Expecting the best: The relation between peer optimism and social competence

The present research evaluated the construct of optimism and its relation to children\u27s social competence. An optimism questionnaire was developed that specifically assessed children\u27s expectations with regard to their peer interactions and peer relationships. This measure demonstrated acceptable levels of internal and test–retest reliability and was consistent with a three-factor hierarchical factor structure. After removing effects attributable to grade and perceived self-competence, girls’ peer optimism was specifically and negatively associated with feelings of isolation and boys’ peer optimism was associated with a much broader range of social outcomes including higher sociometric status, more friendships, and lower levels of rejection, victimization, and loneliness. These findings highlight the importance of peer optimism for understanding children\u27s peer relations. © 2006 Taylor and Francis Group, Ltd. All rights are reserved

Perceptions of social behavior and peer acceptance in kindergarten

Forty kindergartners participated in a study using social behavior ratings from observers, teachers, and parents to predict the children’s perceptions of peer acceptance. Gender and race differences in social behaviors and peer acceptance also were investigated. Perceptions of peer acceptance were gathered through individual child interviews, sociometric ratings, and teacher and parent ratings. In regression analyses, friendship skill predicted peer acceptance as reported by children and parents. Shyness/withdrawal inversely predicted teacher-reported peer acceptance. Surprisingly, aggression did not predict peer acceptance in any of the regression analyses. Analyses of group differences revealed that girls were rated as more prosocial than boys, and boys were rated as more aggressive than girls. No statistically significant race differences were found. The findings suggest that teachers and parents should encourage child-child interaction in order to promote friendship skills and inhibit shyness/withdrawal. © 1999 by the Association for Childhood Education International