Peer status and self-perception among early elementary school children: the case of the rejected children

The main purpose of this study was to evaluate the relations among peer status, self-, and other-perceptions of social competence among 9- and 11-year-old children. Self-esteem, self-perception in different domains (academic, social acceptance, athletic, physical appearance, and behavior/conduct), and teacher's assessments were assessed along with peer status. A cluster analysis revealed that rejected children could be assigned to 1 of 2 groups with respect to self-perceptions, the first displaying high self-perceptions and the second, low self-perceptions. In contrast, popular children showed generally positive self-perceptions. No difference was found between the self-perception scores of neglected and average children, whereas controversial children displayed lower self-esteem and perceived competence on the academic and behavior/conduct dimensions. The results are discussed in terms of their implications for the etiology of "at-risk" children.