Group entry behavior in popular and unpopular children: a social learning analysis

Recently there has been increased interest in the nature of children's peer relationships. This is partially in response to a number of research findings linking peer popularity in childhood to social adjustment in adulthood. As such, a large body of research has attempted to differentiate children of varying sociometric status on a variety of global behavioral dimensions (e.g., quantity of peer interaction). Oftentimes these efforts have yielded weak and nonspecific findings. In response, the study of more complex interactive behavior has been attempted (e.g., peer group entry behavior). The purposes of the present study were to expand this body of research by (1) examining peer group entry behavior within a social learning theory framework, (2) exploring the relationship between assertion and the oft-found "disagreement" evidenced by unpopular children when entering groups, and (3) providing additional information regarding the nature of group responses to peer group entry behavior. Fourth and fifth grade boys and girls were administered sociometric rating forms, assertion scales, and self-report measures of the social learning constructs (i.e., locus-of-control, self-efficacy, outcome expectancy, peer preference). Then, popular and unpopular children were observed as they attempted to enter same-sex, familiar popular and unpopular peer groups. Both entry behavior and group responses were coded. Results indicated that unpopular entry children took longer to enter groups, used more waiting and hovering, and tended to be ignored more often than popular children. That is, the behavior of unpopular children resembled that of newcomers. Within a social learning theory framework, successful group entry was found to be predicted best by value placed on peer interaction, a social learning construct. Finally, both examination of the relationship between assertion and disagreement, and the elaboration of group responses to entry attempts were precluded since no disagreement entry bids of "types" of group rejection occurred. These findings have clear implications for the continued assessment of interactive social behavior and its relationship to social competence in children.