A multidimensional investigation of factors related to discrepancies between children's perceived peer acceptance and ratings by their peers

Date of Award




Degree Name

Doctor of Philosophy (Ph.D.)



First Committee Member

Anne E. Hogan - Committee Chair


The purpose of this study was to identify characteristics of second grade children who, based on sociometric ratings, overrated (n = 35), accurately rated (n = 67), or underrated (n = 40) their peer acceptance. Groups were formed based on differences/discrepancies between children's scores on a pictorial version of the Peer Acceptance subscale of the Self-Perception Profile for Children and "likeability" ratings received by each child. Self- and teacher-report measures of social judgment/cognition, behavior problems, and social behavior/interaction skills were obtained, as well as a laboratory measure of impulsivity (DRL), and the frequency of reciprocated positive nominations.Results suggested that overraters exhibited more impulsive responses on the DRL and acknowledged fewer unknown causes of social outcomes. Underraters provided more endorsements of social anxiety. Accurate raters showed a higher level of reciprocated positive nominations and more total responses on the DRL. A series of 3 (social status) x 3 (discrepancy groups) ANOVAs revealed that many discrepancy group differences were independent of social status (peer nominations), except for reciprocated nominations. Independent of social status, overraters received higher (albeit subclinical) teacher-ratings of disruptive behavior, lower DRL efficiency, and fewer teacher-rated social behavior/interaction skills. Underraters, independent of social status, acknowledged a higher degree of fear of being negatively evaluated in social situations.Findings are discussed in the context of the role self-evaluation plays in cognitive and social competence, intervention strategies, and methodological limitations.


Psychology, Behavioral; Psychology, Social; Education, Educational Psychology; Psychology, Developmental; Psychology, Clinical

Link to Full Text


Link to Full Text