19.5.2: Social Status
- Page ID
- 248399
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- Identify the five sociometric peer status categories and their typical characteristics.
- Explain how peer acceptance or rejection influences social and emotional development.
- Define rejection sensitivity.
- List common domains of social comparison in middle childhood.
Peer Groups
Sociometry
One way researchers assess children’s standing within peer groups is through sociometric techniques, in which children are asked to nominate peers they “like most” and “like least” within their classroom. This method helps identify patterns of peer acceptance and rejection, and allows researchers to classify children into social status categories (Rubin et al., 2011).
Figure \(\PageIndex{2}\). Sociometric peer statuses. Image in Jakobsen & Fischer (2023) is licensed CC BY-NC-SA 4.0
- Popular children receive many positive nominations and few negative ones. They tend to be cooperative, friendly, and socially skilled.
- Rejected children receive many negative nominations and few positive ones. This group may include children who are aggressive, disruptive, or socially withdrawn.
- Neglected children are rarely mentioned, either positively or negatively, and may be shy, quiet, or simply overlooked.
- Controversial children receive a mix of positive and negative nominations. They may be socially active but also aggressive or dominant.
- Average children receive a moderate number of both positive and negative nominations.
Figure \(\PageIndex{3}\). Sociometric peer status. Image by Florida State College at Jacksonville is licensed CC BY 4.0.
Research indicates that popularity in middle childhood is often linked to social competence, leadership skills, and emotional regulation (Coie, Dodge, & Coppotelli, 1982). These children tend to have more stable friendships and are more likely to be viewed favorably by both peers and teachers.
In contrast, peer rejection is linked to negative outcomes such as loneliness, academic difficulties, and increased risk for externalizing or internalizing problems. Children who are chronically rejected—especially due to aggressive or disruptive behavior—may begin to form friendships with similarly rejected peers, reinforcing antisocial patterns (Ladd, 2005).
One emerging area of focus is rejection sensitivity—a tendency to anxiously expect, readily perceive, and overreact to rejection in social situations. Children with high rejection sensitivity may interpret neutral peer interactions as negative and respond with withdrawal or hostility. This can create a cycle where expectations of rejection contribute to further exclusion (Downey & Feldman, 1996). Over time, these patterns can damage children's self-esteem and increase the likelihood of internalizing symptoms such as anxiety or depression.
Social Comparison
Peer group dynamics also contribute to social comparison. As children become increasingly attuned to peer evaluations, they begin to assess their abilities and characteristics in relation to those of others. There are five areas in which this tends to occur in middle childhood:
- Academic competence
- Athletic abilities
- Physical appearance
- Social competence
- Behavioral conduct
This can lead to motivation and self-improvement, but may also result in anxiety or avoidance when children feel they do not measure up. For example, a child who feels academically inferior to their classmates may withdraw from participation, while another who is admired for athletic ability may develop confidence in leadership roles.
Although these social patterns are still forming, they lay the foundation for later group dynamics in adolescence. Understanding peer group hierarchies and children's place within them is essential for supporting healthy social-emotional growth during this stage.
References, Contributors and Attributions
50. Lifespan Development: A Psychological Perspective by Martha Lally and Suzanne Valentine-French is licensed under CC BY-NC-SA 3.0
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570. https://doi.org/10.1037/0012-1649.18.4.557
Jakobsen, K. & Fischer, P. (2023) Child and adolescent development: A topical approach. Pressbooks.
Ladd, G. W. (2005). Children’s peer relations and social competence: A century of progress. Yale University Press.
Rubin, K. H., Coplan, R. J., Chen, X., Bowker, J. C., & McDonald, K. (2011). Peer relationships in childhood. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental science: An advanced textbook (6th ed., pp. 309–358). Psychology Press.