POPULAR, CONTROVERSIAL, NEGLECTED, AND REJECTED ADOLESCENTS - CONTRASTS OF SOCIAL COMPETENCE AND ACHIEVEMENT DIFFERENCES

Using a relatively well established sociometric classification procedure (Coie, Dodge, & Coppotelli, Developmental Psychology, 18: 557-570, 1982), social competence and achievement differences among 331 popular, controversial, neglected, or rejected adolescents in Grades 6-10 were investigated. Comparisons were made from teachers' and self-report judgments of social skills, behavior problems, and academic achievement. Significant differences and trends in the data were consistent with past studies that have indicated that popular children display more socially skilled behaviors and fewer behavior problems than rejected children. No differences in teacher-rated social skills, problem behaviors, or academic achievement were found between popular, controversial, and neglected groups. © 1991 The Journal of School Psychology, Inc.