Temperament and Peer Acceptance in Early Childhood: Sex and Social Status Differences

Abstract

The purpose of this study was to investigate the relation between sex, social status and temperament in a sample of preschool-aged children. Sociometric interviews were conducted with 182 children (92 boys and 90 girls). Status groups of popular, rejected, neglected, controversial and average children were identified according to previously established criteria. Teachers rated children's temperament. Results indicated that rejected children displayed a more difficult temperament than popular children in terms of higher activity levels, higher distractibility and lower persistence. Both rejected and neglected children were rated as displaying lower adaptability and more negative mood than popular children. Boys were also rated as more active, more distractible and less persistent than girls. Results are discussed in terms of the relevance of particular temperament dimensions to successful social functioning for boys and for girls.