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The Academic Lives of Neglected, Rejected, Popular, and Controversial Children

Kathryn R. Wentzel and Steven R. Asher
Child Development
Vol. 66, No. 3 (Jun., 1995), pp. 754-763
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1131948
Stable URL: http://www.jstor.org/stable/1131948
Page Count: 10
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The Academic Lives of Neglected, Rejected, Popular, and Controversial Children
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Abstract

The purposes of this study were to examine academically relevant characteristics of different sociometric status groups and to learn about the academic orientations of behavioral subgroups of rejected children. Results from a sample of 423 sixth and seventh graders (ages 11-13) suggested that sociometrically neglected children have quite positive academic profiles. When compared with average status children, these students reported higher levels of motivation, were described by teachers as more self-regulated learners, as more prosocial and compliant, and as being better liked by teachers. Analyses of two behavioral subgroups of rejected children indicated that aggressive-rejected but not submissive-rejected children have problematic academic profiles. Relations of neglected and aggressive-rejected status to academic adjustment in young adolescents' lives is discussed.

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