We examined the degree to which children perceive influence behaviors and influence over social norms from different types of high-status children to vary in a sample of 453 3rd through 5th grade children. Using a cluster analysis of peer-nominated popularity and likeability measures, we identified a seven-cluster solution, including three high-status clusters: Well-Liked, Popular, and Popular/Well-Liked. Popular children were perceived as using ridicule and having influence over misbehavior. Popular/Well-Liked children were perceived as using playful teasing and modeling and influencing over trend-setting and sports norms, at a degree similar to Popular children. However, Popular/Well-Liked children were not perceived as using ridicule or influencing over misbehavior; rather, they scored higher than all other status groups for prosocial assertion and academic motivation. Well-Liked children were perceived as using prosocial assertion and influencing over academic motivation at a higher degree than Average children but at a lower degree than Popular or Popular/Well-Liked children. Although the influence associated with likeability alone appeared relatively limited, likeability in conjunction with popularity seems to make a difference regarding influence behaviors and norms. A person-centered approach that takes into account multiple facets of social status is likely to enhance understanding of high-status children's influence on their same-age peers.

中文翻译：

---

小学时的同伴影响力：评估受欢迎儿童的可取性的重要性。

我们在453名3至5年级的儿童样本中研究了儿童对不同类型的地位高的儿童的影响行为和对社会规范的影响的感知程度。通过对同伴提名的受欢迎程度和可喜程度进行聚类分析，我们确定了一个包含七个集群的解决方案，包括三个高状态集群：“喜好”，“受欢迎”和“受欢迎/喜好”。受欢迎的儿童被认为是在嘲笑他人，并对行为不当产生影响。受欢迎/喜好儿童被认为是在玩弄趣味的戏弄和建模，并影响趋势设定和体育规范，其程度与受欢迎的儿童相似。但是，没有将受欢迎/喜好儿童视为嘲笑或影响不当行为。而是 他们在亲社会主张和学术动机方面的得分均高于其他所有地位群体。品味良好的孩子被认为使用亲社会主张，并且对学业动机的影响程度要比普通儿童高，但低于受欢迎或受欢迎/健康的孩子。尽管仅与可爱性相关的影响似乎相对有限，但与流行性相关的可爱性似乎在影响行为和规范方面有所不同。以人为本的方法考虑了社会地位的多个方面，可能会增进对高地位儿童对同龄同龄人影响的理解。品味良好的孩子被认为使用亲社会的主张，并且对学习动机的影响程度要比普通儿童高，但低于受欢迎或受欢迎/健康的孩子。尽管仅与可喜性相关的影响似乎相对有限，但与受欢迎度相结合的可喜性似乎在影响行为和规范方面有所不同。以人为本的方法考虑了社会地位的多个方面，可能会增进对高地位儿童对同龄同龄人影响的理解。品味良好的孩子被认为使用亲社会的主张，并且对学习动机的影响程度要比普通儿童高，但低于受欢迎或受欢迎/健康的孩子。尽管仅与可爱性相关的影响似乎相对有限，但是与流行性相关的可爱性似乎在影响行为和规范方面有所不同。以人为本的方法考虑了社会地位的多个方面，可能会增进对高地位儿童对同龄同龄人影响的理解。