• No results found

APPENDIX III Accuracy Calculation

21.72/ 52 NOMS ACROSS ALL GROUPS (17+14+21) = 42 OR 42% ACCURACY

References

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. Adler, P. A., & Adler, P. (1995). Dynamics of inclusion and exclusion in preadolescent cliques.

Social Psychology Quarterly, 58, 145-162.

Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney, K. B. (2005). The two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76, 747-760.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. text revision). Washington, DC: American Psychiatric Association. Archer, J. (2004). Sex differences in aggression in real-world settings: A meta-analytic review.

Review of General Psychology, 8, 291-322.

Asarnow, J. R., & Callan, J. W. (1985). Boys with peer adjustment problems: Social cognitive processes. Journal of Consulting and Clinical Psychology, 53, 80-87.

Asher, S. R., Renshaw, P. D., & Geraci, R. L. (1980). Children’s friendships and social competence. International Journal of Linguistics, 7, 27-39.

Bagwell, C. L., Coie, J. D., Terry, R. A., & Lochman, J. E. (2000). Peer clique participation and social status in preadolescence. Merrill-Palmer Quarterly, 46, 280-305.

Barenboim, C. (1981). The development of person perception in childhood and adolescence: From behavioral comparisons to psychological constructs to psychological comparisons. Child Development, 52, 129-144.

Bernard, H. R., & Killworth, P. (1977). Informant accuracy in social network data II. Human Communication Research, 4, 3-18.

Bernard, H. R., Killworth, P., Kronenfeld, D., & Sailer, L. (1984). The problem of informant accuracy: The validity of retrospective data. Annual Review of Anthropology, 13, 495-

517.

Bernard, H. R., Killworth, P., & Sailer, L. (1980). Informant accuracy in social network data IV: A comparison of clique-level structure in behavioral and cognitive network data.

Social Networks, 2, 191-218.

Bernard, H. R., Killworth, P., & Sailer, L. (1982). Informant accuracy in social network data V: An experimental attempt to predict communication from recall data. Social Science Research, 11, 30-66.

Bless, H., Fielder, K., & Strack, F. (2004). Social cognition: How individuals construct social reality. New York, NY: Psychology Press.

Boivin, M., & Bégin, G. (1989). Peer status and self-perception among early elementary school children: The case of the rejected children. Child Development, 60, 591-596.

Bondonio, D. (1998). Predictors of accuracy in perceiving informal social networks. Social Networks, 20, 301-330.

Brewer, D. (2000). Forgetting in recall-based elicitation of personal and social networks. Social Networks, 22, 29-43.

Brochin, H. A., & Wasik, B. H. (1992). Social problem solving among popular and unpopular children. Journal of Abnormal Child Psychology, 20, 377-389.

Bronfenbrenner, U., Harding, J., & Gallowey, M. (1958). The measurement of skill in social perception. In D. C. McClelland, A. L. Baldwin, U. Bronfenbrenner, & F. L. Strodtbeck (Eds.), Talent and society (pp. 29-111). Princeton, NJ: Van Nostrand.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Bruyn, E. H. de, & Boom, D. C. van den (2005). Interpersonal behavior, peer popularity, and self-esteem in early adolescence. Social Development, 14, 555-573.

Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676-713.

Cairns, R. B., & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time. New York, NY: Harvester Wheatsheaf.

Cairns, R. B., Cairns, B. D., Neckerman, H. J., Ferguson, L. L., & Gariepy, J-L. (1989). Growth and aggression: 1. Childhood to early adolescence. Developmental Psychology, 25, 320-330. Cairns, R. B., Cairns, B. D., Neckerman, H. J., Gest, S., & Gariepy, J-L. (1988). Social

networks and aggressive behavior: Peer report or peer rejection? Developmental Psychology, 24, 815-823.

Cairns, R. B., Leung, M. C., Gest, S. D., & Cairns, B. D. (1995). Friendships and social networks in childhood and adolescence: Fluidity, reliability, and interrelations. Child Development, 66, 1330-1345.

Cairns, R. B., Perrin, J. E., & Cairns, R. B. (1985). Social structure and social cognition in early adolescence: Affiliative patterns. Journal of Early Adolescence, 5, 339-355.

Casciaro, T. (1998). Seeing things clearly: social structure, personality, and accuracy in social network perception. Social Networks, 20, 331-351.

Casciaro, T, Carley, K. M., & Krackhardt, D. (1999). Positive affectivity and accuracy in social network perception. Motivation and Emotion, 23, 285-306.

Cassidy, K. W., Werner, R. S., Rourke, M., & Zubernis, L. S. (2003). Social Development, 12, 198-221.

Chambliss, J., Muller, D., Hulnick, R., & Wood, M. (1978). Relationships between self-concept, self-esteem, popularity, and social judgments of junior high school students. The Journal of Psychology, 98, 91-98.

Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147- 163.

Coie, J.D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557-570.

Coleman, J. M., & Kardash, C. M. (1999). Encoding and retrieval of ambiguous and

unambiguous information by aggressive and nonaggressive elementary boys. Child Study Journal, 29, 133-151.

Crain, M. M., Finch, C. L., & Foster, S. L. (2005). The relevance of the social information processing model for understanding relational aggression in girls. Merrill-Palmer Quarterly, 51, 213-249.

Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317-2327. Crick, N. R. (1997). Engagement in gender normative versus nonnormative forms of aggression:

Links to social-psychological adjustment. Developmental Psychology, 33, 610-617. Crick, N. R., & Dodge, K. A. (1989). Children’s perceptions of peer entry and conflict

situations: Social strategies, goals, and outcome expectations. In B. Schneider, J. Nadel, G. Attili, & R. Weissberg (Eds.), Social competence in developmental perspective (pp. 396- 399).

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social

information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74-101.

Crick, N. R., Grotpeter, J. K., & Bigbee, M. A. (2002). Relationally and physically aggressive children’s intent attributions and feelings of distress for relational and instrumental peer

Crick, N. R., & Ladd, G. W. (1990). Children’s perceptions of the outcomes of social strategies: Do the ends justify being mean? Developmental Psychology, 26, 612-620.

Cronbach, L. J. (1955). Processes affecting scores of ‘understanding of others’ and ‘assumed similarity’. Psychological Bulletin, 52, 177-193.

Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1972). The dependability of behavioral measuresments: Theory of generalizability of scores and profiles. New York: John Wiley.

DeRosier, M. E., Cillessen, A. H. N., Coie, J. D., & Dodge, K. A. (1994). Group social context and children’s aggressive behavior. Child Development, 65, 1068-1079.

Dodge, K. A. (1980). Social Cognition and children’s aggressive behavior. Child Development, 51, 162-170.

Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.), The Minnesota Symposium on Child Psychology (Vol. 18, pp. 77- 125). Hillsdale, NJ: Erlbaum.

Dodge, K. A. (1993). Social cognitive mechanisms in the development of conduct disorder and depression. Annual Review of Psychology, 44, 559-584.

Dodge, K. A., & Frame, C. L. (1982). Social cognitive biases and deficits in aggressive boys. Child Development, 53, 620-635.

Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to self. Child Development, 58, 213-224. Dodge, K. A., & Tomlin, A. M. (1987). Utilization of self-schemas as a mechanism of

interpersonal bias in aggressive children. Social Cognition, 5, 280-300.

Eisenberg, N., Martin, C. L., & Fabes, R. A. (1996). Gender development and gender effects. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 358-396). New York: Macmillan.

Erhardt, D., & Hinshaw, S. P. (1994). Initial sociometric impressions of Attention-Deficit Hyperactivity Disorder and comparison boys: Predictions from social behaviors and from nonbehavioral variables. Journal of Consulting and Clinical Psychology, 62, 833-842. Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). Examination of peer-group contextual

Estell, D. B., Farmer, T. W., Pearl, R., Van Acker R., & Rodkin, P. C. (2003). Heterogeneity in the relationship between polarity and aggression: Individual, group, and classroom

influences. New Directions for Child and Adolescent Development, 101, 75-85.

Farmer, T. W., Estell, D. B., Bishop, J. L., O’Neal, K. K., & Cairns, B. D. (2003). Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural African American early adolescents. Developmental Psychology, 39, 992-1004.

Farmer, T. W., Estell, D. B., Leung, M. C., Trott, H., Bishop, J., & Cairns, B. D. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: an

examination of aggressive and popular group types. Journal of School Psychology, 41, 217- 232.

Farmer, T. W., & Hollowell, J. H. (1994). Social networks in mainstream classrooms: Social affiliations and behavioral characteristics of students with EBD. Journal of Emotional and Behavioral Disorders, 2, 143-155.

Farmer, T. W., Leung, M. C., Pearl, R., Rodkin, P. C., Cadwallader, T. W., & Van Acker, R. (2002). Deviant or diverse peer groups? The peer affiliations of aggressive elementary students. Journal of Educational Psychology, 94, 611-620.

Farmer, T. W. & Rodkin, P. C. (1996). Antisocial and prosocial correlates of classroom social positions: The social network centrality perspective. Social Development, 5, 174-188.

Field, T., & Walden, T. (1982). Prediction and discrimination of facial expressions by preschool children. Child Development, 53, 1299-1311.

Feldman, E., & Dodge, K. A. (1987). Social information processing and sociometric status: Sex, age, and situational effects. Journal of Abnormal Child Psychology, 15, 211-227.

Freeman, L. C., Romney, A. K., & Freeman, S. C. (1987). Cognitive structure and accuracy. American Anthropologist, 89, 310-325.

Fraser, M. W., Galinsky, M. J., Smokowski, P. R., Day, S. H., Terzian, M. A, Rose, R. A., et al. (2005). Social information-processing skills training to promote social competence and prevent aggressive behavior in third grade. Journal of Consulting and Clinical Psychology, 73, 1045-1055.

Gage, N. L. (1953). Accuracy of social perception and effectiveness in interpersonal relationships. Journal of Personality, 22, 128-141.

Gage, N. L., & Cronbach, L. J. (1955). Conceptual and methodological problems in interpersonal perception. Psychological Review, 62, 411-422.

Gest, S. D., Farmer, T. W., Cairns, B. D., & Xie, H. (2003). Identifying children’s peer social networks in school classrooms: Links between peer report and observed interactions.

Social Development, 12, 513-529.

Gilligan, C., & Attanucci, J. (1988). Two moral orientations: Gender differences and similarities. Merrill Palmer Quarterly, 23, 77-104.

Gottman, J., Gonso, J., & Rasmussen, B. (1975). Social interaction, social competence, and friendship in children. Child Development, 46, 709-718.

Grotpeter, J. K., & Crick, N. R. (1996). Relational aggression, overt aggression, and friendship. Child Development, 67, 2328-2338.

Hamm, J. (2000). Do birds of a feather flock together? The variable bases for African American, Asian American, and European American adolescents’ selection of similar friends.

Developmental Psychology, 36, 209-219.

Hawley, P. H. (1999). The ontogenesis of social dominance: A strategy-based evolutionary perspective. Developmental Review, 19, 97-132.

Holland, P., & Leinhardt, S. (1975). The statistical analysis of local structure in social social networks. In D. R. Heise (Ed.), Sociological Methodology (pp. 1-45).

San Francisco: Josey-Bass.

Huesmann, L. R. (1988). An information processing model for the development of aggression. Aggressive Behavior, 14, 13-24.

Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawn unpopular children: Variations in peer and self-perceptions in multiple domains. Child Development, 64, 879- 896.

Kenny, D. A. (1991). A general model of consensus and accuracy in interpersonal perception. Psychological Review, 98, 155-163.

Kenny, D. A., & Albright, L. (1987). Accuracy in interpersonal perception: A social relations analysis. Psychological Bulletin, 102, 390-402.

Kenny, D. A., & La Voie, L. (1984). The social relations model. In L. Berkowitz (Ed.), Advances in experimental psychology (Vol. 18, pp. 142-182). Orlando, FL: Academic Press.

Killworth, P. D., & Bernard, H. R. (1976). Informant accuracy in social network data. Human Organization, 35, 269-286.

Killworth, P. D., & Bernard, H. R. (1979). Informant accuracy in social network data III: A comparison of triadic structure in behavioral and cognitive data. Social Networks, 2, 10-

46.

Kinderman, T. A. (1993). Natural peer groups as contexts for individual development: The case of children’s motivation in school. Developmental Psychology, 29, 970-977.

Kohlberg, L. (1976). Moral stages and moralization: The cognitive developmental approach. In T. Lickona (Ed.), Moral development and behavior: Theory, research, and social issues (pp. 31-53). New York: Holt, Rinehart and Winston.

Krackhardt, D. (1987). Cognitive social structures. Social Networks, 9, 109-134.

Krackhardt, D. (1990). Assessing the political landscape: Structure, cognition, and power in organizations. Administrative Science Quarterly, 35, 342-369.

LaFontana, K. M., & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology, 38, 635-647. Laird, R. D., Pettit, G. S., Dodge, K. A., & Bates, J. E. (1999). Best friendships, group

relationships, and antisocial behavior in early adolescence. Journal of Early Adolescence, 19, 413-437.

Lansford, J. E., & Parker, J. G. (1999). Children’s interactions in triads: Behavioral profiles and effects of gender and patterns of friendships among members. Developmental Psychology, 35, 80-93.

Leary, M. R. (2005). Interpersonal cognition and the quest for social acceptance. In M. W. Baldwin (Ed.), Interpersonal Cogntion (pp. 85-102). New York, NY: Guilford Press. Lease, A. M., Musgrove, K. T., & Axelrod, J. L. (2002). Dimensions of social status in

preadolescent peer groups: Likability, perceived popularity, and social dominance. Social Development, 11, 509-533.

Leung, M. (1996). Social networks and self-enhancement in Chinese children: A comparison of self reports and peer reports of group membership. Social Development, 6, 146-157.

Leung, M-C. (2006). SCM_AGREEMENT (Version 2.0) [Computer Software]. NC: University of North Carolina at Chapel Hill.

Lewinsohn, P. M., Mischel, W., Chaplin, W., & Barton, R. (1980). Social competence and depression: The role of illusory self-perceptions. Journal of Abnormal Psychology, 89, 203-212.

Lochman, J. E., & Dodge, K. A. (1994). Social-cognitive processes of severely violent, moderately aggressive, and non-aggressive boys. Journal of Consulting and Clinical Psychology, 62, 366-374.

Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together. Cambridge, MA: Belknap Press of Harvard University Press.

Malloy, T. E., Sugarman, D. B., Montvilo, R. K., & Ben-Zev, T. (1995). Children’s interpersonal perceptions: A social relations analysis of perceiver and target effects.

Journal of Personality and Social Psychology, 68, 418-426.

Malloy, T. E., Yarlas, A., Montvilo, R. K., & Sugarman, D. B. (1996). Agreement and accuracy in children’s interpersonal perceptions: A social relations analysis. Journal of Personality and Social Psychology, 71, 692-702.

Masten, A. S., Morison, P., & Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21, 523-533.

Mirny, A. I. (2001, April). Meaning of the group: Diverging perspectives of the early adolescent boys and girls on their peer groups. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.

Normandeau, S., & Cantin, S. (1997, April). Children’s behavioral characteristics and their ability to detect social contingency. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Washingtion, DC.

North Carolina Department of Public Instruction 2006, North Carolina Public Schools Statistical Profile. Retrieved January 21, 2007, from

http://www.ncpublicschools.org/docs/fbs/resources/data/statisticalprofile/2006profile.pdf. Orobio de Castro, B., Veerman, J. W., Koops, W., Bosch, J. D., & Monshouwer, H. J. (2002).

Hostile attribution of intent and aggressive behavior: A meta-analysis, 73, 916-934. Pakaslahti, L., Karjalainen, A., & Keltikangas-Järvinen, L. (2002). Relationships between

adolescent prosocial problem-solving strategies, prosocial behavior, and social acceptance. International Journal of Behavioral Development, 26, 137-144.

Patterson, C. J., Kupersmidt, J. B., & Griesler, P. C. (1990). Children’s perceptions of self and of relationships with others as a function of sociometric status. Child Development, 61, 1335- 1349.

Pearl, R., Leung, M. C., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2006). Teachers’ awareness of their classroom’s social network. Manuscript submitted for publication.

Pellegrini, A. D. & Bartini, M. (2000). An empirical comparison of methods of sampling aggression and victimization in school settings. Journal of Educational Psychology, 92, 360- 366.

Pettit, G. S., Dodge, K. A., & Brown, M. M. (1988). Early family experience, social problem solving patterns, and children’s social competence. Child Development, 59, 107-120. Porath, M. (2001).Young girls’ social understanding: emergent interpersonal expertise. High

Ability Studies, 12, 113-126.

Rardin, D. R., & Moan, C. E. (1971). Peer interaction and cognitive development. Child Development, 42, 1685-1699.

Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Bloomington, MN: Pearson Assessment.

Richard, J. F., & Schneider, B. H. (2005). Assessing friendship motivation during preadolescence and early adolescence. Journal of Early Adolescence, 25, 367-385. Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14-24.

Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2006) They’re cool: Social status and peer group supports for aggressive boys and girls. Social Development, 16, 175-203.

Rose, A. J., & Asher, S. R. (1999). Children’s goals and strategies in response to conflicts within a friendship. Developmental Psychology, 35, 69-79.

Rose, A. J., & Swenson, L. P., & Carlson, W. (2004). Frienships of aggressive youth: Considering the influences of being disliked and of being perceived popular. Journal of Experimental Child Psychology, 88, 25-45.

Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40, 378-387.

Rubin, K. H., & Mills, R. S. L. (1988). The many faces of social isolation in childhood. Journal of Consulting and Clinical Psychology, 56, 916-924.

Salmivalli, C., Ojanen, T., Haanpaä, J., & Peets, K. (2005). “I’m ok but you’re not” and other peer-relational schemas: Explaining individual differences in children’s social goals. Developmental Psychology, 41, 363-375.

Sancilio, M. F., Plumert, J. M., & Hartup, W. W. (1989). Friendship and aggressiveness as determinants of conflict outcomes in middle childhood. Developmental Psychology, 25, 812-

Simmons, R. (2002). Odd girl out. New York: Harcourt.

Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston: Allyn and Bacon.

Vygotsky, L. S. (1978). Mind in society: the development of higher mental processes. Cambridge, MA: Harvard University Press.

Werner, N. E., & Crick, N. R. (2004). Maladaptive peer relationships and the development of relational and physical aggression during middle childhood. Social Development, 13, 495- 514.

Wiseman, R. (2002). Queen Bees and Wannabes. New York: Three Rivers Press.

Xie, H. L., Cairns, R. B., & Cairns, B. D. (1999). Social networks and configurations in inner- city schools: Aggression, popularity, and implications for students with EBD. Journal of Emotional and Behavioral Disorders, 7, 147-155.

Xie, H. L., Li, Y., Boucher, S. M., Hutchins, B. C., & Cairns, B. D. (2006). What makes a girl (or a boy) popular (or unpopular)? African American children’s perceptions and

developmental differences. Developmental Psychology, 42, 599-612.

Yeates, K. O., & Selman, R. L. (1989). Social competence in the schools: Toward an integrative developmental model for intervention. Developmental Review, 9, 64-100.

Zimmer-Gembeck, M. J., Geiger, T. C., & Crick, N. R. (2005). Relational and physical aggression, prosocial behavior, and peer relations: Gender moderation and bidirectional associations. Journal of Early Adolescence, 25, 421-452.