STATUS IN A PEER GROUP – FROM THE PERSPECTIVE OF TWO DISTINCTIVE DIMENSIONS

Abstract

Peer groups represent a vital context in the upbringing of every child, which leads to numerous theoretical and empirical endeavours aimed at understanding its characteristics. The subject of this research is establishing the fundamental dimensions of peer status. The research includes 280 third-grade elementary school students and utilises two instruments, a socio-metric questionnaire and a questionnaire on socio-demographic characteristics. The aim is to establish the nature of the relationship between the dimensions of perceived popularity and sociometric acceptance, their categories, as well as differences regarding general sociodemographic characteristics among children and families. The research results unequivocally indicate the necessity for a distinction to be made between the two, as socio-metric acceptance relates to the level of a child’s social preference within a group, whereas perceived popularity pertains to the level of their social influence, regardless of their social preference level. Regarding individual categories, the highest degree of correlation is found between non-acceptance and unpopularity, while a notably significant result is a considerable number of students with neglected peer status. Differences arise from the socio-demographic characteristics, particularly regarding the gender of students and family structure. The results hold crucial importance for both pedagogical theory and practice, which, up to now, has interpreted and measured peer status in a one-dimensional manner. Additional research inquiries also arise regarding the exploration of those correlates that more closely determine a child’s status within a peer group.