• Korean Journal of Child Studies
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• v.30 no.5
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• pp.209-224
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• 2009

This study examined the development of children's perceptions of popular and unpopular peers. Subjects were 784 children in kindergarten, $2^{nd}$, $4^{th}$, and $6^{th}$ grades. Research findings were that : (1)socio-metric popularity and perceived popularity correlated positively with athletic ability, academic ability, and prosocial behavior. Whereas two subtypes of aggression(physical aggression and relational aggression) correlated negatively with sociometric popularity, perceived popularity correlated positively with relational aggression in 6th grade. (2)Social behaviors consistently emerged across developmental periods as predictors of popularity. (3)Academic ability was an important characteristic of popular children. (4)Teachers' praise and punishment affected popularity in kindergarten and $2^{nd}$grade children, but peer effect was more important for $4^{th}$ and $6^{th}$graders.

• Journal of the Korean Home Economics Association
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• v.32 no.1
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• pp.119-132
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• 1994

The purpose of this study was to investigate children's self-perceptions of social competence in three different levels of peer status and to determine the degree of congruence between children's perceptions and teachers' ratings of social competence. The subjects were 46 bpys and 44 girls identified as popular neglected and rejected by peers in preschool and in first and second grades. A sociometric test was used to identify children's peer status. Children's self-perceptions were assessed by the social Competence Scale for Young Children and teachers' assessment of children's competence was collected by a rating scale. The data were analyzed by 3-way ANOVA 2-way MANOVA for repeated measures and pearson product-moment correlations. The results showed that children's self-perceptions of social competence were generally positive and not significantly different by peer status and grade level in three of the four domains. For the maternal acceptance domain the degree of acceptance perceived by neglected group decreased with grade while those of popular children increased. The degree of congruence between children's perceptions and teachers' ratings were different by peer status. Popular children's estimation of their social competence was more congruent with teachers but neglected and rejected children overestimated their competence.