Social Knowledge and Sociometric Status: Children's Goals and Strategies for Peer Interaction

Previous interview studies using hypothetical social situations have shown that the social knowledge of low-status children differs from that of high-status children in subtle but significant ways. Low-status children's ideas are inappropriately negative, and appear less likely to build and maintain positive peer relationships. The present study extended previous research on children's social knowledge in two ways. First, two aspects of social knowledge were distinguished--knowledge of social goals, and knowledge of social strategies. Previous research had examined only children's knowledge of social strategies. Second, a general framework was developed to content analyze children's goals and strategies across four social situations: initiating contact with peers; gaining entry to ongoing peer interaction; maintaining friendships; and responding to disruptive peer behavior. The general framework employed the dimensions of friendliness and assertiveness to describe the types of strategies and goals children suggested.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Renshaw, Peter D.

• Education, Educational Psychology

Language dc:language

eng

Identifier

(UMI)AAI8127676

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/66056