Antonius H.N. Cillessen, Julie A. Hubbard, and John D. Coie
Duke University
Kenneth A. Dodge
Vanderbilt University
The aim of this paper was to consider the relative effects of interpersonal perceptions and actual behavior on social status and group structure. Classroom peer reputation was assessed in 11 fourth-grade classrooms. Sixty-six target boys then participated in 5 45-minute play sessions in groups of 6 familiar boys each. Social behavior was assessed with codings of videotaped interactions. Within-group perceptions were assessed with post-play behavioral ratings. Finally, children completed sociometric peer ratings at the conclusion of the playgroups.
Regression analyses indicated that the combination of classroom reputation, social behavior, and group perceptions predicted 51.4% of the variance in post-play sociometric ratings. When considered separately, perception variables were more powerful predictors than actual social behavior. Findings highlight the important role that interpersonal perceptions play in the social interactions of fourth-graders.