Peer Liking and Preschool Competence: A Social Relations Analysis

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Social Relationships

Abstract

Preschool competence is a critically important but often understudied feature of children’s readiness to learn and succeed in school. A large body of research has demonstrated a significant association between peer relationships and school competence (Lindsey, 2002). In particular, the extent to which children like and are liked by their peers is crucial for their psychosocial and school adjustment (Hay, Payne, & Chadwick, 2004). Prior research primarily used either self-reported or peer-reported measurements to assess peer liking. However, the evidence showed that self-reported and peer-reported peer relationships may lead to different research outcomes (e.g., Bouman, van der Meulen, Goossens, Olthof, Vermande, & Aleva, 2012). Indeed, the degree of one child liking a certain peer is affected by (a) the degrees of this child liking everyone regardless of his interaction partners, (b) the degree of his peer is liked by everyone regardless of the peer’s interaction partners, and (c) the unique relationship between this child and his peer. To examine these complexities, the social relations model (SRM) was used to study peer liking by separating these three variances (Kenny & La Voie, 1984). We hypothesized that there would exist significant differences in the degrees of children liking others (i.e. peer preference), being liked by others (i.e. peer acceptance), and reciprocal peer relationships. While prior studies mainly focused on the association of peer acceptance and school competence, the relation between peer preference and preschool competence remains unclear. Therefore, we hypothesized positive associations between peer acceptance and preschool competence.

Participants are 137 preschool children (64 girls, Mage = 4.71 months, SD = 4.63 months). Teachers reported on children’s three dimensions of preschool competence: social competence, school-specific instrumental competence, and school readiness. As expected, the SRM showed significant differences in the degrees of children liking others (β = 0.28, p < .001) and been liked by their peers (β = 0.08, p < .001), suggesting that children in this age show different levels of peer preference and acceptance. In addition, there was 64% variance attributed to a unique relationship between individuals. That is, children like certain peers mainly because of their unique relationships. Finally, significant dyadic reciprocity of liking (r = 0.13, p < .001) indicated that preschool children matched their perceptions of liking with their peers. In terms of the predictions of preschool competence, children’s peer acceptance was positively associated with their social competence (β = 0.33, p < .001), instrumental competence (β = 0.29, p < .001), and school readiness (β = 0.28, p < .01). That is, preschool children who are more accepted tend to show better preschool competence.

To conclude, these results suggest that preschool children vary in the extent to which they like and are liked by their peers. Children’s perceptions of liking in each dyad were positively correlated. An important contribution of being liked by peers on preschool competence in early age was revealed. In sum, the current findings are significant in the discrimination among peers toward liking and the appropriateness of child sociometric measure in preschool age. The practical implications of these findings will be discussed.

Authors

• Yen-Lin Lee, Arizona State University
  Presenting Author

• Dawn DeLay, Arizona State University
  Non-Presenting Author

• Masumi Iida, Arizona State University
  Non-Presenting Author

• Laura D Hanish, Arizona State University
  Non-Presenting Author

• Carol Lynn Martin, Arizona State University
  Non-Presenting Author

• Richard A Fabes, Arizona State University
  Non-Presenting Author