Teachers’ goals and strategies for classroom seating arrangements: a qualitative study

Education and Child Studie

Measuring social status and social behavior with peer and teacher nomination methods

Contains fulltext : 145401.pdf (publisher's version ) (Closed access) Contains fulltext : 145401.pdf (preprint version ) (Open Access)Sociometric nomination methods are used extensively to measure social status and social behaviors among children and adolescents. In the current study, the correspondence between teacher and peer nomination methods for the identification of preference and popularity was examined. Participants were 733 children in grade 5/6 (M age = 12.05 years, SD= .64; 53.3 percent boys) and their 29 teachers. Children and teachers completed nomination questions for preference, popularity, and 12 social behaviors. Results showed moderate overlap between teacher and peer nominations of social status; teachers and peers agreed on students' preference and popularity levels in 62.7 percent and 69 percent of the cases, respectively. Secondly, we examined the social behaviors (prosocial behaviors, overt and relational aggression, victimization) that teachers and peers ascribe to children at different levels of preference and popularity. Both teachers and peers made clear behavioral distinctions between low, average, and highly preferred or popular children. For preference, the behavioral profiles did not differ between teachers and peers. For popularity, no differences between teachers and peers were found in the behavioral descriptions of unpopular and average children. However, teachers and peers differed in their behavioral descriptions of popular children. Implications and directions for further research are discussed.18 p

Dataset belonging to It's not just what you say, it's how you say it too: Adolescents' hostile attribution of intent and emotional responses to social comments

A highly prevalent and relevant situation in which adolescents have to interpret the intentions of others, is when they interact with peers. We therefore successfully introduced a new paradigm to measure hostile attribution bias and emotional responses to such social interactions, and examined how it related to youth’s aggressiveness. A pilot study was conducted to develop a database with auditory stimuli of positive, negative and ambiguous everyday comments to be used in the main study. The pilot study resulted in a set of social comments that varied in content (e.g. what the person says) as well as tone of voice (e.g. how the person says it). These stimuli were presented to 881 adolescents (Mage = 14.35 years; SD = 1.23; 48.1% male) in the main study. These participants’ peers also reported on their aggressiveness. In general, added negativity of content and tone was driving youth’s intent attribution and emotional responses to the comments. In line with the Social Information Processing model, we found more hostile attribution of intent and more negative emotional responses of aggressive youth to ambiguous stimuli. Aggression was also related to more hostile intent attributions when both content and tone were negative. Unlike most studies on hostile attribution bias, the aggression effects in the current study emerged for girls, but not boys. Implications of these results and future use of the experimental paradigm are discussed

Thin-slice judgments of children's social status and behavior

Contains fulltext : 221538.pdf (Publisher’s version ) (Open Access)The moment a child walks into a new classroom, teachers and classmates form an impression based on minimal information. Yet, little is known about the accuracy of such impressions when it concerns children's social functioning at school. The current study examined the accuracy of children's, teachers' and adults' impressions of 18 unacquainted children based on thin slices of behavior. The likeability, popularity, prosocial behavior, aggression, and exclusion of these children were judged by 101 children, 79 elementary school teachers, and 68 young adults based on 20-second video clips. Judges were better than chance in predicting popularity and prosocial behavior, but worse than chance in predicting aggression and exclusion. Female judges were more accurate judging social exclusion of same-sex than other-sex targets. Teachers were more accurate than children in their judgments of prosocial behavior. The current study shows that confidence in one's impression of aggression and exclusion in unacquainted children based on minimal information is not warranted.25 augustus 202014 p

It's not just what you say, it's how you say it too: Adolescents' hostile attribution of intent and emotional responses to social comments

Contains fulltext : 219927.pdf (publisher's version ) (Open Access)A highly prevalent and relevant situation in which adolescents have to interpret the intentions of others is when they interact with peers. We therefore successfully introduced a new paradigm to measure hostile attribution bias (HAB) and emotional responses to such social interactions and examined how it related to youth's aggressiveness. We presented 881 adolescents (Mage = 14.35 years; SD = 1.23; 48.1% male) with audio fragments of age-mates expressing social comments that varied in content (e.g., what the person says) and tone of voice (e.g., how the person says it). Participants' peers also reported on their aggressiveness. In general, added negativity of content and tone was driving the youth's intent attribution and emotional responses to the comments. In line with the Social Information Processing model, we found more hostile attribution of intent and more negative emotional responses of aggressive youth to ambiguous stimuli. Aggression was also related to more hostile intent attributions when both content and tone were negative. Unlike most studies on HAB, the aggression effects in the current study emerged for girls, but not boys. Implications of these results and future use of the experimental paradigm are discussed.12 p

Dataset belonging to Thin-slice judgments of children's social status and behavior

The moment a child walks into a new classroom, teachers and classmates form an impression based on minimal information. Yet, little is known about the accuracy of such impressions when it concerns children’s social functioning at school. The current study examined the accuracy of children’s, teachers’ and adults’ impressions of 18 unacquainted children based on thin slices of behavior. The likeability, popularity, prosocial behavior, aggression, and exclusion of these children were judged by 101 children, 79 elementary school teachers, and 68 young adults based on 20-second video clips. Judges were better than chance in predicting popularity and prosocial behavior, but worse than chance in predicting aggression and exclusion. Female judges were more accurate judging social exclusion of same-sex than other-sex targets. Teachers were more accurate than children in their judgments of prosocial behavior. The current study shows that confidence in one’s impression of especially aggression and exclusion in unacquainted children based on minimal information is not warranted

Dataset belonging to It's not just what you say, it's how you say it too: Adolescents' hostile attribution of intent and emotional responses to social comments

A highly prevalent and relevant situation in which adolescents have to interpret the intentions of others, is when they interact with peers. We therefore successfully introduced a new paradigm to measure hostile attribution bias and emotional responses to such social interactions, and examined how it related to youth’s aggressiveness. A pilot study was conducted to develop a database with auditory stimuli of positive, negative and ambiguous everyday comments to be used in the main study. The pilot study resulted in a set of social comments that varied in content (e.g. what the person says) as well as tone of voice (e.g. how the person says it). These stimuli were presented to 881 adolescents (Mage = 14.35 years; SD = 1.23; 48.1% male) in the main study. These participants’ peers also reported on their aggressiveness. In general, added negativity of content and tone was driving youth’s intent attribution and emotional responses to the comments. In line with the Social Information Processing model, we found more hostile attribution of intent and more negative emotional responses of aggressive youth to ambiguous stimuli. Aggression was also related to more hostile intent attributions when both content and tone were negative. Unlike most studies on hostile attribution bias, the aggression effects in the current study emerged for girls, but not boys. Implications of these results and future use of the experimental paradigm are discussed

Dataset belonging to Preference and popularity as distinct forms of status: A meta-analytic review of 20 years of research

INTRODUCTION. A systematic meta-analysis was conducted of the association between preference and popularity across adolescence. The role of development, sex, and region of the world were examined. METHOD. The analysis was conducted on 135 samples including 136,014 participants. The samples were divided by age (upper grades primary school, k = 41; lower grades secondary school, k =72; upper grades secondary school, k = 22) and region (North-America, k = 54; Europe, k = 66; China, k = 10). RESULTS. Across all samples, a moderate positive association between preference and popularity was found (r = .45). The association was significantly weaker in the upper grades of secondary school (r =.37) than in the lower grades of secondary school (r = .47) or the upper grades of primary school (r = .47). The association was weaker for girls (r = .26) than for boys (r = .38) in the upper grades of secondary school. The association was weaker in European samples (r =.41) than in those from North-America (r = .50) and China (r = .57). CONCLUSIONS. The results confirmed that preference and popularity are related but distinct dimensions of adolescent peer status. The association differed significantly by age, sex, and region of the world. Further research should examine additional factors that explain the variability in the association between preference and popularity. The preregistration of this study, an overview of all records retrieved in the literature search, as well as the data and script to conduct the analyses, are available on the Open Science Framework (https://osf.io/dzekp)