THE EFFECTS OF POPULAR PRO-SOCIAL BEHAVIOUR CHILDREN ON PEERS AND SCHOOL ENVIRONMENT
DOI:
https://doi.org/10.51714/dlejpancasakti.v4i1.7.pp.27-36Keywords:
popular children, pro-social behavior, peers, school environmentAbstract
The aims of the study were to find out the effects of popular pro-social children on peers and school environment. Mixed methods were used in the present study which had two phases; quantitative method and qualitative method. Peer matrix of peer nomination was used as data collection in quantitative, meanwhile interview was used in qualitative method. The results revealed that 5 popular children obtained from peer matrix of peer nomination were liked most by peers. The Results indicated that popular children gave effects on peers and school environment. Popular children influenced their peers and school environment in pro-social behaviour, leadership, and academic achievement. Meanwhile, besides in academic achievement homeroom teachers also agreed on the effects of popular children in pro-social behaviour.
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References
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Bagwell, C. L. (2004). Friendships, peer networks, and antisocial behaviour. In J. B. Kupersmidt & K. A. Dodge (Ed.), Children’s peer relations: from development to intervention. Washington: American Psychological Association.
Birch, S. H., Ladd, G. W. (1996). Interpersonal relationships in the school environment and children early school adjustment: the role of teachers and peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: understanding children school adjustment. New York: Cambridge University Press.
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: across- age perspectives. Journal of Developmental Psychology, Vol. 18, No. 4, pp. 557-570.
Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. USA: Pearson.
De Bruyn, E. H., Cillessen, A. H. N. (2006). Heterogeneity of girls’consensual popularity: academic and interpersonal behavioural profiles. Journal of Youth and Adolescence, vol. 35, No. 3, June 2006, pp. 443-445.
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In W. Damon & R. M. Lerner (Ed.) & N. Eisenberg (Vol., Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th Edn.). New York: Wiley.
Gelo, O., Braakman, D., Benetka, G. (2008). Quantitative and qualitative research: beyond the debate. Integr Psych Behav. 42, 266-290.
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Greener, S. H. (2000). Peer assessment of children’s prosocial behavior. Journal of Moral Education, Vol. 29, No. 1.
Howes, C., Tonyan, H. (1999). Peer relations. In Balter, L., Tamis –Le Monda, C. S. (Eds.). Child psychology. A handbook of contemporary issues. USA: Edwards Brother.
Khairiah, (2009). The relationship between school environments and emotional intelligence of students in secondary school in rural Selangor: a case study (Master’s thesis). IIUM, Malaysia.
LaFontana, K. M., Cillesen, A. H. N. (1999). Children’s interpersonal perception as a function of sociometric and peer-perceived popularity. The Journal of Genetic Psychology, 160(2), pp. 225-242.
Lease, A. M., Kennedy, C. A., & Axelrod, J. L. (2002). Dimensions of social status in preadolescent peer groups: likability, perceived popularity, and social dominance. Social Developemnet, 11, 4, pp. 509-533.
Ma, H. K., Shek, D. T. L., Cheung, P. C., Lee, R. Y. P. (1996). The relation of prosocial and antisocial behaviour to personality and peer relationships of Hong Kong Chinese adolescents. The Journal of Genetic Psychology, 157 (3), pp. 225-266.
Meijs, N., Cillessen, A. H. N., Scholte, R. H. J., Segers, E., Spijkerman, R. (2010). Social intelligence and academic achievement as predictors of adolescent popularity. Journal of Youth Adolescence 39: 62-72.
Merell, K. W. (1999). Behavioral, social and emotional assessment of children and adolescents. New Jersey: Lawrence Eribaum Associates.
Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children peer relations: a meta- analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, Vol. 113, No. 1, pp. 99-128.
Nik Suryani., N. A. R., Suhailah, H., & Mastura, B. (2008). A practical guide to interviewing in educational research. Selangor: IIUM Printing Sdn. Bhd.
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Punc, K. F. (2009). Introduction to research methods in education. London: Sage Publications Ltd.
Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: antisocial and prosocial configurations. Developmental Psychology, Vol. 36, No. 1, pp. 14-24.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Ed.) & N. Eisenberg (Vol., Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th Edn.). New York: Wiley.
Rys, G. S., Bear, G. G. (1997). Relational aggression relations: gender and developmental issues. Merril-Palmer Quarterly, January 1997, Vol. 43, No. 1, pp. 87-106.
Santrock, J. W. (2010). Child development. (12th edn.). New York: McGraw-Hill.
Wentzel, K. R. (1991). Relations between social competence and academic achievements in early adolescence. Child Development 62, pp. 1066-1078.
Xie, H., Boucher, S. M., Hutchins, B. C., & Cairns, B. D. (2006). What makes a girl (or a boy) popular (or unpopular)? African American children’s perception and developmental differences. Developmental Psychology, 0012-1649, 2006, Vol. 42, Issue 4.
Young, L. L., Cooper, D. H. (1944). Some factors associated with popularity. Journal of Educational Psychology, Vol. XXXV, December 1944, No. 9, pp. 513-534.
Bagwell, C. L. (2004). Friendships, peer networks, and antisocial behaviour. In J. B. Kupersmidt & K. A. Dodge (Ed.), Children’s peer relations: from development to intervention. Washington: American Psychological Association.
Birch, S. H., Ladd, G. W. (1996). Interpersonal relationships in the school environment and children early school adjustment: the role of teachers and peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: understanding children school adjustment. New York: Cambridge University Press.
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: across- age perspectives. Journal of Developmental Psychology, Vol. 18, No. 4, pp. 557-570.
Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. USA: Pearson.
De Bruyn, E. H., Cillessen, A. H. N. (2006). Heterogeneity of girls’consensual popularity: academic and interpersonal behavioural profiles. Journal of Youth and Adolescence, vol. 35, No. 3, June 2006, pp. 443-445.
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In W. Damon & R. M. Lerner (Ed.) & N. Eisenberg (Vol., Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th Edn.). New York: Wiley.
Gelo, O., Braakman, D., Benetka, G. (2008). Quantitative and qualitative research: beyond the debate. Integr Psych Behav. 42, 266-290.
Eisenberg, N., Mussen, P. H. (1989). The roots of prosocial behaviour in children. In M. L Hoffman (Ed.). Cambridge studies in social & emotional deleopment. United Kingdom: Cambridge University Press.
Greener, S. H. (2000). Peer assessment of children’s prosocial behavior. Journal of Moral Education, Vol. 29, No. 1.
Howes, C., Tonyan, H. (1999). Peer relations. In Balter, L., Tamis –Le Monda, C. S. (Eds.). Child psychology. A handbook of contemporary issues. USA: Edwards Brother.
Khairiah, (2009). The relationship between school environments and emotional intelligence of students in secondary school in rural Selangor: a case study (Master’s thesis). IIUM, Malaysia.
LaFontana, K. M., Cillesen, A. H. N. (1999). Children’s interpersonal perception as a function of sociometric and peer-perceived popularity. The Journal of Genetic Psychology, 160(2), pp. 225-242.
Lease, A. M., Kennedy, C. A., & Axelrod, J. L. (2002). Dimensions of social status in preadolescent peer groups: likability, perceived popularity, and social dominance. Social Developemnet, 11, 4, pp. 509-533.
Ma, H. K., Shek, D. T. L., Cheung, P. C., Lee, R. Y. P. (1996). The relation of prosocial and antisocial behaviour to personality and peer relationships of Hong Kong Chinese adolescents. The Journal of Genetic Psychology, 157 (3), pp. 225-266.
Meijs, N., Cillessen, A. H. N., Scholte, R. H. J., Segers, E., Spijkerman, R. (2010). Social intelligence and academic achievement as predictors of adolescent popularity. Journal of Youth Adolescence 39: 62-72.
Merell, K. W. (1999). Behavioral, social and emotional assessment of children and adolescents. New Jersey: Lawrence Eribaum Associates.
Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children peer relations: a meta- analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, Vol. 113, No. 1, pp. 99-128.
Nik Suryani., N. A. R., Suhailah, H., & Mastura, B. (2008). A practical guide to interviewing in educational research. Selangor: IIUM Printing Sdn. Bhd.
Parker, R. D., Gauvain, M. (2009). Child psychology: a contemporary viewpoint. (7th Edn.), New York: McGraw Hill.
Punc, K. F. (2009). Introduction to research methods in education. London: Sage Publications Ltd.
Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: antisocial and prosocial configurations. Developmental Psychology, Vol. 36, No. 1, pp. 14-24.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Ed.) & N. Eisenberg (Vol., Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th Edn.). New York: Wiley.
Rys, G. S., Bear, G. G. (1997). Relational aggression relations: gender and developmental issues. Merril-Palmer Quarterly, January 1997, Vol. 43, No. 1, pp. 87-106.
Santrock, J. W. (2010). Child development. (12th edn.). New York: McGraw-Hill.
Wentzel, K. R. (1991). Relations between social competence and academic achievements in early adolescence. Child Development 62, pp. 1066-1078.
Xie, H., Boucher, S. M., Hutchins, B. C., & Cairns, B. D. (2006). What makes a girl (or a boy) popular (or unpopular)? African American children’s perception and developmental differences. Developmental Psychology, 0012-1649, 2006, Vol. 42, Issue 4.
Young, L. L., Cooper, D. H. (1944). Some factors associated with popularity. Journal of Educational Psychology, Vol. XXXV, December 1944, No. 9, pp. 513-534.
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10/23/2019
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How to Cite
Ningrum, D. (2019). THE EFFECTS OF POPULAR PRO-SOCIAL BEHAVIOUR CHILDREN ON PEERS AND SCHOOL ENVIRONMENT. Dialectical Literature and Educational Journal, 4(1), 27-36. https://doi.org/10.51714/dlejpancasakti.v4i1.7.pp.27-36
