problem-solving skills tend to be more popular, whereas children with poor problem-solving skills are less popular. The less popular children are those who tend to be more aggressive and disruptive. The current study used sociometric ratings and nominations among 119 elementary school children (7-13 years) to establish three peer status groups (popular, average, unpopular). Teacher ratings were used to measure behavioral adjustment for subjects. The results of a Multivariate Analysis of Variance supported prior research and found that behavioral adjustment was significantly related to peer status. A second analysis was performed in the same way, only using problem-solving ability and age as covariates. Although age was a significant covariate, problem-solving ability did not significantly mediate the relationship between peer acceptance and behavioral adjustment. The implications of this finding were discussed in support of the reputational bias theory which may be a larger factor in mediating the relationship between behavioral adjustment and peer relationships. Further studies should continue to examine the role which problem-solving skills may have in this relationship.
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Details
- Title
- Peer acceptance in elementary school children
- Creators
- Jo Anne Barbara Gorski
- Contributors
- Arthur M. Nezu (Advisor) - Drexel University, Allegheny University of the Health Sciences (1996-1998)
- Awarding Institution
- Allegheny University of the Health Sciences
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Allegheny University of the Health Sciences; Philadelphia, Pennsylvania
- Number of pages
- ix, 130 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Allegheny University of the Health Sciences (1996-1998); Clinical and Health Psychology [Historical]; School of Health Professions (1996-1998)
- Other Identifier
- 991021888863804721