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Date of Award


Document Type

Restricted Thesis: Campus only access

Degree Name

Bachelor of Arts




A longitudinal study was conducted to investigate the differences in the self- versus teacher-perceptions of social competence among sociometrically popular youth (well-liked by peers) as compared to perceived popular youth (considered popular by peers) among 131 third- and fourth-grade students. Self- and teacher-reports of social competence were obtained and multiple regression analyses of the data indicated that sociometrically popular children were considered more competent by their teachers and not by themselves while the opposite was true for perceived popular children, who were perceived as socially competent by themselves but not by their teachers. These results extend the current knowledge on the outcomes associated with popularity status as well as the discrepancy between self- and teacher-reports of social competence.